MARAMAG, JANINA ROSE G.

BSHM 2-I CONTEMPORARY WORLD

UNIT 5: TOWARDS A SUSTAINABLE WORLD

TOPIC 13

Activating Prior Learning

If you heard the words sustainable development, what comes to your mind?
It is the meeting of our own needs without compromising the ability of future
generations to meet their own needs. In addition to natural resources, we also need social and
economic resources.

Application
Make a discussion out of this on your own.
This is the issue/problem to be discussed: Looking at the 17 goals—where do you see a
connection with yourself as an individual and your role as a young person, student, citizen? Do you
think it is important for other young people to hear about these goals? Why is this?

Youth Engagement and the Sustainable Development Goals, presents evidence that young
people are already contributing towards achieving the Sustainable Development Goals (SDGs).
Learnings from this study provide important insights that will support the design and
implementation of youth programs across the region. Students should be involved in all key aspects
of the HEIs’ work in order to become active co-creator of their own education. They play a vital role
of the sustainability processes but the institutionalization of this engagement is useful through
structures that assign responsibilities and provide resources and funds. Citizens have a pivotal role to
play not only in terms of the effort and action towards the achievement of the goals but also in
terms of the progress towards these goals. Yes, it is important for other young people to hear about
this goal because its purpose was to produce a set of universal goals that would help combat the
urgent environmental, political and economic challenges facing our world. Sustainable development
encourages us to conserve and enhance our resource base by gradually changing the ways in which
we develop and use technologies. Countries must be allowed to meet their basic needs of
employment, food, energy, water and sanitation. It also involves the development of life skills such
as problem solving, critical thinking and interpersonal skills.

Feedback
Multiple Choice: Choose the best answer. Write the letter that corresponds to your answer on the
space provided before the number.

C 1. How many Sustainable Development Goals (SDGs) have been agreed to, by all the world’s
nations, as part of the 2030 Agenda?
a. 15
b. 25
c. 17
d. 25
D 2. What can individuals do to help realize the achievement of the Sustainable Development Goals?
a. Create projects and partnerships of their own and participate in existing initiatives to help
achieve one or more of the goals
b. Use their positions in society—as teachers, decision-makers, consumers, role-models, and
ordinary citizens—to voice support for the Goals, to make decisions that advance the Goals, and to
take actions help to implement the Goals.
c. Hold their governments and private sector accountable and support reputable civil society
organizations.
d. All of the above
D 3. Which of the following is not true about SGDs?
a. They explicitly promote innovation
b. They include the development of sustainable cities, infrastructure and industry
c. They encourage the promotion of health, well-being, and education for all, at all ages
d. They are legally binding international treaty that all nations are required to follow.
C 4. Which of the following is not part off Goal 15, on ecosystems?
a. Halt biodiversity loss
b. Halt and reverse land degradation
c. Halt the use of biotechnology and genetic engineering
d. Use ecosystems sustainably while protecting and restoring them
C 5. Equality issues are specifically mentioned in how many of the Sustainable Development Goals?
 a. In two of them: Goal 6 on water, and Goal 12 on sustainable production and consumption
b. In four of them: Goal 2 on hunger, Goal 7 on energy, Goal 8 on economic growth and jobs,
and Goal 14 on preserving the oceans and seas
c. In three of them: Goal 4 on education, Goal 5 on gender, and Goal 10 on reducing
inequality within and among countries
d. In one of them: Goal 16 on promoting peaceful and just societies for all.
C 6. Which of the following is not part of the Sustainable Development Goals?
a. Access to sustainable energy for all
b. Availability of water and sanitation for all
c. Provision of internet services for all
d. Promotion of decent jobs for all
C 7. In the 2030 Agenda, Sustainable Development Goal #13, on climate change, has an “ * ”
(asterisk) after it. Why?
a. Because addressing climate change is more important than all the other Goals.
b. Because the negotiators were unable to come to an agreement on a climate change Goal.
c. Because the UN Framework Convention Climate Change (which is meeting in Paris in late
2015) is the forum where more detailed decisions on climate will be made.
d. Because the Goal on climate change is constantly shifting.
B 8. Goal 17 is about strengthening the “means of implementation” and revitalizing the “Global
Partnership” for realizing all the other Goals. Which of the following is not part of Goal 17?
a. Mobilizing the financial resources necessary to achieve the Goals
b. Creating international sports tournaments and festivals to promote the Goals
c. Helping developing countries build the capacities they need in areas such as technology,
public policy, and data for reporting on progress.
d. Enhancing trade, especially to help developing countries increase their exports and grow
their economies
C 9. Goal 1 is about poverty. What is the aim of this Goal?
a. Cut poverty in half by 2030
b. Reduce poverty by 75% by 2030
c. End poverty in all its forms everywhere
d. Help each nation make progress on reducing poverty
C 10. Each SDG is supported by a set of Targets—specific objectives that are associated with that
Goal. How many Targets are there in total?
a. 17
 b. 25
c. 169
d. 203

TOPIC 14

Activating Prior Learning

When you hear the words food security, what images, places, characteristics come to mind?
Spend a few minutes writing your impressions (a couple sentences).
Food security is a measure of the availability of food and individuals’ ability to access it. It
means that the people who produce our food are able to earn a decent, living wage growing,
catching, producing, processing, transporting, retailing and serving food.as defined by the United
Nation’s Committee on World Food Security, it means that all people at all times have physical,
social, and economic access to sufficient, safe, and nutritious food that meets their food preferences
and dietary needs for an active and healthy life.

Application
Think-Pair-Share
Here is the problem you are going to answer: Population holocaust over the world is
normally showing a tremendous challenge for meeting the demand of food and energy. Further,
the total population is estimated to be significantly increased constantly 2050 with the anticipated
growth up to 9 billion. The consistently growing population is also becoming more discerned with
greater demands for healthy and hygienic foods and sustained energy. Meeting these increasing
demands over the years requires a much higher production of food and energy from existing levels.
How are we going to achieve this? In other words, how do we meet food and energy requirements
of our future generations?
Template for THINK-PAIR-SHARE
Directions: Think about the question or problem independently.

Think
Write 3 solutions or ideas you have about this question or problem
1. Plant existing cropland more frequently.
2. Improving international trade.
3. Reducing or eliminating world hunger.

Pair
Discuss your ideas with a partner. Check any ideas above your partner also wrote down. Write down
ideas your partner had that you did not.
1. Reducing food waste.
2. Expanding agriculture area.
3. Increase the productivity of crop.

Share
Review all of your ideas and circle the one you think is most important. One of you will share this
idea with the whole group. As you listen to the ideas of the whole group, write down three you liked.
1. Plant existing cropland more frequently.
2. Reducing food waste.
3. Reducing or eliminating world hunger.

Feedback
Multiple Choice: Choose the best answer and circle the letter that corresponds to your answer.

1. All of the following impact of food security except?

a. Changing the wealth in countries like China and Brazil
b. Climate change placing stressors on the environment
c. Increase in global food prices
d. Population growth in rural areas
2. Globalization includes increasing interconnectedness of our world in what areas:
a. Political
 b. Cultural
c. Economic
d. D. all of the above
3. Malnutrition resulting from energy rich, nutrient poor foods combined with reduced physical
activities best describes
a. Energy deficiencies
b. Nutrient deficiencies
c. Excessive net energy intake
d. None of the above
4. Elements of the global food system include:
a. Production
b. Harvest
c. Processing
d. Transport
e. E. all of the above
5. What region of the world experiences the greatest threat to food security?
a. Sub –Saharan Africa
b. Europe
c. SE Asia
d. North America

Reflection
1. What is the most combative explanation you’ve heard so far in the lecture?
- Food security has turned out to be emphatically connected with the more extensive idea
of human security. In spite of the fact that there is no generally concurred meaning of
human security, in essence the idea prioritizes the well-being of people and
communities from a scope of dangers emerging from various sources.

2. What is the most unsupported statement you’ve heard in the lecture?

- The enormous thought driving biofuel mandates is that increasing biofuel consumption
would help ease reliance on petroleum products for transport while in meantime
bringing down GHG emission with an end goal to moderate climate change.
-
3. Since you have discovered more about the subject, what are you concerned about?
- Nutrition risk, global food prices, health care, hunger, poor sanitation low crop yields,
malnutrition