During our time in Global goals this semester, we were tasked looking at the United Nations sustainable global goals. The sustainable global goals are goals created by the United Nations to fix issues in this planet. There are 17 global goals, they range from climate change and life below water, to political justice and gender equity. As part of our task, Holly, Shaurya and I all chose goal number 14, life below water. We were tasked with solving our global goal in our local area. We decided that it would be a good idea to choose the canning river, since it’s local and makes up a big part of Perth. After doing some research, we found a lot of issues in the canning river that would probably stop people from swimming in their. The canning river has lots of mosquito issues, algae, excess salts and chemicals and motor vehicle fuels. We found a solution to all these problems with a single species of tree called the weeping paper bark tree, this tree has a natural chemical in it that repels mosquitos and absorbs chemicals in water, the other good thing about it is that is natural to our local area. After analysing the issue, we found that we wouldn’t have enough time to get to planting the trees. We then looked for an even more local issue. We found that at our local swale at the school kept drying up during summer, so we looked for solutions to the issues. Our teacher, Ms. Donnelly, got us in contact with Wendy Corrwick, who is an expert of plants in our local area. She directed us away from the swale and to bull creek across from the school. Bull creek has been having a lot of issues with the black berry bushes in the area. A majority of the black berry bushes have been cleaned out but it left lots of empty dead space. Wendy said that we should host a tree planting day down at the bull creek, so that’s what we did. We ended up hosting a successful tree day and planted about 250 plants over the span of 2 hours.
I chose stem as my elective because I really enjoy STEM and I am seeking a job as a mechanical engineer. In this elective, we are going over the Global Goals that have been set by the UN to make the world cleaner, and a safer place to live. The UN is organisation of 193 countries that come together to help each other on issues in other countries and try and make the world a better place. The 17 goals are all sustainable development goals. Sustainable development is development whether that be social, environmental, or economic that can be sustained for long periods of time. The 17 goals are important because they set goals for important issues, like global warming, poverty, hunger, clean water, ect. The 17 sustainable development goals are No Poverty, Zero Hunger, Good Health And Wellbeing, Quality Education, Gender Equality, Clean Water And Sanitisation, Affordable And Clean Energy, Decent Work And Economic Growth, Industry Innovation And Infrastructure, Reduced Inequalities, Sustainable Cities And Communities, Responsible Consumption And Production, Climate Action, Life Below Water, Life On Land, Peace Justice And Strong Institutions, Partnerships For Goals. The sustainable development goals have had progress from 2015-2020 in some areas such as improving maternal and child health, expanding access to electricity and increasing women’s representation in government. I believe that there are a few goals that relate to All Saints College and its community, for instance, reduced inequalities. I acknowledge that there are still inequalities in our college. This can be seen with how some people treat the LGBTQ+ community just because they are not the way that they expect people to be.
UN 17 Sustainable Development Goals website:
Our project was to create an escape room for a certain age group. The age group we were assigned was the year 5’s. In our escape room, our puzzle questions had to associated with the math curriculum done in the year 5’s mathematics class. We chose to do our escape room both physical and digital. We did our physical one by having legitimate physical questions on pieces of card which would lead you to your next clue. Our digital aspect was done via Minecraft were we had more freedom and could make certain things open when the questions were answered correctly. We chose to do both physical and digital because the physical aspect would make sure that they get to use their brain without technology, move around more and talk to each other more to try and figure out the puzzles. The digital bit was done because it was done in Minecraft and as a year 5, I loved Minecraft and video games; so it was good to know that they enjoyed the whole escape room.
Our steps to success:
Their were multiple key steps in the creation of the project. The first step was to empathize with the year 5’s. We thought back to when we were year 5’s and tried to think up of what they liked and get a decent idea of that. The second step was to email the year 5 mathematics teachers and find out what the year 5’s are learning in mathematics at the moment or have previously learned. Our third step was to look at the numeracy NAPLAN test for the year 5’s and get an idea of what they do during the year in mathematics. Our fourth step was to start looking back at our first step (empathizing) and then coming up with a theme for our escape room. In our fourth step, we chose ancient Egypt as our theme for our escape room. Our fifth step, we started deciding if we should do a physical or digital escape room. Like I said before, in our fifth step we decided to go for both physical and digital escape room. Our sixth step was designing the escape room for our year 5’s. Our seventh step was creating our original design and using the questions that we decided on doing. Basically we made the questions and got Minecraft world ready. Our Eighth step was to email one of the year 5 class teachers and explain this whole project to them and ask them when the students can come done to do our escape room. Our ninth step was to actually get the year 5’s to do the escape room and find out if they liked it or not.
There were many positives and negatives in this project. The positives in this project were that later on down the track, we worked extraordinarily hard to get this project done and dusted. The negatives of the project were that most of the lessons were us messing about or not getting work done, which lead to us almost failing or original project in the end.
Next time I will make sure to not mess around and get all of my jobs done as soon as possible as well as make sure everybody else is doing the job they should and somebody else (*cough cough* Hayden) wasn’t destroying our project before we could even present it or put it into practice.
What our logo looked Like
For our project we created a wooden sign with an S made out of an acrylic pipe filled with blue dyed water, the T was made out of 2 LED light strips to represent technology, LEGO for engineering and a laser cut M to represent maths
Our team worked pretty-well together. We all had equal jobs in the team, and all played our role in making the project. Ethan did mainly the written work, Mason and Amos did a lot of the physical work but we all got a fair share of everything.
Design Thinking Process
The first thing we did was emphasise the project and find out what we were actually doing. The we defined what STEM was at ASC and what it was at other schools. Then we began our ideation with a few brief designs of our logo and ended up doing the first one we chose,which is the one shown in the image above. These designs were drawn on OneNote.
9- MS Steiber