EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Students will read two short informational texts about SDG 1: No Poverty, complete B1-level reading comprehension tasks, practise key vocabulary about basic needs, income, opportunities, and support, and work in groups to suggest practical ways a school or community can help people facing financial difficulties.

GOALS ACCORDING TO THE GENERAL CURRICULUM

General competences

1. Learning to learn: students set a reading goal, use skimming and scanning, infer the meaning of unfamiliar words from context, and check their understanding through B1-level comprehension tasks.
2. Cognitive: they identify causes and effects, distinguish immediate needs from longer-term support, and use information from the texts to suggest realistic ways to reduce barriers caused by poverty.
3. Social: they cooperate in pairs and groups, listen respectfully to different ideas, and share responsibility when creating a simple support proposal for a school or community.
4. Personal: they reflect on fairness, dignity, empathy, and how everyday choices and community action can support people who have fewer resources or opportunities.

Subject competences

5. Understand the main idea and specific information in short B1-level texts about poverty, basic needs, income, access to services, and opportunities.
6. Use topic vocabulary (e.g., poverty, basic needs, income, affordable, opportunity, support services, social protection) in speaking and writing.
7. Ask and answer questions, give reasons, and participate in a short discussion about how poverty can affect daily life and access to opportunities.
8. Summarise information from texts and create a mini proposal for making a school or community more inclusive and supportive.
9. Show awareness of SDG 1 by connecting poverty reduction with basic needs, education, access to services, opportunities, and respectful community support.

Integration with other subjects

Civic education (social responsibility and community support), Geography (different living conditions and access to services), Ethics (dignity, fairness and empathy), Economics (income and affordability), ICT (digital reading tasks).

MATERIALS / EQUIPMENT

Projector/board, SDG 1 icon or picture prompts, printed student worksheet (Appendix 2), reading texts (Appendix 1) or digital copies, pens/highlighters, mini-dictionaries or phones (if allowed), sticky notes for exit ticket.

LEARNING ACTIVITIES

(The lesson is not split into separate parts; timing is suggested.)

10. Warm-up (5 min): picture/word prompt – What does every person need for a safe and healthy life? What difficulties may appear when a family cannot afford these needs? Collect neutral, respectful ideas on the board.
11. Vocabulary focus (7 min): match key SDG 1 words to simple meanings (Appendix 1 table) and predict which ideas may appear in the texts.
12. Reading (15 min): students read Text A and Text B, then complete B1-level comprehension tasks (Appendix 2).
13. Vocabulary practice (8 min): matching and gap-fill activities using the new words in different contexts (Appendix 2).
14. Speaking/Writing (10 min): groups complete the ‘Support that makes a difference’ table and present a 30–60 sec mini proposal for a school or community.

REFLECTION. ASSESSMENT

Reflection: students complete an exit ticket (sticky note) by finishing the sentences:

• In this lesson I learned that poverty can…
• One new word I can use is…
• One respectful way a school or community can support people is…
• My participation today was… (1–5) because…

APPENDIX 1

Reading texts: No Poverty (SDG 1) – Basic needs, opportunities and community support

Read Text A and Text B. Underline words you do not know. Try to guess their meaning from the context. After reading, complete the tasks in Appendix 2.

TEXT A – Poverty is more than a lack of money
Poverty means not having enough resources to meet important basic needs. These needs include food, safe housing, clothing, healthcare, education, and other things people need for a secure daily life. Income is the money a person or household receives, for example from work. When income is very low or unstable, even ordinary costs can become difficult to manage.

Poverty can also reduce opportunities. A student may find it harder to take part in learning if school materials, transport, internet access, or other necessary services are not affordable. An unexpected expense can make an already difficult situation worse. This is why SDG 1 is not only about money. It is also about helping people meet basic needs, take part in society, and have fair opportunities to improve their lives.

TEXT B – How communities can support people
Reducing poverty requires both immediate help and longer-term opportunities. Schools and local organisations can offer support services such as meal programmes, learning materials, advice, childcare, or job-training information. Affordable housing, transport, healthcare, and education can also make it easier for people to manage essential costs and participate in everyday life.

Social protection is another form of support. It includes organised help for people who lose income or face serious financial difficulty. Community groups and charities may also provide food, clothing, or practical assistance when it is urgently needed. However, long-term change also depends on access to education, skills, employment opportunities, and useful services. Support should be offered with respect, without blaming or embarrassing people who need it.

Tip: Use the vocabulary table below to support your reading, comprehension, and speaking tasks.

APPENDIX 2

Tasks (student worksheet)

15. Reading comprehension
16. 1) Skim both texts. Write ONE sentence for each: What is the main idea of Text A? What is the main idea of Text B?
17. 2) True (T) or False (F). Correct the false sentences.
18. 3) Answer the questions in full sentences.

T/F statements:

• Poverty only means that a person does not have a job.
• Basic needs can include food, safe housing, healthcare, and education.
• A low or unstable income can make unexpected expenses harder to manage.
• Support services can include practical help such as meals, advice, or learning materials.
• Social protection means only donating clothes to charity.

Questions:

• Why is poverty more than simply having little money?
• Name three basic needs mentioned in Text A.
• How can low income make it harder for a student to access opportunities?
• Give two examples of support services mentioned in Text B.
• Why are both immediate support and longer-term opportunities important?

1. Vocabulary practice

4) Match the words to the definitions (write the letter):

1. a) poverty b) basic needs c) income    d) affordable    e) social protection
2. ______ : essential things people need for a safe and healthy daily life
3. ______ : a situation in which a person does not have enough resources to meet important needs
4. ______ : money received by a person or household, for example from work
5. ______ : not too expensive for a person to pay for
6. ______ : organised help for people who lose income or face serious financial difficulty

5) Complete the sentences with the correct word/phrase:

1. Education can create an __________ for a person to learn new skills and improve future choices.
2. A school meal programme is one example of a __________ that can help students and families.
3. Safe housing and enough food are important __________.
4. Public transport is more useful to families when it is __________.

1. Speaking/Writing (group task)

6) In groups, complete the table below. Choose one real or imaginary school or community situation. Then present your mini proposal (30–60 seconds).

Table. Support that makes a difference

APPENDIX 3

Assessment criteria

Explain the criteria to students before starting. Suggested total: 10 points.

19. Participation and teamwork (2 points).
20. Reading comprehension tasks (5 points).
21. Vocabulary accuracy and mini support proposal (3 points).