 Hi everybody. I hope I'm audible. Can you all hear me? Good morning, good evening. Folks who are joining, I'm going to say hello to everyone here. Thanks for joining this exciting day. We've done a lot of work over summer and now I think it's time to present all of our work and vision going forward. So thank you all for joining today. We will be going over narrating local stories to the lens of the SDGs, which is a part of the ECO ambassadors program at the Center for Sustainable Development. And we go over what we did for summer going forward and we have a great set of families who are who will be sharing their experiences. Quick note before we start, if you are on the webinar, it is a webinar and it will be showcased on our YouTube channel. If you are uncomfortable, please switch off your camera. Also, since it is recorded, it will be able to keep our videos, keep our mics on mute, because it will help to keep the, we can hear the sound properly. As well as questions, there is a chat function, please, please do the chat as we go along. So just a quick brief on ECO ambassadors and our partners. We work with a consortium of programs. We have SDGs today. We have SDGs, we have RGI story maps, which is a part of SDGs, which is also a big component of why we are here today. SDGs today and SDGs have partnered to give us this story maps, which are fascinating and we go over the story maps that we created over summer. We are so privileged to be working in partnership with the worldwide climate teaching as well as with the Arizona State University, turn it around cards and we hear from them very soon. This entire program along with the ECO ambassadors is run at the Center for Sustainable Development and we have a mission 4.7 as a partner entity here. Brian has raised his hand. I'm not sure if we can do any questions yet. I hope it is audible and we can go ahead and then we can do questions as we go along. ECO ambassadors program is in a brief nutshell is a combination of science training and citizen science and advocacy work. So we are working with scientists to focus on the science training component. We are working with a lot of scientists at Lemont at Columbia University to focus on the science training part, which is also citizen science work that we are engaged in. And we want to use that science for public knowledge so we do that through our ECO advocacy through our storytelling formats and here we are at the intersection of sustainable development where we are focusing on science training and ECO advocacy as we go along to the development with justice and sustainability at the Center. So that's our program goals. Today's agenda is a full packed agenda. We have lots and lots of people who are here joining us who have been a part of the summer program and we are here. We are here with ECO ambassadors story maps. We'll do a panel discussion with story maps with SDGs. Today, Maria and Ruby will be showcasing her ideas on story maps and how to create a story map we have every participants here. So nice of them to participate and tell us we've been using the platform so freely and it will be great to have to get some comments from them. We also have storytelling and educational tools that we will be hearing about from Anne Nielsen from Tornita Ramkaz as well as Jahnvi Bhatt who is a creative writer and Katie and Ambruster who is from Sustainable Earth that the Arizona State University she will be showcasing some of her work. For curriculum development, we'll be focusing on mission 4.7 educational platform and then we will be hearing from two fantastic teachers Ms. Freeman and Mr. Bhattaroti who will be discussing their integration of storytelling and story maps in the classroom as we go along and then towards the end, but not the least we have David Noxteen coming to discuss this new campaign that they have started as a collaborator together. So they will be joining as we go forward on some action plans as we now complete the summer and go ahead with our academic year. We have a YouTube playlist. This is also a repository of a lot of material, a lot of discussions in the past, including the summer stories. So if you are new to the group and if you are joining as a webinar and not as an audience and not as a panelist in this webinar, feel free to look at our YouTube list because it includes a summer program on how the summer program unfolded and how we created a story map. So feel free to go to our 2022 Equal Ambassadors program and you will have a playlist of all the summer work that we have done so far. So you'll get a glimpse of how we created these story maps and what are the skills that we learned. So now I'll ask my colleague, Henshin, who has been championing this particular program, some of Equal Ambassadors program has been working at the Center for Sustainable Development for many years. I don't even know the number of years anymore. So she will take over and explain and take over the program. Thank you so much, Radhika. Hello everyone. It's really great to see you and thank you so much for joining us. And as Radhika just mentioned this full series and all the things that we're able to discuss together and the content in it would not be possible with all of our students and all our partners. So thank you so much. We thought the best way to start the session would be actually hearing directly from our students who have taken all of the different components of our workshop series and all of our Equal Ambassador program and have actually created their story maps. So we have Chan Young-O, Rihara Rawat and our Bluebell School International team. Thank you guys so much for joining. Arsha Harding, Mazweta, Omisha, and also Adona today for joining us. So I'll hand it over to the students. But before we do, if we can go to the next slide, we wanted to share all the other story maps that were produced this summer as well. So please feel free to check them out. The link is there on the bottom of the screen. You'll get to see how all the different students have adopted and incorporated and applied what they have learned into their story maps. So with that, we have our first presenter Chan Young-O. I'll hand it over to you. Okay. Hello, my name is Chan Young-O. I'm a sophomore at Korea International School. I play golf along with table tennis. I like science and math. And my favorite food is instant noodles. Okay. I'll share my screen. So for my eco ambassador summer project, I wanted to tackle a topic that is close to the hearts of everyone in Seoul, that is keep drinking as much coffee as we do without environmental consequences. The hidden problem, as you relax in the comforting atmosphere of a cafe, you think about the bitterness, the aroma or the temperature of the coffee, but you never wonder where the grounds used on your coffee end up. In Seoul, Korea, coffee waste usually ends up in landfills where they decompose and release a potent greenhouse gas methane. By reusing the waste to grow edible species of mushrooms, not only can the waste be prevented from being dumped into landfills, but can also be reused to grow food sustainably. The 23 mile journey of coffee waste from local cafes. To visualize a scale and process of where the coffee waste is disposed of, I mapped every coffee shop within one mile radius of me in the land for where it currently ends up in. And that landfill is a pseudo one land for site, the SLS. Though there are over 300 several landfills currently in South Korea. There's only one active landfill for Seoul, the SLS and the ancient covering 14.83 square kilometers, accepting an average of 12,000 tons of garbage daily, along with coffee waste. So why is coffee waste harmful to the environment. An average Korean drinks 12.3 cups of coffee a week with 13,500 cafes in Seoul, the highest number of cafes per capita in the world. 145 tons of coffee waste is produced in Seoul daily, equating to about 70 cars as shown on the right. According to the Seoul metropolitan government, most coffee waste is buried or incinerated. This all translate to by 49,300 cubic meters of methane produced daily, about 16 of this Olympic pool size cube shown on the left. And as most of you know, methane is a very strong greenhouse gas responsible for over 25% of global warming. So how can mushrooms solve this problem. Mushrooms are part of the fungi kingdom responsible for breaking down organic matter. They are commercially grown on wheat or straw, but they can also be grown on coffee. Coffee grounds are very good substrate substrate because they are rich in nutrients that are useful for the growth of mushrooms. They contain nutrients such as phosphorus nitrogen and cellulose combined with an acidic pH. So exactly how many farms you need a farm in Belgium called per my fun guy recycle 39 tons of coffee waste yearly producing 12 tons of mushrooms. Around 1300 mushroom farms like per my fun guy to cancel the effects of coffee waste, knowing that there are over 13,500 cafes existing in Seoul currently, establishing one farm per 10 cafes is a very much realistic goal to start a circular economy. Now the government has also attempted to tackle this issue. In 2018, the Seoul Metropolitan Government launched a project to fix Korea's coffee waste problem for three years, they collected and attempted to recycle coffee by building mushroom farms and donating it as coffee as feed stuff to local farms. However, they were only able to collect a meager 500 tons for reference so produces 145 tons daily and stay dormant today due to lack of demand. This project is mostly considered a failure. We know the goals we're dealing with. How will we achieve this. There are several several challenges to this. First, Seoul is too tight a city for an independent mushroom farm. Second, the profitability of these farms are highly dependent on demand. And third, transportation takes immense energy and time. Now the solution to all this mushroom cafes mushrooms cafes is a term I invented to describe cafes with built in mushroom farms. An example of this is a vn a cafe of the famous vn a museum of London. This cafe contains a built in glass mushroom farm behind this cafe where they recycle 100% of their coffee waste. And why would mushroom cafes work. First, they don't need to take up too much space, an entire semi commercial farm to be built inside a shipping container with an area of 160 square feet about 15% of the area of most cafes. Second, they're realistically profitable a full on farm six times the size most cafes need initially cost $20,000 about one month worth of revenue. And third, no transport known no transportation at all. Not only can cafes eliminate the transportation costs, it can reduce their carbon footprint. So where did mushroom cafes started. I have two proposals for this. First, the SMG will award all three marks shown on the left, regardless of the size of the farm or how much coffee a cafe recycles. SMG will spend $3 million handing $30,000 to the first 100 mushroom cafes recovering the cost of the mushroom farm an additional $2 billion to give $2,000 to the next 1000 cafe mushroom cafes around 6 billion 684 million 450,000 one in total. Though I love coffee as much as anyone else's and so would I wish I could continue visiting the cafes and drinking the coffee I love without feeling the guilt over environmental consequences of it. Thank you. Thank you so much for your excellent presentation. I know we probably have a lot of questions for you, but let us hold our questions we will go through all the presentations and then we'll regroup together with Mario. So, right for now we will move on to our next presenter via a lot. If you'd like to share your screen and share your presentation and your experience with the story map. Thank you. Okay. Good morning. My name is Rhea Rawis and I'm from John Adams Middle School in Edison, New Jersey. This presentation is on off grid rainwater harvesting and important question here is going to delay the day zero of our water crisis. Now here we have a map from NASA, which shows the different areas around the world that are experiencing a water shortage problem. The areas that are in deep red are actually under high water stress. And if we look at the United States, it seems to be like there isn't much of a problem right. But when we take a closer look specifically at regions in the West. They actually do seem to be experiencing the same issue. Now, when we look at different areas around the world, such as Cape Town in Southern Africa, or Chennai in India, they're very close to experiencing their day zero or have already experienced this day. This is a day in which all municipal water is cut off, meaning that you get no access to drinking water. Like when you turn on your tap, nothing comes out. Different areas around the world are also working on solutions to this problem. For example, I did a case study on an apartment complex in Bangalore, India, in which they have created a fully self sufficient water system. That means all the water is consumed and then reused. So no water comes in or goes out from their municipal pipe. I've added more detail on the complex here, but I will go over it in this presentation, and you can check it out later. So the average American family consumes far more water than any other country in the world, where we use around 300 gallons of water a day. But other advanced countries in the world, such as Italy or Canada, only 58 gallons or 86 gallons. So America, what are we waiting for? When I looked at my sprinklers, I noticed that they're throwing drinking water onto our lawns, drinking water that can use for our daily activities. Grass also prefers rainwater, which has minerals and the nutrients it needs to grow. And this actually formed the idea of rainwater harvesting. So in step one, I had to buy a 50 gallon rain barrel, which will collect and store the water. In image one, I am building a base and in images two and three, I'm assembling the barrel together. In image two, I needed to buy a diverter and this diverter will actually channel the water that goes through the downspout into the rainbow. I actually had to cut the downspout here, and I installed the diverter. One problem I saw in this project was overflow. And I took a picture of it here. Right here. To solve this problem, I built an overflow pipe that is connected to the downspout over here. So any excess water that the rain barrel could not hold will go down the overflow pipe and then continue its normal path through the downspout. The problem I saw was that the water was not coming out to sprinklers with email or pressure. So I needed a pump which would push the water out. So two pumps I could have bought were one, the submersible pumps and the water transfer pump, which I've added details of over here. And in the end I bought the second one, the water transfer pump. I wanted this project to be off grid when I saw that my water transfer pump uses electricity from the electrical company, which is in green, uses non renewable energy. So instead why not use solar energy instead. I bought a solar panel and I installed it into the ground. In the image I had to install it at a 31.8 degree angle, because this is, this is the angle in which the panel can absorb the maximum amount of direct sunlight in my zip code. The final part of this project was the solar power battery bank. The main purpose of this is to store the energy and it's actually connected to the solar panel. It's to store the energy and then convert it into AC, which is required by my pump. In this image you'll see that it's charging at 90 watts, which is the input. And now we have our, now we have our final video, which I'll play for you. Okay, should we leave, should we wait till the last drop or should we leave with innovation. Now I know that my one 50 gallon ring barrel alone cannot make a dent and I cannot save our planet. I do know that if we do this together and we work together, then maybe we can really make a change. Now here I have news article headlines from around the world, including innovation. Okay, thank you for your time and that's it. Thank you so much, Ria. Not only did you do a story map, you actually installed the system live, it's a live system that you have installed. It's really incredible. I'm sure there will be a lot of questions for you, but we will move to the next presentation for now and then we'll regroup together. So now if I can ask the sustainable fashion team from Bluebell School International to join Omisha, Arsha, Masha and Hardik, over to you. If there's one thing that millennials are starving to consume, it's fashion. Now see, clothing is an unquenchable desire for more and even more. Good evening everyone. The fashion team of Bluebell School International is here to talk about sustainable trends in fashion. I am Hardik Madaan. Good evening everyone. I'm Amish Shah Mehra. Good evening. I'm Harsh Vita. Good evening. I'm Arsha. Well, consumerism has reached unprecedented heights in the clothing industry, leading to increased production that proportionally adds stress to the environmental resource. We have discovered that the root cause of significantly altered consumer behavior are the media promoting clothing as a statement of confidence, beauty and achievement. Fashionable and chic clothes available at cheap prices, often at a price lower than Domino's medium-sized pizza. Cheap copies of high-end brands, red sales, blue sales, weekend sales and black Fridays that force further indulgence. We discovered that the clothing manufacturing industry leaves a tremendous carbon and water footprint. The production of cotton, the most popular fabric of fashion clothing, releases 220 metric tons of carbon and greenhouse gases. Further, the industry also uses 5 trillion litres of water. We also visited stores that promoted sustainable clothing and met with store managers conducted surveys to understand fast fashion, problems associated with it and the solutions that companies have been adopting recently. This map made using ArcGIS. Could you please go to the map. So the map made using ArcGIS includes the location of the mall along with the stores visited. So on our survey to examine consumer behavior in the fashion industry, we tried to analyze the following. First, how often do people buy clothes? Analysis of the survey revealed that 64% of people bought clothes every month while only 29% purchased them once a year. Well, when it comes to fashion, no one bought second hand items. Third, renting clothes as a viable option was not acceptable to anyone and everyone preferred new garments. But on the positive note, the survey concluded that 69% of people considered buying clothes made of sustainable material. 72% actively donate their clothes while 26.6 have yet to decide what to do with theirs. We propose the following solutions to make the whole fashion industry more sustainable. So first is of course the use of eco-friendly or recycling materials for manufacturing plot. Second, these manufacturers and companies should recycle and reuse the waste water that is produced in each process of production. Third, they should create more and more designs that have increased durability and minimum resource exploitation. Fourth, they should ensure that the carbon footprint of the packaging and all the transportation that is involved in this industry is reduced to minimum. For example, by avoiding the use of plastic. Second, they should use natural organic dye such as terminate indigo and others that must be promoted in the market. The last one that multiple seasonal sales that keep coming up should be curtailed and the pricing should be altered to curtail the whole trend of fast fashion. And furthermore, in India, we are proud to share that we have a beautiful age old practice of hand-me-downers. That was very popular but the flu influenza is taking over fast. However, we still have a large population of Indians who need hand-me-downers. Learn from us and understand what we need now is an organized sector that will make sure the clothes do not reach landfills and towns, but we can wear them again and again. Talking about the mapping aspect, using the ArcGIS mapping feature, we researched and marked states and some places where organic and sustainable clothes are manufactured. Secondly, geographically, we also located places where excessive textile leaching and dyeing of clothes has had impacts on the environment. Well, keeping the problems of production process in mind, we thought that as responsible consumers, we should do the little bits that we can to promote sustainable consumption and maybe even try to stop it. Therefore, we have created an app called FashionGIS with the aim to curb the wastage of resources in the clothing industry. You can see our storyboard to see a detailed version of that. Is it audible? It's not audible yet. Can you enable sound sharing, please? Can you please enable the option of sound sharing? Sound sharing should be audible from your side. No, actually the entire option is being disabled by the host. Oh, so difficult to do it. We have it currently for enabling the share for multiple of all the panelists to share their sound. No, the option is disabled. Sorry team, we'll fast forward. Can you just play the video and read it out? Hey, I'm sure you have clothing piling up in your wardrobe that you either don't want to wear or they're just out of trend. Well, we've made the perfect app for you where you can upcycle clothing and see your clothing transform into something new and reusable. When we click on the app, we can either sign up or log in. So in this case, let's sign up. After signing up, you will immediately be taken to your new homepage where you can either buy upcycle clothing, sell your old clothing or look at how exactly we upcycle, reuse and sell. Let's start with the sell item page. Yes, so we have the we have the option of adding items that we want to sell here. We can give a few details about ourselves. Let's move on. We mentioned a few more details here and can also specify if the item is torn or not. This is the final step where we can specify which clothing item we're selling to the app and can also upload images of the same of the same. So let's say we sell a pair of pants. We get a cash receipt here that we will have to keep saved somewhere for the final delivery. Let's finish the order now and soon a message will be sent to the mobile number entered by us so that we can confirm our purchase. How about we buy some items now? Let's look at what's on sale. So we can either buy pre-owned items or upcycle items. For pre-owned items, here we have an assortment of items that were owned before and have been put on sale so that they can be worn again. Second upcycled items is the store where the app itself suggests reusable and sustainable clothing and other items. Lastly, let us look at what our app does. So we are trying to maintain sustainable fashion before clothing items that take up too many natural resources that may permanently disappear for too less. So that is it for the app. Our main goal is to create a better and much more sustainable future for the generations to come and prevent nature from being destroyed just for the clothing we wear. Thank you so much team. We'll hear from our last presenter before we regroup and as I'll go through some questions with all of our student presenters. So Adona, over to you. Hello, good day everyone. I am Adona, a classic student from Blueville School International. And along with a few other students, we made a story map regarding e-waste. So I'd like to share my screen. Basically we started with a story written by me. And then after that we decided to add some information regarding data and statistics. So I'd just like you to take a quick glimpse of the entire story map. Child labour is truly a major issue, whether they have it in these CG goals or not. When it's just a matter of thought to spread awareness, the trickiest part is to completely remove the inhuman act of forcefully depriving a child of their childhood or mental awareness through some physical activity. But we also know that spreading awareness is one of the first steps to thriving in an injustice free world. When I was younger, I love listening to the stories my parents told me, the stories which taught me the value of kindness, openheartedness, peacefulness amongst the value of so many others. Personally, I feel the stories are something through which you can connect with anyone. The stories are things that can bring people together. And I think that that is crucial for the change we are also yearning for. My biggest takeaway from the Eco Ambassador program is that the world is full of diversity, which makes Earth beautiful, which makes us beautiful. And that to solve any issue that we are facing, all we need to do is bring these different cultures together on our age old traditions, as well as remaining of the ceaseless amount of mysteries, the world contains. And of course, do we think about all aspects of life before calling ourselves devil out. We must remember this that nature has more mysteries and facts. And I think that the crisis is not just the crisis of global warming or poverty or plastic, among so many others, but the crisis within us, humankind, children of the future. Thank you. I want to thank you so much for those reflections, those really insightful comments. I think this is a perfect segue for us to bring our student panelists together and to talk about your story maps and what it meant for you to go through this training. And also in your sharing your story. So if I can invite our partner, Mariam Ravi, if you can join us now, and just briefly introduce yourself and also, you know, moderate these thoughts and then the students and their reflections in the process. Thank you. Thank you so much. Hi everyone. My name is Mariam or be and I lead the SCG today program at the UN Sustainable Development Solutions Network. It's been such a pleasure to partner with the co ambassadors program. And this is our second program. And we're very excited about how students utilize geospatial information and tools to to communicate their their projects and their research. I want to start by congratulating all of you those projects and story maps were absolutely incredible. Not just the story maps themselves but the fact that you offered for very practical solutions that all of us can integrate into our daily lives so I want to congratulate all of you. Let's jump right into the discussion I have a couple of questions. So maybe what we can do is have each each student or student group answer the question and that same order that they did their presentation, if that works. So the first question is, why is SDG storytelling important to you and why did you choose the topic that you presented today. Since I presented first I'll go first. Yeah, this is chain chain and go by the way. So for me, I chose mushroom cafe because you know like the topic may sense me. I'm Korean and then you know Koreans like me they love their coffee. But I mean, like, like right now is that blood like that love is not going anywhere. So what you need to do is like ensure that the interest and excitement of coffee drinking is sustainable, and that doesn't distract Korea from supporting the supporting and achieving the SDGs that is set out to like, you know, achieve. So, yeah, that was my topic and then I thought it was like, you know, on a new. What is it unexplored topic that not a lot of people like you know talked about. So, I thought it would be interesting. I'll go second. For me, I think the SDG storytelling is very important, because we can put a lot of data and information into interactive maps, and you can also educate ourselves and others to become more aware of our world and our surroundings. I chose my topic rainwater harvesting because of the thought that one day maybe we can reach day zero and that's a really scary thought. It's a day in which everything that I've worked for everything that I own everything I have none of it would really matter because I wouldn't have water in my survival is at risk. So that's what prompted me to work on this. I would like to go ahead and answer for my team and hard work you can go second. I think that sustainable fashion was a topic that really fascinated me and I feel that everybody, everybody buy clothes and you know we all are fascinated by the idea of shopping and clothing and people also take it as a stress faster. But what people don't realize is that how our clothes are made and what is the process that lies behind everything all the all the produce that we get what is the process behind it. So that's one thing I would have wanted to portray from our presentation and I think you can. Yeah, and also the fact that where we live in India there's this tradition that like if our siblings wear some clothes they often pass it on to their younger siblings and we continue to wear those clothes with that whole tradition of you know upcycling clothes let's say changing a dress into a new bag because it is not any use anymore was getting corrupted by the whole idea of fast fashion and these brands like H&M Zara coming up and the whole urbanization that's happening around and this whole tradition was just getting lost and we just thought that there has to be some kind of a bell that has to be some kind of a call that has to be made that these if we see the at the end of the production that is happening is a result of the demand that we are creating. So we there has to be a change in the attitude of the people if we want to change at a large level and that's why we decided to start with this app and start with this whole idea and spreading message. I'd like to add on to as we as they both said, it's pretty much clear how fashion has become an entire concept of self statement and the app our apps name as you must have heard is fashion shares which basically portrays that we need to be conscious while choosing our own fashion. Right. So over the summer break while the shopping at sale prices were increasing. We just realized that there was a lot of consumerism in this industry, which again led to an excessive production and which proportionally are stress of the environment resources to. So it's just about how we as good responsible citizens and incorporating the STG is in our life. And you know, move towards a sustainable. Yes, I guess child labor is not one of the SDG goals. But I think that it's something we should really work upon because children, because children are really the future. So, like, if most of them are working at eBay sites or, you know, quarry sites and just like, like, kind of wasting their entire childhood like just imagine what our future would be. And, like, I got this idea because every day is it's a it's a really common sight to see lots of children working under the heat. Insights and every day when I go to school I see these children working and living under bridges. And they're like, in a distant dream, like, there's such a gap between me and them. Like, they don't have any education they don't have any rights. And I really think that we should, you know, work upon this because children are our future because they make up what what what we will be in the coming years. So, yeah, that's why I chose this topic. Thank you so much for for sharing those responses and those informative comments. Let's move on to the second question. And let's, we can keep the same order. If that's easier. What was your biggest takeaway from the eco investors program this summer. My biggest takeaway was that, you know, we often think about data is just numbers, but then like with story maps through this project. I'm able to like tell, you know, connect them and really show the magnitude of the issues like we're describing, and then like we're facing today. And the solution becomes more apparent because like, you know, we can actually see the numbers and visualize it, rather than just, you know, dating it out. And then like, you know, I can tell people ways people can contribute, not just like state out the problem and do nothing about it. Okay, so SDG showed me tools and processes that can make my presentation and my idea look very engaging to many people with different kinds of knowledge and different backgrounds. It looks appealing it can get people's attention and also throw them into action. And it becomes my very easy to understand message. Before the story map, I had done the work of, you know, building the whole ring water harvesting system with the solar panel and everything, but until I started making the story map with NASA data and also global context. And I realized that my story could become like, very compelling. And I was also able to understand the real severity of the problem. Right. So I like to add on. So in the end, it's always about change, right. So when this entire, this entire project came in front of us, we were like, it was literally like an opportunity that was knocking our door and when we're working towards a better cause why not just take it. And I mean, we have seen many activists like data Thunberg and we just sometimes are on a way to support them. But sometimes we also like to imagine ourselves in a place where people will be supporting us. People will be campaigning us and championing us. Right. So that's, there's a sense of authority and while you try to. Be an activist in yourself and equal ambassador as yourself. So this platform basically provided us a sense of responsibility that in the end of the day, yes, the problems do exist in the earth. We can, yes, you know, blame the government, blame the societies, but in the end it's upon us whether to take the responsibility or not. And the whole process of making storyboard, I think was a very effective one because when you know we organized all our ideas, all our data into this into a storyboard, it really gave some reality checks in the, you know, with with what how much waste are we producing and how, how harmful our choices or our desires are for the society and it was some kind of a reality check. And also I was always fascinated by the idea of sustainability, but when it comes to being creative in, you know, to spread the idea of sustainability, it fascinates me even more so through the storyboard to the various features it had, it pushed us to become creative and imaginative as to how we spread the message. So I would like to agree with my teammates and add a little something of myself. I would also like to say that the storyboard really gave us a platform to, you know, put our data effectively like we had so much data to present about, you know, surveys and etc. And so I think that the storyboard feature was a really good one to kind of express our thoughts and data etc. So I think through this project we got to research and think more about every day actions we do everything things we do like shopping buying things. And specifically me I think I got to know that through even buying a single pair of jeans, what goes on how it's made and this will definitely make me think twice before I buy something else and will leave a long lasting effect on me. So, like I mentioned before, my biggest takeaway from this eco ambassador program is that, you know, the world is full of diversity, and it's so much diversity that, you know, you can't really experience it in one life. There's so much diversity and whatever issue we are facing right now, like there are so many issues. There is climate change, there is global warming, there is pollution, there is plastic waste, even more. So, what I believe is that if we believe in our surroundings, if we believe in all those traditions, traditions which our ancestors have been following traditions which our friends, our relatives, even strangers, they have been following for generations for centuries. If we are aware of these different cultures as well as different practices, and if we really like embed those into our daily life, like we will overcome any challenge we ever face. And we need to understand that we are all connected, like we are in this huge web of life and we are connected with strangers we see every day. We are connected with the plants growing in our backyard, plants growing anywhere in the world, even though you're staying somewhere, you're connected with everyone, you're connected with this universe, because you're a part of it. And if you want to solve an issue, like you need to understand the world as a whole, like you will not be able to solve any issue if you separate yourself from nature, because nature was what made you, like you are part of nature so I think that that is my biggest takeaway from the EECA program. Thank you. Thank you all so much for sharing your thoughts and experience over the summer. So that concludes the discussion segment of this event. So maybe I'll just conclude by saying that you all continue to inspire us. And Radhika, I think we need more of these events and sessions to learn to continue to learn from from students and eco ambassadors, not just over the summer but throughout the year as well. So thank you again for all your wonderful presentations. And we have a lot to learn from you. So me and my team use story maps in different contexts so sometimes it's to support countries to report on on their SDG progress sometimes it's to support researchers to contextualize the data that they've produced for the SDGs. And I think we all admire the way all of you have been utilizing the story map tool for your work and will continue to learn from you. So thank you again, and I will hand it over back to I'm not sure who the next presenter is, but I do have to apologize that I have to leave and join another event so I won't be able to stay on but I'll make sure to watch the recording. So thank you everyone. Thank you so much Mario and thank you so much to our student presenters. And this is a perfect way to also lead into our next panelist, Alan Carol and Michelle Thomas. We hope you really enjoyed the students presentation. Seeing how the platforms that you have created have found it and that you work on how the students are using it so at this point we I would love to hand it over to you. If you can just briefly introduce yourself to the group and just share your thoughts and how is the story map the platform was founded the idea behind it how you can create a story map. Great, thank you so much. This has been so inspiring. It's, you know, the first thing I want to talk about is, is why story maps and we've already seen why story maps. Just, it's such a thrill to us to see your stories and to to to the notion that our little tool is being put to such good use to to make people aware of important issues and solutions. This is really wonderful. So, so in a way I don't really need to talk about why story maps but but let me give just a couple words about my background, and, and why we came up with story maps so I have my name is Alan Carol I founded the story maps effort at, at Esri the big GIS company. I worked at Esri for about 12 years and before that I was at National Geographic for 27 years. The last few years I was the chief cartographer sort of the head map maker. And at that point I was thinking that, you know, I've always always felt that maps tell stories very vivid and exciting and important stories. They tell them even better if they're kind of brought to life on the internet, and combined with other multimedia content so I did some early experimenting at National Geographic with that. But it's after I came to Esri in late 2010 that I was really able to start to, you know, form a team and start to build our own stories and sort of figure out how story maps might work. I don't really have all the goals and uses in mind as we built story maps but, but now I like to think of story maps as providing a kind of two way street. So one is a route outward and by that I mean that GIS professionals geographic information systems people geospatial specialists are often producing amazing data but often in the past that data has been kind of hidden and hard to find or impossible to find by the general public story maps, we hoped and it's turned out this way have provided a nice way for those geospatial professionals to share their stories within their organizations but also to much broader audiences people people like you, and make this really interesting and useful and interesting and insightful data available to to more and more people. And then the other direction is to provide a kind of a route inward or a gateway to the world of GIS for people like you so people young people people who might not have the exposure to geographic information systems, or might understand only the basics of geography. So story maps have become a way to, for people to kind of learn and and sort of open their eyes to the wonders of our world via geography and geographic information systems. So that's kind of our thinking about story maps. In addition, of course, story maps have been proven really, really useful in the classroom so teachers are assigning story maps to their students organizations like SDSN are challenging students to create their own stories and that's, that's really thrilling to us and it's helped. Again, a lot of young open open young minds and young people to to the power of storytelling in general but also the the geography and place based storytelling in particular. I'm going to share my screen for a little bit here and just go over a few, few thoughts about about storytelling and I almost hesitate to bring this up because you're already really effective storytellers. So these are some things that, as we've created our own stories and I've created dozens probably hundreds. These are some of the things I've learned that might be useful as to you as you create and think about story, creating your own story maps. So I could come up probably with 90 or 900 tips but here here nine that I hope is going to be a hope are going to be useful. So I used to say you could put together a story map in 20 minutes but as you know, it takes a lot more time to put together a good story map. So our, when we create a story map we we make lots of changes and edits and sometimes will discard an idea and go back to the beginning. So it's a creative process and that means that it really kind of has to be messy, but at any rate, one thing we like to do is start with a bang and so what I mean by that is to come up with a cover image and a title and subtitle that really kind of grab people. And usually that means not just having a label like plastic pollution, but coming up with some something that's a title that kind of draws people into the story, and also, ideally, title and an image that kind of worked together so we did a story map called hot numbers about some of the key facts and figures for climate and thought that hot numbers was a was a kind of fun play on words and worked well with an introductory graphic. Second is to add a hero. And by the way, not all of these tips apply to every story map by any means so there are lots of good story maps that don't have a hero but, but it is a good thing to think about and consider so people love learning about people. And story maps can be kind of dry and impersonal, if they don't involve people so we, we, we love to try to profile actual human individuals in various ways so we worked with a National Geographic Explorer for instance called Paul Salopec, and he's literally walking across the world and so the story maps we've done with him. Take his perspective and and we have pictures of you know videos of him walking through landscapes and things. And I threw this little clownfish in because just to make the point that that heroes don't necessarily have to be people. There have been wonderful stories about say migratory birds or reefs or something that might focus on an individual animal, especially now that there's all this wonderful tracking data and stuff. Third is to give your story rhythm. Again, this doesn't apply to every story, but a lot of times the story will have repeated elements, and that can turn into a kind of pattern that's that people become familiar with as they read a story. There's a story about dams and the American West, and it starts with a big picture and a simple graphic and goes on to more detailed text and series of images, and it repeats that pattern through the story. And I think that makes it again more accessible and more comfortable to people to to read it. Fourth point is to create a little world and what I mean by that is that that you can try to style your story, even in terms of the writing style but especially in terms of graphics and images so that so that things don't just look like a random collection but they kind of fit together. So this is a story about a fish, a couple of species of fish. And as you can see, it's all the photos are all black and white the maps are really simple just black, white, gray and bright red. And it uses that theme throughout the story and and the result is something that that really kind of draws you in and keeps you in and as I say it's like its own little world. Next is one size doesn't fit all. And as you know story maps work just as well on tablets and mobile devices as they do on big screens. And so as you're authoring a story, you're usually authoring it on a big screen, but it's important to preview your story at different screen sizes because you can change the look and feel of your story. Our teams have worked really hard to make sure story maps are equally beautiful, no matter what the screen size is but as an author, it's important to kind of check those different screen sizes and make sure your story is working well in all those different formats. Speaking of sizes, as there's another way I think about size by thinking big and thinking small and this is in terms of the approach of your story. And of course maps might show a whole country or hold the world, but then you might want to drill down onto a specific place or human being and that that that difference that rhythm between small scale, you know, looking at a broad area, usually with maps but not always sometimes with imagery and aerial photography, but then zooming in. That's for things that might be examples of the larger issue that you're showing. And you can either start zoomed in and zoom back zoom out to to an overview or you can do it the other way that both both stories both methods can be really effective. The next is to think about using active and passive maps so we love interactive maps and I tend to sort of assume that every map has to be interactive but, but a lot of times just making a screen grab of a map and putting it in as an image can be really effective so that means that you can show exactly what you want them to to see and understand without necessarily distracting them by making them pan and zoom and click around within a map. We also use what we call map choreography, which is what you're seeing in this little animation so as users scroll. The maps might change in terms of their zoom level or whether where they're pointing to, or the information layer on the map so that so that the user doesn't really have to interact but it's almost as if the story itself is providing that interaction. Another one is to keep it short and sweet so we all get really, we all fall in love with our topics, but, but of course often people aren't willing to stick around to read a lot, lots and lots and lots of text. So we work really hard to make our stories really short. A colleague of mine named Ross Donahue did a wonderful story about this insect which in the Eastern United States comes out every 17 years, and it, and it did a nice short quick story about it. That's that that we think is effective partly because it's so short. And then finally, is to make a call to action so what I mean by that is if you're, you want your story to inspire people and your story certainly do. But if you've gotten your readers inspired you want to give them some means to take action. So that might be a link to an organization that they can volunteer for, or it might be a nonprofit that they can donate to, or even just more, you know, more things to read about a certain topic, but it's nice to to turn that excitement about a topic that you've created that excitement. So you now want to point your readers to something to do to to take action with that excitement. So that's, that's kind of the my my quick story about story maps and I hope it's been helpful but again, you're already really effective storytellers and it's been so exciting to see the wonderful work that you're doing. Thank you so much. Thank you so much, Alan. Thank you so much for creating this and making it so available to the students and now we see how platform that you have founded how it's really impacting and affecting students and we're really looking forward to, you know, so much more that it can do and really hearing with what it was intended to do is original design, as well as it's very extremely practical tips, I think really we can take it now to even more students and bring more into the master program and beyond, so to use it in the ways that you have seen it used. Great. One one more thing really quick. I wanted to point you to a collection that my friend and colleague, Michelle Thomas has created. She can add the URL in the window but this is a nice collection of stories that provide some instructions. You can see my nine steps to great storytelling there. And there, there's there's a bunch of other useful tips and stories and things that you can, you can look at so far. Sorry for almost forgetting that. Thank you so much. Thank you. Thank you Alan. Thank you Michelle. So, since we are on the topic of the storytelling, we're going to continue in that discussion and see how the storytelling has been used, it has been told to using different medium as well including the arts as an educational tool. I would like to invite my colleague Jasmine Laura from Center for Sustainable Development Education Program coordinator to take on the next segment. Hi everyone. I'm Jasmine we're like, he was saying we're going to start the art of storytelling for this I would like to introduce Daniels in from turning around cards. I know that she has her team with her Liz, Lizzie and Sia that will be doing the presentation so if you could all introduce yourself briefly, please go ahead. Hi everyone. Great to see everyone. Amazing, amazing work that the youth presented this morning. Thank you so much. I'm going to tweet out your open call to all of our contacts you what a great message. I'd like to introduce my colleagues, Sayarchana and Lizzie who are going to present on the turn it around cards movement. And I'll turn it over to them. Definitely. First of all, I just wanted to say I'm so inspired by all of you. Thank you for all the powerful work that you do. I loved your presentations. It was amazing. My name is Sayarchana Dura, I'm the youth engagement lead for turning around cards I worked on the social media side the partnership side and social media side. And I'll hand it off to Lizzie to briefly introduce yourself to before moving on to the presentation. And again, thank you for all you do. I'm Lizzie Quigley, and I'm a student at Arizona State University, and I'm a youth education ambassador for turn around cards as well as a partner through the sustainability teachers Academy. I focus on the curriculum and activity development side with the cards. Okay, perfect. I'm going to share, could someone show the screen by any chance the we added our PowerPoint presentation to the. Okay, perfect. Thank you. Turn around cards is a global movement made by young people throughout the world to basically bridge the gap between policymakers and young people. Oftentimes policymakers and decision makers around education make decisions about the future of the world without the people who'll be living those futures. And we think that that is a grave injustice and that young people deserve to have a voice in these decision making processes. We want to turn it around basically oftentimes older people make curriculum decisions and policy decisions about the world without engaging young minds and we wanted young minds to basically inform older policymakers and educators about what visions that these young people have, and we wanted to create take a creative way to illustrate these ideas we wanted to do it through storytelling. We wanted young people throughout the world to create artwork and writing about what changes they envision in environmental education and environmental policy. So in about one month we got 430 submissions from around 44 countries and five continents around the world from young people even as young as six years old to illustrate what visions they have around climate change. So oftentimes when you think about who is invited into climate change decision making rooms, we think about people who are politicians who have been working in the fields for decades or people who have who have been at climate marches to basically highlight the voices of young people that haven't really been heard, and that is how this project was born. So we created a card deck of artwork and writing from young people throughout the world. Each card has an artwork on one side and a piece of writing on the other side, and that piece of writing either is a written form of reflection or a call to action from a policymaker. So this card here, as an example, one side has a piece of artwork, the other side has a piece of writing, and we've been traveling the world sharing these card decks with world leaders, including we were in Scotland for the United Nations COP26 conference, we were in Paris for the UNESCO Transforming Education Presummit. We were just in New York this past weekend for the Transforming Education Summit to basically share these visions of young people with these educational climate change policy makers, in order to make sure that young people were informing the policies that were creating their future, their futures. Next slide. We also created a policy report. So we had an amazing team of PhD students analyze all the pieces of artwork and writing that these young people send to us, and we created a policy report with policy suggestions for climate education decision makers and policy makers. So this policy report is a very unique report. It takes a very abstract approach towards policymaking suggestions. We had a lot of artwork, analyzing and we had poetry in it. And our whole goal was to basically bring the arts and creativity into policymaking spaces. Oftentimes when we think about climate change. People tend to think that the only people who will solve it are the scientists and the policy makers, but we wanted to bring in the artists, the writers and the creatives and to this movement because this movement truly needs every single person including the young and this whole movement is working to basically make sure that young people's ideas are heard through these measures. So we basically shared the policy report and the cards with UN officials, including the United Nations Secretary General Antonio Gutierrez. We shared it with the UN Climate Envoy for the US. We also shared it with the United Nations Framework Convention on Climate Change Executive Secretary Patricia Espinosa. And our goal is to basically make sure that these visions are handed into the hands of world leaders that are making these decisions about climate change. So yeah, next slide. I'm going to pass it on to Lizzie. So, as you've heard from Syracana, this is really supposed to turn it around how we think about education, especially regards to climate education. Usually we have leadership making decisions for youth and now it's time to turn it around and have youth make the decisions for leaders. So that is really the goal of this initiative is to rethink and reimagine how we view education, how we view policymaking and who we're involving at the table. We're making decisions regarding climate. And next slide please. Yeah, so one of the goals that we'll go into and I'll let Syracana come back and talk about this is focusing on the ways you can turn it around through different intergenerational, decolonial, methodological and pedagogical turns. If you can go to the next slide, I'll pass it back to Syracana. So we had an amazing team of PhD students from Arizona State University analyze all the pieces of artwork and writing to come up with basically turns for policymakers and educational decision makers around climate change. The first turn is an intergenerational turn. The next turn is to basically turn around how policymakers make decisions because oftentimes they're making decisions without including young people in the rooms and we wanted to make sure that children and youth were informing policymakers about the decisions around their future. Next slide. So this is a colonial turn, which I think is incredibly important in the climate movement, we cannot truly have a movement if there's not a social justice component of it. And this part of the turn and the turnaround cards movement basically works to cut across the established hierarchies of restaurant knowledge and make sure that multiple perspectives including indigenous perspectives and land based and non Western philosophies are heard and seen and valued by policymakers because oftentimes they have been prioritizing Western philosophies and we want to make sure that different cultures and people from all corners of the world are heard. Next slide. The next turn is a methodological turn. Oftentimes we think about policymaking we think about words on a piece of paper, and we think about professional speeches given and very professional settings, but we wanted to basically take a creative approach towards policymaking spaces by adding this creativity. We wanted to see how can we include more artwork and creativity and poetry and writing in these spaces that happen traditionally very strict and very formal we wanted to make sure that we take the very creative and also inclusive approach towards these spaces to make sure that all the ecological experiential and empirical knowledges that are presently spaces also take the mode of imagination and poetry and artwork and considering how can we transform these spaces because in order to transform the world we need creativity we need to radically imagine reimagine how we approach humanity systems and in order to radically imagine reimagine how we approach these systems we need creativity. So our goal is to call for these world leaders to take more creative approaches and welcome in more creative approaches towards transforming this world. And finally the last turn is the pedagogical turn. This is incredibly important because we need to inspire and mobilize the future healers of this world, we want to advocate for more comprehensive climate education because oftentimes a lot of people in our curriculum around the world, deeply neglect climate education and we think that we are doing our future generations a deep disgrace by not preparing them for the future of this climate crisis. During the next decade and the decades to come there's going to be a lot of disasters around climate change unfortunately if we don't turn it around, and we want to prepare these young minds to address these intense global challenges and if we don't prepare them for our future generations a deep disgrace. We want different universities, schools, and organizations throughout the world to educate their youth about climate change. We don't want to just end at young people we want to make sure that education is a lifelong journey and educate people from all different ages across the world and how to address this climate crisis. We want to educate them about the problem but also on how they can solve it, which is why this project has also been amazing and giving young people a way to kind of like translate their knowledge into something physical and tangible to create shifts around them in this climate movement. Next slide. So, we have been working to continue this project. So I'm going to talk a little bit about the university partnerships we've been working on. So right now we are working with the Asian University Network, which is a collection of amazing universities in Southeast Asia, and creating a new card deck. So the goal of this new card deck is to basically highlight the ideas and the visions and the hopes and the dreams of young people in Southeast Asian countries, because those people in that specific region go through very unique environmental challenges that other areas of the world don't. The goal is to highlight their unique experiences through a new card deck. So we have been working to create a new card deck for this. And the deadline for submissions is on October 31. So if you know any young person from Southeast Asia for free to send them our website link and left in the chat box which has more information on how to submit artwork and writing to basically be featured in this card deck. And we are potentially working on also partnering with some MENA universities. We're still not just doing that. And we are hoping to basically engage youth from the MENA region and the US region and across cultural collaboration and basically have them collaborate with one another to develop climate solutions and also learn about how to become effective young leaders. So we are still not just planning that. And I'm going to hand it off to Lizzie to talk about the rest of the future of this project. Yeah, so the future of this project is still like thinking about where do we go from here we have this card deck we're developing more. What do we use this for as you've heard before we've been reaching out to policymakers they're receiving this content with the policy reports but it's time to bring it back to the youth bring it back into the classroom which is why we are expanding our partnerships into universities and developing programs with them focused on activity development. As well as into educators we are currently running a fellowship with teachers from the US and India to develop activities or lesson plans using the tournament around cards to educate their students about climate and sustainability education. We are additionally working on different programs such as a program with ASU students to develop activities using the turned around cards and expanding this network to really focus on how do we use these cards differently how do we get creative, how do we reach their full potential. And that is why we're expanding our resources into not just these card decks but having curriculum tied to the card decks as well as other resources having activities so people can play games using them and really just have fun while learning about climate. Go to the next slide. So, how do you get involved. All of you here are members of this planet which means you are involved in the climate and sustainability efforts. So we would love for you to get involved with our project and you can visit our website to learn more about the project as well as if you're interested in submitting your own submissions or sharing that with someone else. You can get connected with us through our social media, which is on the slide or contact through email. And we would love to see you there we would love to see you create your own activity we'd love to see you use the cards in your own classrooms with your friends with your family and just really share this vision of when tackling sustainability issues when tackling climate change. There's a lot of weight a lot of pressure a lot of stress. So have fun with it where you can. And I think that's all we have so thank you. Thank you so much to you both that was an amazing presentation. Just in the interest of time, if you have any questions please type them up in the chat and I think we're going to wait until the end for like, questions for all our panelists, I want to introduce our next panelists. I'm a language arts teacher, I teach creative writing, and I'm also an eco enthusiast, like most of you out here. I've been associated with the eco ambassador program for the last two years. I'm a language arts teacher, I teach creative writing, and I'm also an eco enthusiast, like most of you out here. I've been associated with the eco ambassador program for the last four years as a mentor but I think I've learned a lot more than I have contributed that's inspired me to get involved in environmental initiatives in my local community. First and foremost, let me tell you how impressed I am with the kids the story maps that they have come up with. They're just fantastic, you know they're so passionate articulate and they have created such amazing presentations that incorporate both content creativity and data research, and it's, it's a very very their projects are very effective. Also, I'd like to complement platforms like the story map by Esri and turn it around cards, because a huge component of creative writing is, you know, visual and sensory elements how to incorporate and when you have platforms like these, you know, where you can incorporate arts, crafts, images, visuals, and data and in an interactive manner, it is a lot more effective and a lot more accessible to people across, you know, different ages and countries and cultures so you know it's a great platform for kids to present. Now, you know, not that anybody out here needs it but I'm going to talk about a few essential tips for creative writing, and what we generally understand by creative writing now, like, you know creative writing is a great way of discovering things about yourself and about your world and the world around you and expressing this understanding in an effective manner that inspires others and influences them to take some kind of action. And what you say and how you say it, you know, is very important, because you are using this the skill that you have to inspire people to action to do something constructive. You need for that. You need imagination, and you need great ideas. Now one thing I tell my students to if you want to hone your imagination work on it is to read, and to read a lot, you know, read lots of books across different genres, novels, short stories, science fiction, newspapers, magazines, brochures, and this is a great way to build your imagination, and very often people ask me so how do you get the idea. Well, you know, ideas are all around you then simple everyday things like these students have shown us right there in the places you visit the people you meet the encounters you have like like seeing a child labor on your laborer on your way to school. It's all around you but you need to be open to that you know you need to open up your mind to different encounters experiences and people. And most importantly, from what I've heard today the students say the ideas, the biggest and the most effective ideas are found in the gaps between diverse opinions, you know diverse cultures, diverse issues and concepts and when we try and bridge the gaps when we try and make connections between the gaps is when we hit upon that big idea, you know, for that you want to take to the world. So, one great way of, you know, honing your writing skills and all is to note down like to journal writing or keeping a diary. You can write down your innermost thoughts it helps you get in touch with what you feel strongly about what are your fears hopes insecurities, and writing them down, you know, fending them down at the end of the day helps you process them had helps you organize it in a safe space, where you're you know so this is a great way to develop your voice, your style of writing. And another thing is, as you know, Alan said from in his presentation is to keep things simple. So I have a principle that I always emphasize to my students is like kiss and tell. Please tell a great story, and always keep it simple you don't need, you know, a flashy presentation. You don't need too much happening. You don't need high, you know, like big words that require people to look up dictionary. You need to keep things simple. For instance, like take a book like animal farm or, you know, the little prince, they are so simple and you can read them at every stage of your life and they may mean different things to different people. So, you need to keep everything simple and tell a great story. Another thing is figuring out like why were all these presentations so effective that the kids presented, because they knew, like they have figured out that what do I want to do, and why do I want to tell it and what do I hope to accomplish again as you know in the last presentation they spoke about the call to action. So, not creativity for creativity sake, but creativity in order to inspire a movement and action for that what you need to know is you need to know your audience, like who are you addressing. Who is it that you want to engage and what is it that you want from them, you know, so there is a lot of information we live in an information age. There is so much content out there. So how do you make yours stand out. So you need creativity for that. You need to be creative you need platforms like these to, you know, make your message more accessible and you know, that platform that utilizes sensory and visual elements that makes it more interesting and creativity and content so they always must go together. You know, one without the other is meaningless. And creativity must always differ to content so understand that you need at the end of the day, you need to grab your audience's attention and you need to get them to think, because when, when your audience starts thinking about what you have said about your message, you know, it's going to go down into their memory memory is is essentially a residue of thought. You know, this is what gets like what we mean by metacognition like how do you make it relevant when you feel passionate about something. When it's relevant to you and that passion shine through through a platform like say turn it around or, you know, as we that's when you are going to get people to remember what you said and then act upon it. You know, these are like just a few tips that I have today like you know, be yourself. Read, you know, write a little every day, it'll help you find your style. It'll help you find a voice and most important as I see from what's happening today it'll help you find your cause, you know, because that that cause and that passion that you bring to your mind is what is going to inspire action. So, that's all I have to say today, this has been amazing and I'm really, you know, honored to be a part of this whole program. It's been great interacting with everyone. Thank you. Thank you, Dr. Ryan Jasmine. Thank you so much, Jeremy. We have curriculum development and we're going to start with Betsy Freeman and her students Betsy if you can please introduce yourself and your students. Hi, yes, first. Thank you so much for having us we always love to join into this global community of learners and practitioners. So I'm Betsy Freeman, I am a middle school enrichment teacher I am also the coordinator of green lives and sustainability for our district. I have asked one of my students who is here with me one of my former students who is here with me. Christopher Surrao I'll let him introduce himself in a, in a second. But since our segment is on curricular development, you may think, oh my goodness why would the student be speaking, you know, along with an educator and of course, the student learning standards and objectives are all about the people that we hope and are our students to become and so Chris is one of the students I think who embodies the kind of thoughtful global citizen who will be able to, you know, contribute to good society. And I think a lot of that stems from how he has viewed and taken his SDG knowledge and action, you know, into his, his own life. So, Chris, with that, if you'd like to introduce yourself. My name is Chris. I'm a junior in high school. I'm attending a boarding school in New Hampshire called Phillips Exeter. A little about myself, yeah, I was a Miss Freeman student, I think like four or five years ago, but the things I learned with her have still sticked with me to this day. And I think mostly to me, you know, SDGs is just like a mindset and a way of, you know, perceiving the world. And, you know, I think it informs, you know, our decisions and, you know, it should be part of educating, you know, future global citizens of the world. I can just jump in here. I know one of the things that you really wanted to explore with us today is, you know, how did we begin to integrate the SDGs in our curriculum and how has that process evolved. So, we developed our enrichment program about five years ago with the SDGs as an integrating theme and it started in through a GT program and then school wide enrichment and both those programs are designed to help students become autonomous lifelong learner, excuse me, learners, where, you know, they link, link, increase knowledge and action in real world problem solving settings, right. So that seems exactly like the formula for education for sustainable development right where we're empowering and motivating kids, you know, to become these active citizens, you know, who are critical thinkers and, you know, can shape and make their mark and contribution to a sustainable world. So I'll share a little bit about what that looks in practice, I think in the classroom setting first and in our school wide program, since we've had a number of years of experience with that now. And then I'll share what that looks like as we, you know, roll that out to the, to the district at large so in practice the philosophy that we use is, you know, it's a learner centered approach it's action oriented learning and it's also transformative learning so, you know, it's all about the student making meaning, looking for issues and problems that they may see and identify in their local community, bridging that to global community and having that catalyzed learning where students. co construct knowledge together right so in all of these their, their team based in the GT program, it, of course, also links to the New Jersey learning standards and then also to the National Association we give to children learning standards, which I think, oftentimes when you say standards out in public people freeze up like, Oh my God, you know they're these, you know, rigid kind of lanes that, you know, make constrain creativity for teachers and I think it's the opposite they become springboards for learning and we like to say that we use the SDGs as a, like our sandbox for problem solving so just as an example, I usually start the year with teaching kids how to take, you know, Cornell notes to put us on good grounding for the rest of the year, and how we do that of course we incorporate that with learning about the SDGs and then we go on to, you know, other thinking skills that support all of those teachers student practices that enable active learning and transformative learning. And the key to that is really all about partnerships and real world projects so we, I also introduced systems thinking at the beginning of the year and we use that year after year after year after year, evolving our thoughts that we think and an act as systems thinkers and making change. So a big part of system thinking is understanding interdependencies multiple perspectives, and looking for leverage points so when we think about how the SDGs work in schools, and you know successfully. We think about partnerships and those partnerships are going to be with the, of course the curriculum leaders in your school with students with community leaders with nonprofit groups out in the community, certainly with groups. There's everyone that we're in right now that are, you know, a range of, you know, academia, you know, to experts the mentors to to role models and so the big piece of that is ensuring that you have those partners to guide and support along the way. It works incredibly well for us now. How will that look like, what will that look like and how can that work in, you know, diverse classrooms through we are, we are a K to eight district. We adopted this fantastic mission statement. Two years ago that's all about empowering members the community to lead lives with integrity, cultivate a spirit of discovery and embrace connections in diverse global society, which is pretty much the SDGs in a nutshell. So the, the culture of our school which is one that continues to evolve already supports that the integration of SDGs as a pathway to that very goal of embracing connections in the diverse global society and leading of a life with, you know, integrity and discovery. So, if we maybe step back we have that culture in our district one of the partnerships that helps us to strengthen and fuel that culture we also participate in the sustainable Jersey for schools program being a new Jersey school there's, I think 1000 or so schools that are connected to that program and we're currently one of three districts in the states where all of our schools are, you know, have that top certification silver which is like great. Yay, which means there's a whole lot of people working to develop a sustainable school. At the base of that is this idea, you know, I think it's, you know, all across education all across business, what gets measured matters and so in this case we already have a context where we have measurable goals towards sustainability and at the district level those goals are in place and then in each one of the school levels which goes a long way towards supporting introduction of SDGs so this past summer what we started to do was. We have three strategic planning committees of which I'm on one of them, we have an inquiry committee we have a social emotional learning committee and then we have a partnership committee. All three of those committees, of course, would support. You know, students becoming global citizens and you know active contributors to good society. So, what we did was take all of the learning stand, excuse me all of the curriculum across the district and we're mapping sustainability. We have lessons and activities to each one of the student learning standards and integrating them into the curriculum from there as the green coordinator I'm also mapping SDGs to each one of those from there, we're also curating all of our steps across the district so we have all of those, you know, mentors, community resources, experts that will be available to, you know, to all in the district. So, well of course that all looks great on paper when you're doing it. I think, of course when you roll it out to all of the teachers and administrators in school. That's where you hit me. You know what real world school looks like. So, I, I can tell you that some of the challenges that we're anticipating is of course, I think schools all across the US are looking at the loss that has happened because of the pandemic right so now you have teachers and administrators who want to make sure that they get this critical like learning and support for students, you know, so that they can bring their students back up and at the same time, we also have the shortage of teachers that you know coming out of the pandemic as well so you also have teachers who are, you know, a lot of them coming new to the practice so looking at both of those challenged. One of the ways that we're tackling it is a it's not a, you know, a one year rollout. It's a two year rollout and how we'll do that is through new teacher academies because the flip side of, you know, oh no, you know, we're losing a lot of teachers which is of course a, you know, a drain for any district is that now we have the opportunity to read look at what our onboarding processes on teachers and where we can fit sustainability and then the SDGs into that learning process. We also have teacher academies throughout the year so we'll use those opportunities as well as in service days but again I think you know of course the big challenge is, you know, as it is for everybody, just time time and competing priorities. So, I think that, you know, one of the tips that I might share for teachers in districts based on our experience is all about partnerships, and I know that many on this panel are hosts to many of those partnerships and, you know, invite educators in for professional development and certainly the Center for Sustainable Development is at, you know, at the fore with that as in New Jersey the, you know, Audubon Society Sustainable Jersey and a number of educator groups tied to sustainability, but I think it's this idea of keeping students at the fore and then, you know, if I put my system stinker hat on it's looking, you know, long term at that, you know, what do we want our students to look at and how does, what does that how do they, how do we ensure that they're living what they learn and I think that's one of the reasons why I invited Chris and I thought maybe he could like maybe share for some of what his experiences with what he did with the SDGs having been introduced to them five years ago. Thank you, Miss Freeman. With the interest of time, I just want to mention that we have 15 minutes left and if we can all go quickly because we have a couple of speakers. Thank you so much for your intervention. So, is it going to. I think Chris, if you just wanted to take a minute and share some of what you're doing and then we'll roll over to the next group. So yeah, so most of my experiences with the SDGs have been just, you know, learning in the classroom at least like originally that's how it starts, you know, that's the main impact of it, but you know, over time it really has influenced who I've become and it's empowered me as a learner to take action. And I think the way I've done so most recently is as part of my school's environmental group, we're doing, we're essentially developing our own curriculum. And it's all student-led and we're essentially trying to create an interdisciplinary approach to climate disruption and education surrounding the environment. So what we're doing is to include environmentalism in every single subject. And I think the SDGs have really informed that because the entire purpose of it is not to be just like, oh, you should do this so you become an environmentalist, but to appeal to everyone and to appeal to all tenants of society. Yeah, I also have been working on another project and doing research under a doctor and the reason I met was because of a climate summit. And I think like just opportunities like those are really invaluable and, you know, partnerships, as Ms. Freeman mentioned, are incredibly invaluable to success in this world. And as a conclusion, I just want to say thank you to Ms. Freeman and everyone here for coming and Ms. Freeman has really supported me a lot over the past years. And, you know, I'm certain that I wouldn't be as far as I am today without her and all of the education surrounding the SDGs. But thank you. Thank you so much, Chris. Our next speaker is William Bertolotti. Please, William, if you can go ahead and introduce yourself. Hey, everybody. Good morning. Thanks again for this opportunity to just meet all of you and to just share some ideas on the story maps tool. Let me just quickly share my screen. And here we are. Alright, so let me know if this isn't being shown, but I titled this part of the presentation every classroom has a story maps on ramp. I see story maps as an incredible tool. And it's an on ramp because traditionally there's their concerns where, oh, we have this novel technology. How do I incorporate this into my classroom? What potentials does it have to disrupt how I already work with my students in my classroom environment. And what's incredible about the story maps platform is, if there's a show and there's a tell in your curriculum, you can work this in. And so what's incredible, we've seen so many examples this morning of how story maps can empower the communication of information. And so I provided two examples for you. The first one being a seminar course where students who are exploring the SDGs, we started off with a resource compendium that followed along a work by Dr. Jeffrey Sacks on sustainable development. And from there, we found a cool, a great article by Hardin on the tragedy of the Commons, and the students were challenged to both find evidence for the tragedy and identify means by which they might surround the tragedy. So some examples of the student work were one student was really interested in food justice, equal access to quality nutrition, and she wanted to explore the distribution of fast food restaurants in the region. And story maps is a great way for her to plot all of these locations, and then from there begin drawing her conclusions. Another student was really interested in democracy and global social justice, and want to identify instances of large political demonstrations across the world and what was cool about story maps is, there's a feature that allows you to find time longitudinally display these events and now he's able to show right this within subject study of these types of events. In my individual student research program. Again, here we have a tool for communication. It's a great way to onboard story maps as a means for presenting information. And one one student was interested in, well what role does nuclear power play in our transition to green energy. What is the state of nuclear power and so using story maps we can plot all nuclear plants. And then from there identify well what predictive factors will explain why these plants are located where they are. I would say that there's no ceiling to story maps because from their students begin wondering well, could I integrate some form of machine learning to identify the predictive factors. Right, another student who is interested in mapping the distribution of hospitals across New York State, right to look for the quad equal access to health care, right, is now starting to look into artificial intelligence to see whether or not we can predict what a more equitable distribution of hospitals might actually look like. So, how, how do we get there. Maybe from my experience I've identified two themes. One is engaging your own course and considering how how can I implement some this tool for visualizing information and presenting that information in an hour to format. And the other one is the most important aspect or one activity that I can integrate story maps into right again, we're not talking about a complete disruption of your course. We're really considering some form of enrichment for your students as a way to provide a more holistic learning opportunity. How what types of data, right, could students integrate into their projects I've hyperlinked sources of data that students can explore. And really there is no limit there's so much data out there. The other angle is working from the students interests right and so this is a great way for students to see that this type of tool can promote their own form of expression and even their identity so any project involving local history local geography. I mean, my school, my town, my community, my state, right, mapping current events that are really important, especially current events that are evolving over time, and even autobiographical mapping, right, how has my life changed but geographically and what's really cool is both approaches allow students to practice the really important art of I have this wealth of information I have so much data. How do I become a curator of these data, so that I can tell the most effective story to the public. Okay, so how what considerations should the facilitator have when onboarding a story maps project. From experience I do recommend rubrics, just that students can understand well what are some baseline expectations for a strong story maps provides students examples of student work as models so that they can see what kind of incredible work are my fellow students creating what can I do what sources of inspiration can I leverage. And then, from a pedagogical standpoint, allow yourself for some time where there is a workshop or portfolio environment the workshop setting where students differentiate between different roles students are afforded time to work and the portfolio environment so that students have the time to see their work evolve. And that brings my presentation to a close against story maps has been such a fulfilling and enriching tool for clap for the classroom, and I feel that as a baseline mode of student communication and ownership. It's a great tool. Thank you. Thank you so much will and both from you and from that CV get to you make it sound so simple. And I hope that we are all able to do this and you know integrate a lot of what you do so easily into our classrooms into our families and using these tools so that we can start kids and thank you for sharing those fantastic ideas on how to integrate story maps using discussions in the classroom as well so thank you for doing that over to another element that we want to focus on so this was a teacher elements element where we were trying to integrate story maps into the classrooms and miss Freeman and I think it a fantastic job of giving us a glimpse of how it is all possible using an integrated approach over to David Blockstein who has been using climate education to roll it out to not just one country or one classroom but to multiple countries across continents so we can take these ideas of story maps and actually roll it to many many countries as well. He's a professor at college and he is focusing on worldwide teaching for climate and justice. So over to David for his call for action and getting a glimpse of what he sees this academic human to be Hello everybody and thank you very much for your inspiring work truly inspiring in listening to miss freeman's presentation and talking about the barriers of time and overcoming the gap in student learning from the pandemic it makes me think that really there are two key elements to learning. One is that students learn when they're interested in the content. And if there's something that they want to learn about, they're going to pay attention, and they're going to learn. And then secondly, they're going to learn when there's good teaching. And so tools like the story maps and the turn it around cards, and the other interactive components were discussed today I think fit right in with that. So I want to very briefly introduce something that will actually be launched this week at the climate week, New York City. And that is the Bard College and the National Wildlife Federation are working together to launch a new campaign that we're calling teach 10 hours for climate. And the idea is relatively simple that right now, as we know, climate change climate solutions climate justice sustainable development are really a very small part of the curriculum in most education. And that's true around the world. And so what we are doing is we're challenging teachers to teach administrators to present their curriculum and students in their own learning to pledge to teach and learn 10 hours about the climate, about climate change about climate solutions, and about climate justice over this academic year. So between now and Earth Day, one wouldn't think that that's a lot of time. You know that we really ought to be spending at least 10 hours to be learning about the existential challenges that we're facing. We have a pledge, and I put the link in our to the pledge on our in the chat, and there's also a toolkit the teachers and administrators and students can use to plan their 10 hours. And then at the center of that is our worldwide teaching on climate and justice. I won't go into any of that in detail but just the idea to have take a within those 10 hours take a day around the end of the end of April beginning of, or I'm saying end of March beginning of April to have a focused event bringing educators and students and community members together to talk about what climate justice looks like in their community and how to move together. We'll be having our introductory webinar, explaining that this Wednesday at 10am New York time, and also at 9pm New York time, and then we'll be having continuing professional development. Excuse me, at those tight same times every Wednesday. So please join us if you can. Thank you very much. Great. I think this is a call for action for everyone students and teachers both. So I think this is a great segment to just for just mentioning about mission 4.7 platform where we have a lot of case studies we have a lot of lesson plans and I would urge all the students to do ambassadors here to send us your ideas of what you want to learn your own lesson plans so that we can put up those lesson plans on our website and also call for our teachers here. Please use the turn it around cards please use the story maps and see how we can share these lesson plans across different boundaries here first climate has no boundary and it is impacting everyone. So it's time to share lesson plans, story board story ideas story maps as well as participation on David's call for at least 10 hours of teaching of climate related topics. With that we end our session but one last segment is remaining which is on the earth sustainability network at Arizona State University we play that video. And it is not a sport I guess I don't want to end the session by saying that let's end the session and not think about it I think let's keep reflecting on what we did so far what we heard from our ego ambassadors and see how can be to address for adunas point, how can we think of it as like a crisis within and how what are those tools that we need to use to express our collective wisdom here so let's continue with that and what to the next session with the video. Hi everyone, we are the sustainable earth team and we're going to be talking to you today about our content creation process and a little bit about our media storytelling. And so we'll go ahead and get some introduction started. My name is stormy light I'm a junior at Arizona State University studying sustainability and political science getting a minor in Spanish. I really became interested in storytelling at a young age, I would wake up early Saturday mornings, caffeine caffeine in hand, and I would go out and track down local businesses politicians students doing really exciting things in the community, and talking about sustainability and civic engagement, and now I am really excited to be on the sustainable earth team, continuing my passion for storytelling and sustainability, and I will pass it off to James. My name is James Cobb, and I'm a second year graduate student at Arizona State University and I'm getting my master's degree in sustainability solutions. And before coming back to school I was working in the entertainment industry in Los Angeles, and so I have storytelling at the core of claims what I do is why wake up in the morning. And just like all of you, I have a passion for trying to make a world a better place, and I'm trying to bring together two awesome and powerful things sustainability and storytelling, and where stormy and I work right now at Sustainable Earth actually gives us the opportunity to do just that which is really exciting. And we are excited to share with you the power of storytelling and how you can actually harness that power yourself. Jeremy and I throughout this presentation will take you through who and what Sustainable Earth is do a deep dive into our creative sprint process and then we will take a virtual field trip to our sustainable earth website. And then we will hear from Allison Wolf at the Sustainable Teachers Academy. So, what is Sustainable Earth? We are a new grant funded website, and we actually just launched this past year, which is pretty exciting and we try to create educational actionable materials with the great minds here at ASU, and then broadcast them beyond Arizona through the ASU network to our global audience, and we have three main target audiences and those are educators, small businesses and the sustainability curious public and within these audiences we have more specific in depth personas that we will actually describe a little bit later on. So who is on the Sustainable Earth team? Well, we are a collective of ASU students, faculty and staff from Arizona State University with various creative talents in sustainable storytelling, media graphic design sustainability solutions. What's really unique about our team is that we're almost entirely student run. So we are mainly built of graduate and undergraduate students and we have our fearless leader Kate, who guides us throughout our sprint process, which we'll get to later on in our presentation. And so as a team of mostly students, we have a really unique perspective on the stories that we want to share the type of stories and how we want to share them and how we want to broadcast them to our audience. When I personally first joined Sustainable Earth, I was really impressed by the variety of backgrounds that we had in talents on our team and even though we're a very small team, we definitely pack a punch and we have a, our variety of talents and backgrounds actually really allow us to explore different sustainability topics, and it actually works better for our team in general. And as a team, we don't have all of the experience in every area. And so this is where we prioritize making connections with our contributing partners and here on the screen you can see a few of our contributing partners that we work with to share new and existing resources. And if you're interested in contributing or partnering with us, we are always looking for ways to meet the needs of our content with contributing partners. So now I'm going to share a few of the various components to our site and how our diverse scope of work really allows us to connect to a greater audience in general. So our videos created by our amazing team allow us to form greater connections to visual learners. We use creative transitions and graphics and subject matter experts to relate some important sustainability concepts to our audiences. Secondly, we have articles, which is really critical for our site and showcasing sustainable solutions in a way that ends up being actionable, which we'll get to when we do our sustainable field trip at the end of this presentation. So we have our classroom activities, our games, we have some really fun games coming out. The students will stay tuned for those and our educator and small business awards, which will also expand on later on in this presentation. Okay, so this is really exciting for us. This is our Google Venture Sprint process. So the Google Sprint process is was originally created for businesses for idea creation, prototyping, and we have taken the core ideas and methods. And we've used in this and we have kind of molded this and transformed this into a creation machine for deciding on the topics that we want to choose and how we want to execute them, the stories that we want to tell. So essentially, we ask, what are we talking about? Who are we talking to? What subject matter experts do we really want to target for our sprint process? We have stories that are relevant for our readers. And so the Google Sprint process has really allowed our team of creatives to work collaboratively, and it really highlights task management ideation and problem solving in a group setting. So whenever you're telling a story, it's very important to know who you're talking to. It's just as important as the story that you're telling. So if you're telling a story to your best friend, it's gonna be so different than if you're telling a story to your teacher or your parents, right? So that's what we try to do whenever we're creating content as well as know who our audience is. And so you can see over on the left-hand side, we have responsible Rick, Tiffany, Tony, Contra's comment, and engaged Elizabeth, and these are the personas that we're trying to make our content for. But over on the right-hand side, you can really see how in depth that we get with who we're talking to and why we're trying to tell a story to them. So we have pain points and challenges that we're trying to fill, objectives and questions that we can answer, and then, you know, the relevant content, really understanding the relevant content to these specific people that we are trying to communicate with and tell stories to. And so what exactly does the sprint process for Sustainable Earth look like? And I'll walk you through the food system sprint that we completed last summer, and the goal of the sprint was to create five pieces of content over the course of three weeks, which is a pretty quick turnaround, but it's very exciting. So basically, we started with a large single idea of food systems, and then that first week we did some research on different topics, and then we had our sprint day, and that's what this table down here is. You can see up on the right-hand side, that was us in the room and we put the sprint up on the whiteboard is really fun, but then we actually, you know, made it more organized here in this table. So our content type and the audiences that's going to be the persona, who is the lead, the article and the purpose and the calls to action, and I think it's very important that we had a call to action because we want people to act on these stories that we're trying to tell. So once we do the sprint day and we figure out exactly who we're talking to and why we're talking to them. We actually go into creating our content, we sit down with subject matter experts and create our first drafts, and that's in the second week. And then finally in the third week, we review everybody's different pieces of content on the team, and then we polish those and then put them up for our posting schedule. Awesome. Thanks James. Now we're going to be going into our Sustainable Earth Educator Awards, also known as the CS. So based on our analytics, we have a lot of teachers coming to our website, looking for educational materials, lesson plans and resources that they can use in the classroom. So we wanted to curate a place to gather these lesson plans. And so we received submissions from educators all across the United States, incorporating sustainability into their classrooms in a really unique way. And our team looked carefully through these awards, the submissions we awarded $20,000 to educators prioritizing sustainability initiatives in their classroom. And so these lesson plans that will be featured on our site are actually used as a method of storytelling itself because we're able to inspire other teachers to take action through these lesson plans. And so in the blogs that we will be posting shortly to our website, showcasing these teacher tested lesson plans, we will use this as an opportunity to explain what sustainability development goals are being covered because this is also a really critical point to our site as well as we'd like to talk about the sustainability development goals. So if you are currently an educator, who is interested in participating in the CS, and are interested in this process, we will be opening up applications next year for those of you who are interested in applying. And now is the time where we will be going on our sustainable earth virtual field trip. So now I will share my screen to the sustainable earth website. So this is our beautiful homepage for our website and as you can see, on the right hand side we have our business resources. So this is our sustainability courses we have credentials that you're able to earn, and our small business awards which are the says buzz. Under learn we have videos and I'll just show you a little bit about, as James had mentioned earlier we did that sprint process. This is what a video that came out of that sprint process recently we did a fast fashion sprint and talked about sustainable fashions that was great and Ritesh put this video together for us. We have our articles, yet again another sustainable fashion article written by Laura and so we really tried to incorporate the sprint process into everything that we do. We have our classroom activities, and we have our games we have a really exciting game coming in October so stay tuned for that, and then we have our educator awards which is what I went over previously. And then about if you want to learn a little bit more about us what we do as a team who we are please check out our mission our team and our about section but this is where we really want everyone to go to is the shiny blue button take action. So the take action page essentially allows you to join our mailing list. So you have to date on challenges articles videos, what's coming out and the exciting new content that we have featured. And then all the way down here we have our sustainable development goals. So this really allows us to connect our audience to the 2030 agenda for sustainable development and talk a little bit about that. And so this is really just the tip of the iceberg for our website there are a lot of awesome materials that we have featured on here so when you have the time options presentation, please check out our website. We are going to be having some really great articles videos resources featured on here so now I will pass it off to Allison the sustainable teachers Academy. Thank you so much for listening to our presentation. And then we hope you have a great day. Thank you so much. We hope you have taken all this from the story telling about creative writing about the goal and goal and how to be integrated to teaching and learning experiences. Right for the. To end the session. We wanted to just leave you with our very last kind of call something exciting to look forward to for the fall, which is Fridays for future work that we're going to do we're going to be inviting all of our through our equal ambassador network, a lot of speakers, a continuation of everything that we have discussed in today's webinar to really stay connected with our networks, you know, David and radical have shared some of the steps forward some considerations all of our students and teachers today have given us so much to think about. So it will be a continuation of these conversations so that every Friday, we are getting together to talk about how to really implement all that we have talked about all the inspiration that we got all the trainings that we're getting how do those things can be better implemented and incorporated to our classrooms and to our networks. So will you'll see more information on that will be starting in November, you can find the updates and our Twitter account will be using that as our primary way of communicating with you. The Fridays for future details at Ed for SD ED for SD. Thank you everyone so much for sure for joining today and we will stay connected with you. Thank you so much.