Responsabilidad sdg15 Vida de ecosistemas terrestres

Aceptar la responsabilidad personal de preservar la vida en la tierra en el planeta.

For example:

Learners in groups are asked to enter in the Environmental Justice Atlas and look for socio-environmental conflicts around biodiversity. They are asked to choose one, and gather the information and arguments of each side of the conflict (i.e. company extracting natural resource, government, local community and activist, foreign NGOs, etc.). Each member of the group takes the role of an actor and analyses the arguments of this actor, building a SWOT analysis grid. The groups present their analysis to the class.

Learners are then asked to produce a compromise solution from the perspective of their actor in the roleplay. These solutions are discussed among the members of the group to make them stronger: what negative impacts are reduced? What potential benefits? How to hold accountability?

Finally, the whole group of learners assesses the solutions presented in terms of their credibility and plausibility. For this assessment, the barometer activity will be applied, in which learners distribute physically in the space according to their degree of agreement.