RCE Puerto Rico - 2021

REPLICAS PARA LA VIDA & ¡PreSeրTes! -Pre-Service Teachers in sustainable development education
Basic Information
Title of project : 
REPLICAS PARA LA VIDA & ¡PreSeրTes! -Pre-Service Teachers in sustainable development education
Submitting RCE: 
RCE Puerto Rico
Contributing organization(s) : 
University or Puerto Rico-Rio Piedras Campus, UNA USA-PR and RCE PR
Focal point(s) and affiliation(s)
Lizzette M. Velazquez Rivera
Organizational Affiliation: 
University of Puerto Rico, Rio Piedras Campus
Format of project: 
PDF Manuscript
Language of project: 
Date of submission:
Saturday, December 5, 2020
Priority Action Area 3 - Developing capacities of educators and trainers
At what level is the policy operating?: 
Geographical & Education Information
United States
San Juan, Puerto Rico
Address of focal point institution for project: 
University of Puerto Rico, Rio Piedras Campus, San Juan PR 00931

Target Audience:

Description of sustainable development challenge(s) in the area the project addresses: 
Through the project, it has been facilitated to raise awareness of future elementary level teachers and school students around the SDGs. In addition, future teachers learned how to integrate the SDGs into their curriculum and educational materials were developed around the SDGs.
August, 2019
The Faculty of Education of the University of Puerto Rico (UPR) is committed to the training of teachers capable of integrating the SDGs into the school curriculum. From August to December 2019 and 2020, (1st semester of 2019-20 and 1st semester of 2020-21) future teachers, from four (4) university courses, served as humanist educators who developed curricula to meet the SDGs and facilitate meaningful learning in school subjects (sciences, social studies, mathematics and language). As part of two projects (#1. REPLICAS PARA LA VIDA-1st semester2019-2020 and #2. ¡PreSeրTes! -Pre-Service Teachers in sustainable development education, future teachers first learned about the SDGs, by then, together with 6th grade students from the UPR Elementary School they studied, in science course, the human impact on different ecosystems in the country and how to minimize it. Based on what they learned, the future teachers developed lessons and curricular units, for elementary level students, who attend the SDGs from the different school subjects. The educational materials created were donated to UNA USA-PR and RCE-PR.
For future teachers,
1. Identify how to operationalize the Education 2030 Framework for Action.
2. Design a lesson or a curricular unit that is distinguished by:
a. the use of Curriculum development strategies Problem-Based Learning / Projects / Service, to facilitate meaningful learning.
b. Starting from the context that emerges from some of the 17 SDGs to educate around them and the need to promote actions to achieve them.
d. allows the integration of concepts, skills and attitudes corresponding to the different subjects (science, social studies, mathematics and language).
d. facilitates the development of competencies in tune with the ISTE Standards for students.
Activities and/or practices employed: 
Per semester
1. Conference on the SDGs by UNA-USA PR
2. Workshop around how to plan
3. Field trips to ecosystems in Puerto Rico
4. Community integration (ecosystem experts, community resource and politicians)
5. Presentation of created educational materials (lessons and units) to UNA-USA PR and RCE-PR
Size of academic audience: 
Currently approximately 50 future teachers, and 80 6th grade students
Among the achievements, the following stand out: the creation of 8 lessons and 8 curricular units for elementary level students, which were donated to UNA USA PR and RCE PR and are available to be used by other educators and the awareness of the need to educate on the SDGs and carry out individual, community and country actions to reach them.
Lessons learned: 
The importance of collaborative and community work to achieve the SDGs
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 10 - Reduce inequality within and among countries 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Curriculum Development 
ESD for 2030-Priority Action Areas
Priority Action Area 3 - Developing capacities of educators and trainers