Sustainable City Models

Overview

In this lesson (18 of 20) students begin the practical assessment task by designing and constructing a Sustainable City model or a land use map. Students apply what they learned about environmental management and liveability to show how a place can be protected and improved through thoughtful land use.

Learning intentions

• Students will design a Sustainable City model or land use map that improves environmental management and liveability.
• Students will use geographical tools (e.g., map features, scale cues, and labels) to represent ideas clearly.
• Students will plan how their design responds to environmental change and supports long-term protection of place.
• Students will record decisions using geographical language and evidence-based reasoning.

Success criteria

• I can create a labelled model/map showing key land uses and green infrastructure that support environmental management.
• I can justify my design choices using clear geographical reasoning (cause–effect, impacts, and trade-offs).
• I can use geographical tools accurately (legend/labels, orientation cues, and a consistent layout).
• I can show how my design would help manage environmental change over time.

Curriculum links

• GELS-MAN-01: Students demonstrate ways to manage and protect a place or environment.
• GELS-PRI-01: Students describe how places and environments change (and what that means for management).
• GELS-TAP-02: Students use geographical tools for inquiry (map features/labels/organisation).
• GELS-TAP-01: Students collect and record geographical information (design notes and explanations).

Lesson structure (60 minutes)

1. 0–5 min · Starter check-in. Teacher reviews the assessment goal and shows a clear example of a finished model/map (without revealing the class designs). Students do a quick “What must be included?” list in their books.

2. 5–12 min · Recap and success criteria unpack. Teacher revisits what “sustainable city” means for liveability: environmental management actions, land use organisation, and how the design responds to environmental change. Students annotate the success criteria with one sentence: “My design will show…”

3. 12–20 min · Planning sprint (design transfer). Teacher gives a planning sheet with prompts: (1) land uses included, (2) green infrastructure, (3) environmental challenge being considered, (4) justification/trade-off. Students transfer from their earlier planning into a clear step-by-step build plan (materials + layout).

4. 20–40 min · Build/Create time I (teacher conferencing). Teacher circulates with short conferences using a checklist: labels present, legend/keys where needed, and reasoning links to environmental management. Students construct their model or draw their map base layer, focusing on accuracy of layout before adding fine details.

5. 40–52 min · Add labels, legend, and justification. Teacher models one strong justification paragraph or “design reasoning” sentence frame (e.g., “Because…, this will… so that…”). Students add map labels/legend and write brief design notes that connect choices to managing/protecting place.

6. 52–58 min · Peer feedback (Gallery Walk: kind, clear, actionable). Teacher sets norms: students leave one “Glow” (what’s strong) and one “Grow” (one improvement step) on a sticky note or feedback card. Students circulate once and record at least one revision they will make.

7. 58–60 min · Exit ticket (next steps). Teacher collects each student’s “Next step” statement: one thing they will do in the next lesson to improve either accuracy, labels/legend, or reasoning.

Resources

• Sustainable city model/map assessment brief and success criteria checklist
• Student planning sheets (design prompts and decision notes)
• Coloured pencils/markers, rulers, pens
• Map materials: paper/card for bases, scissors, glue, craft supplies (foam, cardboard, texture paper)
• Optional digital tools for planning (offline-ready drawing tools) if school allows
• Sticky notes or feedback cards for Gallery Walk
• Teacher conferencing checklist (paper)
• Example model/map visuals (teacher-prepared)

Assessment

• Formative: teacher conferences during Build/Create time (checks for land uses, green infrastructure, and clear labelling plan).
• Formative: design notes and justifications—students demonstrate cause–effect reasoning linked to environmental management.
• Summative progress evidence: students submit a partially completed model/map with labels/legend draft and one written justification for review at the start of next lesson.
• Exit ticket: “One improvement I will make next” to guide targeted teaching.

Differentiation

• Provide sentence starters for justifications (e.g., “My city includes…, which helps manage… by…”; “A possible trade-off is…”).
• Offer a template for labels/legend for students who need structure (required land uses, required environmental features, suggested legend items).
• For students needing challenge, require an additional trade-off explanation (what is gained and what might be reduced, and how the design mitigates it).
• Use flexible grouping: pair supportive peers with peers ready to move ahead; teacher provides targeted mini-lessons during conferencing.
• For EAL learners: allow key words to be shown visually on the map first, then add short written explanations using a word bank and structured grammar frames.

Extension (for advanced learners)

• Add a “Future Change” panel: students write a short scenario (e.g., increased heat, flooding, or drought pressure) and modify one land use/green infrastructure element to manage that change.
• Require a scale/measurement explanation: students include a simple scale cue (e.g., “1 cm = 100 m”) and ensure proportions are consistent across the map.
• Challenge students to incorporate a water/energy management feature and justify how it improves liveability while protecting the environment.