SDG 15 Life On Land

SDG 15 aims to promote the sustainable management of forests, combat desertification, halt and reverse land degradation, and halt biodiversity loss. We are reminded that preservation is a verb and requires actions such as reducing deforestation, preventing the extinction of endangered species (plants and animals), appropriately valuing Indigenous insights and needs to the conservation of ecosystems. Instead of responding to issues on a case-by-case basis, taking an ecosystem approach to resource management and environmental protections considers the interrelationships of ecosystems into decision making. Working with decision-makers and diverse stakeholders like farmers, national parks staff, environmental groups and citizens helps introduce a collaborative approach to conservation and creates rich opportunities for experiential learning outside the classroom.

You might be able to align your teaching to this SDG if you want your students to be able to:

  • Compare ecological systems and biodiversity, with reference to local and global ecosystems.
  • Identify threats posed to biodiversity, such as habitat loss, deforestation, overexploitation and invasive species.
  • Critique destructive environmental practices that cause biodiversity loss (or justify practices that minimize loss)
  • Collaborate with local groups and advocate for a life in harmony with nature.

You might consider having your students reflect, share, act in some of these ways:

  • Connect with governmental land management agencies to find ways to collaborate on learning activities.
  • Check out Canadian Parks & Wilderness Society and the Canadian Wildlife Federation . Learn more about campaigns within Saskatchewan to protect ecosystems and biodiversity. See what’s happening within the province and choose an issue to work on.
  • Learn which species and ecosystems are endangered in Saskatchewan and have students help find solutions to tracking or monitoring.
  • The University of Saskatchewan and the Meewasin Valley Authority have a strategic Memorandum of Understanding on research, education and outreach projects – consider reaching out to connect classroom activities to their priorities.


Some curricular connections and questions for students might be:

Media – What important perspectives are needed for a story on environmental issues?

Environment – How is humanity a part of our natural environment and apart from it?

Poverty, wealth, and power – How does deforestation, and other forms of environmental degradation, relate to poverty?

Indigenous Peoples – How have Indigenous communities advocated for environmental protection?

Peace and conflict – How can we develop a program for peace that includes environmental protection?

Oppression and genocide – How does war impact environmental conservation?

Gender politics – How is access to land and land-use a gendered issue?

Social justice and human rights – How do vulnerable or marginalized populations experience environmental degradation and/or resource extraction uniquely?

Health and biotechnology – How does environmental degradation impact our health?


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