Sustainable Urban Living

Year Level

Year 7

Duration

60 minutes

Class Size

25 students

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Overview

In this lesson, students will explore the concept of sustainable cities with a focus on features that promote sustainable urban living. They will investigate strategies to enhance liveability in urban environments, understand the environmental, social, and economic factors involved, and consider action they can take as individuals and communities. The lesson aligns with the Australian Curriculum (v9) for Humanities and Social Sciences - Geography for Year 7 students.

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Curriculum Alignment

Geography Year 7: Humanities and Social Sciences (HASS)

• ACHASSK143: The types of natural vegetation and the location of biomes in Australia and the world
• AC9HG7S06: Create descriptions, explanations, and responses using geographical knowledge and methods, concepts, terms, and reference sources
• AC9HG7S05: Identify strategies for action in relation to environmental, economic, social or other factors, explaining potential impacts
• AC9HG7S01: Develop questions for geographical inquiry related to a phenomenon or challenge
• AC9HG7K06: Identify the location and distribution of services and facilities and implications for liveability of places
• AC9HG7S02: Collect, organise and represent data and information from primary research methods and secondary sources, using geospatial technologies and digital tools
• AC9HG7S03: Interpret and analyse geographical data to identify patterns, trends, and relationships

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Learning Objectives

By the end of this lesson, students will be able to:

1. Explain what sustainable cities are and describe key features of sustainable urban living.
2. Identify and discuss environmental, social, and economic factors that contribute to the liveability of cities.
3. Explore examples of sustainable city features and initiatives both in Australia and internationally.
4. Develop and communicate ideas for sustainable urban actions that individuals and communities can adopt.
5. Collect and represent data related to city liveability using primary and secondary sources.

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Lesson Outline

1. Introduction (10 minutes)

• Begin with a Think-Pair-Share activity: Ask students “What makes a city liveable?” and “What do you think makes a city sustainable?”
• Capture student responses on a whiteboard or digital tool (such as a shared online document or Padlet).
• Introduce the concept of sustainable cities. Explain how sustainability in urban living involves balancing environmental quality, social wellbeing, and economic opportunities.

2. Direct Teaching & Class Discussion (10 minutes)

• Present a short explanation of key features of sustainable cities: green spaces, renewable energy, efficient public transport, water conservation, waste management, community spaces, sustainable housing, and smart technology.
• Explain how these features improve liveability and address issues such as pollution, congestion and resource consumption.
• Include examples relevant to Australian cities, such as Melbourne’s urban forest strategy or Sydney’s water recycling initiatives.

3. Group Activity – Exploring Sustainable City Features (20 minutes)

• Divide the class into five groups (5 students each). Assign each group one feature of a sustainable city, for example:

1. Green spaces and biodiversity
2. Sustainable transport (like bikes, public transport, electric vehicles)
3. Energy efficiency and renewable energy
4. Water management and recycling
5. Waste reduction and recycling programs

• Each group uses provided resources (posters, fact sheets, or tablets with curated websites) to investigate their assigned feature, focusing on:

• What it is and why it is important

• Australian examples of this feature in action

• How this feature benefits the environment and people’s quality of life

• Groups create a short presentation or infographic (can be paper-based or digital using tools like Canva or Google Slides) summarising their findings.

4. Class Presentations and Discussion (10 minutes)

• Groups present their findings to the class (2 minutes per group).
• Facilitate a class discussion about how these features interconnect to create sustainable cities, highlighting environmental, social, and economic benefits.

5. Individual Reflection and Action Plan (10 minutes)

• Prompt students to think about their own city or neighbourhood. Ask: “What is one change that could make your local area more sustainable and liveable?”
• Students write a short action plan or a persuasive paragraph suggesting a personal or community action related to sustainable urban living (e.g., using public transport, starting a community garden, reducing waste at home).
• Collect responses for informal assessment of understanding.

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Resources and Materials

• Whiteboard or smartboard
• Printed fact sheets or posters on sustainable city features (prepared in advance)
• Tablets or computers for online research (optional)
• Paper and colouring materials or digital platforms for infographic creation
• Examples of Australian urban sustainability initiatives

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Assessment Ideas

• Formative Assessment: Observe group discussions and presentations to assess understanding of sustainable city features and their benefits.
• Written Reflection: Collect the individual action plans to evaluate students’ ability to connect learning to personal or community action.
• Questionnaire/Quiz: A short quiz with questions such as: Define sustainability; name three features of sustainable cities; explain why public transportation is important.
• Optional Extended Task: Students create a model or digital presentation of a “perfect” sustainable city incorporating features discussed in the lesson.

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Differentiation Strategies

• For students requiring additional support: Provide guided templates for the group activity; allow use of visuals and keywords for presentations.
• For advanced learners: Encourage deeper inquiry into urban sustainability challenges, such as climate change impacts on cities or technology’s role in smart cities. They might also research sustainable cities in other parts of the world and compare to Australian examples.

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Reflection for Teachers

• Did students use geographical terminology appropriately?
• Were students able to link environmental, social, and economic elements of sustainability?
• How effectively did students engage in collaborative and independent inquiry?
• How might this lesson be connected to follow-up investigations on urban growth, transport, or environmental geography?

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This lesson will help Year 7 students develop a well-rounded understanding of sustainable urban living through interaction, inquiry, and practical application, aligning well with the Australian Curriculum guidelines for Geography. It encourages critical thinking and empowers students to consider real-world applications in their communities, fostering responsible citizenship and environmental stewardship.