World Needs Project Rhonda Fritzley ~ Goderich District Collegiate Institute ~ AMDSB

What do you believe the world needs now?

Students created action plans to develop global competence in their school/town/city/nation based on the United Nations' Sustainable Development Goals.

Students shared their action plans on Twitter with like-minded learners from around the world in an on-going conversation using #NPDLWorldNeeds.

The Task

Students interacted with the UN Sustainable Development Goals resource and explored the goal 'what the world needs now' based on their own knowledge, observations, and experiences.

Students pursued an understanding of, and created an action plan for, the UN goal that was most relevant to them.

Students shared their learning through conversation using the hashtag #NPDLWorldNeeds on Twitter with the intent of connecting with an authentic audience around the globe.

Students were encouraged to question, challenge, and celebrate each other’s contributions and learning via Twitter.

#NPDLWorldNeeds tweets were projected at the Global Deep Learning Lab in Vancouver, Canada (April 16-18, 2018).

Grade 7

Community Partners:

Working partnerships:

  • Hats and Mats Group, Goderich; Outreach for the homeless
  • Ashfield Colborne Wawanosh Township; Tree Planting Project

Organizations that benefited from student action plans:

  • Goderich Food Bank
  • Unite to Light
  • Malala Fund
  • Tentree

Curriculum Areas Covered:

  • Geography
  • Language Arts

Length of Learning Experience:

  • Starting date of Inquiry Cycle - March 2, 2018
  • End Date of Inquiry Cycle - May 2, 2018

Learning Goals


I will use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment and explore the impact(s) from a geographic perspective.


Oral: I will listen in order to understand and respond appropriately.

Reading: I will read and demonstrate an understanding of a variety of literary, graphic, and informational texts.

Writing: I will generate, gather and organize ideas, and information to write for an intended purpose and audience.

Media: I will create media texts for an intended purpose and audience, using appropriate forms, conventions, and techniques.

Success Criteria

  • I will develop a minimum of 3 inquiry questions to help guide my inquiry.
  • When faced with a challenge, I imagine and create new solutions or ideas. I can organize my creative thoughts in a way that help me come up with promising ideas.
  • I will analyse maps as part of my investigations into the impact of natural events and/or human activities that change the physical environment.
  • I will evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment.
  • I will make inferences and explain my interpretations using text support (oral and written).
  • I will organize my ideas and determine whether the information I gathered was relevant and appropriate for my project.
  • I will successfully share my presentation using Adobe Page on Twitter, using the appropriate hashtags.
The strategies that I focused on to help students develop in these six C’s were through modelling and by providing a learning environment where students felt safe to express their thoughts and feelings without judgement.

Design Plan

Deep Learning Task Design

The driving questions:

Based on the United Nations' Sustainable Development Goals, what do you believe the world needs now?

Will creativity improve student engagement and outcomes for students.

Deep Learning Success Criteria

The students were only presented with the driving question and deep learning task outline. From there, they decided where their inquiry was going to take them. In order to promote creativity and critical thinking, I chose to withhold the criteria for assessment. Many of my students are resistant to taking risks and like the security of “checking off the boxes.” I wanted to challenge these students to learn for their own “why” and not because it was an assessed project. These students were very good at following the steps to get a Level 3 or 4. However, in order for me to help them find their “why,” I needed to spark empathy and reach them on an emotional level.

Learning Design Elements

The students were all new to Twitter and Adobe Spark. Together, we co-constructed Twitter success criteria and developed what they felt was important to include when using the class Twitter account. They were encouraged to share their wonderings, celebrate new learning, and connect with an authentic audience around the globe. Using Adobe Page, the students were able to share their inquiries and action plans via Twitter. Leveraging digitally accelerated and deepened the learning of the students by providing a gateway to connect with people with similar goals and/or interests from around the world, while helping students build a positive digital footprint.

Front work: Twitter Communication & Introducing Adobe Spark

Inquiry Reflections

Learning Implementation (Act)

Collaborative Learning Partnerships

Students were able to work in small groups, pairs, or on their own. Even distribution of the workload was up to the students to figure out. This proved to be a challenge for some groups. When conferencing with students, a common struggle of the small groups was the equality of work. During further reflection, some students stated that they should have chosen to work in a pair or on their own. We discussed some strategies, and they were able to make progress as a group.

I hadn’t expected the students to go so "big" with their action plans. Allowing the students to take ownership for these big expectations that they were setting for themselves and encouraging them throughout the process of their inquiries, helped them gain the confidence they needed to succeed in their endeavors.

At the beginning of each class, we would have discussions about the progress of their action plans and any interesting new learning that had taken place. Students were encouraged to reflect throughout their inquiry and document their learning through their EduBlogs. We would also pull up the class Twitter page and celebrate successes. This lead to two groups in different classes deciding to work together on the same action plan. They would connect during breaks, Google Hangouts, and iMessage to work out details and discuss the project.

As part of the students’ action plans, community partnerships took shape on their own. Through research and inquiry, students chose where their actions plans were going to take them and how they would unfold. Below is a list of community partners and their contributions.

Community Partnerships / Benefiting Organizations:

  • Hats and Mats Group - Students cut milk bags for the mats
  • ACW Township - Donated a 6ft Maple tree to be planted on school grounds
  • Goderich Food Bank - Students held a food drive
  • Unite to Light - Raised $130; purchased 13 solar lamps for South African students.
  • Malala Fund - raised $307.00; supporting girls' rights and education.
  • Tentree - Students promoted a Tentree initiative - 1 Pledge = 1 Tree Planted.

The students’ excitement and engagement went up when they had an outside partnership. They were more apt to share their learning with the class and put more effort into their projects.

Leveraging Digital

Leveraging digital was a huge part of this learning task. The following are tools that helped accelerate and deepen the learning of the students.

  • Twitter - #NPDLWorldNeeds, creating awareness and making connections around the globe
  • Edublogs - student reflection
  • Online research
  • Virtual Reality - students visited NYC Department of Sanitation and learned about NY’s “Zero by 30” goal - zero waste to landfills by 2030
  • Students posted QR codes around the school to take students directly to Tentree’s initiative
  • Students used Adobe Spark to create presentations to share their learning
The Ontario Curriculum, Grades 1-8: The Arts, 2009 (Page 20)

Assess (Observe)

Students received feedback throughout their projects and were able to reflect and evaluate throughout the learning process.

Diagnostic assessment:

  • Pre assessment Google Form data collection on where they felt they were in the five dimensions of creativity related to seeing and taking opportunities, creating new ideas or products, and leading others.

Formative assessment

  • Whole class/group/teacher conferencing with students to share their learning process. The students would post questions and reflections to their EduBlogs and Twitter. I found they motivated each other by challenging each other to “think bigger," due to the authentic audience piece on social media. Following the Creative Process, peer and teacher feedback and reflection was ongoing

Summative assessment:

  • Post assessment Google Form data collection on where they felt they were in the five dimensions of creativity related to seeing and taking opportunities, creating new ideas or products, and leading others
  • Post self evaluation - single point rubric
  • Oral presentation rubric
“Be the change that you wish to see in the world.” Mahatma Gandhi
Twitter Shout Outs ~ Spreading Awareness ~ Reflections

Measure, Reflect, Change (Reflect)


  • I was extremely impressed by how the students took this project and ran with it. They went beyond my initial expectations and became completely self-driven. The connections made with the authentic audiences on Twitter and through community partnerships motivated the students to go BIG with their actions plans. They each had their own “why” and the freedom, through the inquiry and creative process, to accelerate and deepen their learning.


  • One of the main challenges that I faced was incorporating families. Making those family connections and partnerships proved to be difficult. The students were reluctant and parents were busy. Perhaps in the future, an addition can be made to the Capacity Building Tools on Partnerships. It would be great if there were examples of how family partnerships work.
"Creativity is intelligence having fun." Albert Einstein
Connecting the Curriculum to New Pedagogies
...generate essential questions, provocations, and wonderings...
...divergent thinking that questions the status quo...
...formulate questions to guide investigations...

Community Voice

Learner Voice & Impact

"Why was this style of learning more fun for you?" Mrs. Fritzley
Created By
Rhonda Fritzley

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