Economics · Grade 11

Active learning ideas

Sustainable Development Goals

Active learning helps students grasp the interwoven nature of Sustainable Development Goals (SDGs) by making abstract economic connections tangible. Through collaborative tasks, students see how SDGs like Decent Work and Climate Action reshape markets, which deepens understanding beyond textbook explanations.

• Ontario Curriculum Expectations
• ON: Global Economic Interdependence - Grade 11
• ON: Economic Stakeholders - Grade 11

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: SDG Economic Links

Assign small groups 2-3 SDGs; they research economic impacts and interconnections using provided resources. Form expert groups to share findings, then return to original groups to teach peers. Conclude with a class mind map on poster paper.

Analyze the interconnectedness of the various Sustainable Development Goals.

Facilitation Tip

In the Jigsaw Protocol, assign each group a specific SDG and require them to trace its economic impact on two other goals, using UN reports or infographics as evidence.

What to look for

Facilitate a class discussion using the prompt: 'Choose two SDGs that seem unrelated, like SDG 1 (No Poverty) and SDG 14 (Life Below Water). Discuss the economic connections between them. How might progress in one impact the economy related to the other?'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Jigsaw
• 40 min · Pairs

Stakeholder Debate: Investment Trade-offs

Pairs represent economic stakeholders (e.g., business, government) debating investment in SDG 7 (Clean Energy) versus short-term profits. Provide data sheets; each side presents 3-minute arguments followed by rebuttals. Vote and debrief economic rationales.

Explain the economic rationale behind investing in sustainable practices.

Facilitation Tip

For the Stakeholder Debate, provide students with a scenario (e.g., funding renewables vs. fossil fuels) and assign roles (e.g., labor union, environmental group) to ensure structured arguments.

What to look for

Present students with a short case study about a Canadian business implementing a new sustainable practice. Ask them to identify which SDG(s) the business is supporting and explain the potential economic benefits and drawbacks of this initiative for the company and its stakeholders.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Case Study Analysis
• 45 min · Small Groups

Case Study Analysis: Canada and SDGs

Small groups examine Canada's SDG Index data and news articles on progress. Identify economic challenges and propose two policy solutions with cost-benefit analysis. Share via gallery walk for peer feedback.

Evaluate the challenges and opportunities in achieving the SDGs by 2030.

Facilitation Tip

During the Case Study Analysis, have students annotate the Canadian SDG report using color-coding to highlight economic, social, and environmental data points.

What to look for

On an index card, have students write down one specific economic challenge Canada faces in achieving the SDGs by 2030 and one specific economic opportunity that arises from pursuing these goals. They should provide a brief explanation for each.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Jigsaw
• 30 min · Whole Class

Goal Mapping Simulation: Whole Class

Project an interactive SDG wheel; students suggest economic links between goals in a think-pair-share. Teacher facilitates additions with sticky notes, revealing interconnections through class votes on strongest ties.

Analyze the interconnectedness of the various Sustainable Development Goals.

Facilitation Tip

In the Goal Mapping Simulation, use a large wall map where groups physically move SDG cards to show interconnections, adding arrows and economic indicators as they discuss.

What to look for

Facilitate a class discussion using the prompt: 'Choose two SDGs that seem unrelated, like SDG 1 (No Poverty) and SDG 14 (Life Below Water). Discuss the economic connections between them. How might progress in one impact the economy related to the other?'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Experienced teachers approach this topic by grounding discussions in real-world data, such as national SDG progress reports, to avoid abstraction. They emphasize the economic trade-offs of SDG implementation, using debates and simulations to help students see policy dilemmas. Avoid presenting SDGs as purely environmental or idealistic; instead, tie them to measurable economic outcomes like GDP growth or job markets.

Successful learning looks like students identifying and explaining economic links between SDGs with evidence, debating investment trade-offs using data, and applying these concepts to real-world contexts like Canada’s progress. They should articulate how economic decisions align with multiple SDGs simultaneously.

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Watch Out for These Misconceptions

• During the Jigsaw Protocol: SDGs focus only on environmental issues and ignore economics.

  During the Jigsaw Protocol, have groups create a two-column chart for their assigned SDG: one column for economic impacts (e.g., job creation, market shifts) and one for environmental/social outcomes, using evidence from assigned readings.

• During the Stakeholder Debate: Sustainable practices always harm short-term economic growth.

  During the Stakeholder Debate, provide students with two opposing economic studies on sustainable investments (e.g., one showing short-term costs, another showing long-term gains) and require them to cite data in their arguments.

• During the Case Study Analysis: SDGs apply mainly to developing countries, not Canada.

  During the Case Study Analysis, direct students to compare Canada’s SDG 12 progress (responsible consumption) with a developing country’s SDG 2 progress (zero hunger) using national reports, highlighting shared economic challenges like resource allocation.

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Methods used in this brief

• Jigsaw
• Case Study Analysis