Session 1- 2 hours. Invite the students to participate at a Kahoot quiz to explore their knowledge on SDGs. You can create your own quiz considering your students' needs. Guide a reflection with them:

-      What does “sustainability” mean?

-      What are the main dimensions of sustainability (economic, environmental, social)?

-      Do you think that these dimensions are interrelated?

Present a global perspective on sustainability presenting different contexts and/or different topics. Propose a digital exploration using Google Esporazioni or Google 360° with the support of digital viewer (an example: https://www.amazon.it/V2-Virtuale-Occhiali-Cartone-Smartphone/dp/B01EL3OPYI).

Some places to explore:

-Work rights: DIRITTI e LAVORO:  1. A Chinese Shoe Factory In Ethiopia: 360-Degree Video https://www.youtube.com/watch?v=7XiiwV25kws 

-Climate Change: Climate Change in Fiji “Our Home, Our Peolple https://www.youtube.com/watch?v=toOLqRJDV8k, Greenland, where climate change meets the eye https://www.youtube.com/watch?v=f0dOlXfzda8

-Migration: Inside a Mediterranean refugee Rescue Mission https://www.youtube.com/watch?v=kWMxAiPv-gM (YouTube 360); Rescuing people in the Mediterranean  (YouTube 360) ; https://www.youtube.com/watch?v=E655KhHSnVk (migrazioni e cambiamenti climatici)

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Session n° 2- 2 hours

Introduce to the students the activity “Take a step forward” to help them to live an experience in which they feel in the shoes of other (http://www.eycb.coe.int/compass/en/pdf/2_38.pdf).

You can adapt the characters and the situation to your students or focusing of specific issues that you want to develop.

In the debriefing phase ask to the students to express their emotions during the game and the sense of inequalities that they have lived:

-      How did you feel during the game?

-      What are the words taht you link to this experience?

-      What the situation that you are watching is suggesting in your mind?

-      Can you imagine some characters thinking about real life in your society? Can you tell us?

In a second step invite your students to connect each situation to SDGs as they discovered in the previous meeting.

Divide the class in small groups of 3 or 4 people. Invite them to share their characters and reflect on the situation that they live. Helping each other, they have to identify what SDGs are connected with the life histories of each character. Invite them to reflect if they find that these SDGs are connected or not and what are the main challenges that the character have to face to improve his/her situation. Finally, invite them to reflect if they can act something to change the situations.

Each group have to present to other students the results of their work designing in a poster the main considerations emerged in the groups.

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Session 3- 2 hours. Icebreaker activity to explore the attitudes of students toward digitalization and the using of tools: “Which side are your on?”.

Create a free space and put a round of chairs at the bottom of the room. Draw or imagine a line in the middle and ask to the students to take position depending on their answers at these questions:

-      Do you mostly use Facebook or Instagram?

-      Do you mostly use Whatsapp or Telegram?

-      Do you mostly communicate through phone calls or messages?

-      Do you keep inform mostly reading newspapers or internet articles?

-      Do you spend more than 3 hours a day in Internet?

-      Do you trust in web information sources?

Give time to observe the different positions in the space in order to be aware of the tendencies of the group. It is a starting point to analyze the relations with technology and how human relations, ways of communication and information have changes in time.

This icebreaker is due to introduce the issue of means of communication and information.

Introduce the issue of fake news: what they are and how they work. Divide the students in small groups presenting 3 news on migration issue and ask them to find the false news. Some links that were used in the experimentation are below:

https://www.bufale.net/home/

https://attivissimo.blogspot.com/

https://www.butac.it/

After the students read and analyzed the articles, reveal the right answer and start a reflection with them:

-      Why fake news are created?

-      What are the effects?

-      How much you think a good information is important?

-      How to verify our sources of information?

Call to action!

In the last part of the meeting invite your students to think about all the knowledge acquired during the previous meeting: SDGs, migration and fake news. They have to think about a small digital tool through which they have to develop a small action to raise awareness on the issues.

It is important to present some tools that they can use through simple tutorial: i.e. Stop motion, Powtoon, Canva.

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Session 4- 2 hours. Present to the students a model to project. These element are useful to plan their digital project and tool. The reference is the SMART objective (Simple, Measurable, Attarctive, Realistic, Timetable). When they paln their project they have to define these 5 questions:

1.     Why are doing this? (Objective)

2.    What do you want to do (Object)

3.    How do you want to do? (Method)

4.    Who does what? (Roles)

5.    When do you do? (Timetable)

Divide your students in small groups and, starting from this introduction, they have to produce a digital tool using their creativity.

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Session 5- 2 hours

Description of activities

In this last meeting each group present to their classmates their product, explaining also the process followed to realize it.

A last part is dedicated to the evaluation of the entire educational path.