Exploring Sustainability

Overview

This 45-minute lesson for Year 7 students introduces the concept of sustainability, aligning with the National Curriculum requirement for pupils to understand human and physical geography, including environmental challenges. The lesson fits within the Geography curriculum but can be adapted for cross-curricular usage in PSHE or Science.

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National Curriculum Links

• Geography Key Stage 3 (Year 7 starter):
  Pupils should understand how human and physical processes interact to influence and change landscapes, environments, and climate, and how human activity relies on effective management of natural resources.
  (Ref: NC 2014 - Geography Programme of Study - Locational Knowledge & Human and Physical Geography)

• English (Reading and Comprehension - KS3):
  Develop reading skills through comprehension activities using age-appropriate factual texts with dyslexia-friendly fonts and layouts.

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Learning Objectives

By the end of the lesson, pupils will:

• Define and explain the concept of sustainability in their own words (Geography L.O.)
• Identify key examples of sustainable and unsustainable practices (Science/Geography crossover)
• Recognise why sustainable choices matter for people and the planet (PSHE/Geography)
• Reflect on their own lifestyle choices linked to sustainability

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Success Criteria

• I can describe what sustainability means.
• I can give examples of sustainable and unsustainable actions.
• I can explain why sustainability is important for the environment and society.
• I can suggest one way I can be more sustainable in my life.

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Resources Needed

• PowerPoint slides (prepared from this lesson plan content) with clear headings, images, and dyslexia-friendly fonts (e.g., OpenDyslexic or Comic Sans for printouts)
• Printed “Sustainability scenarios” cards (brief descriptions using coloured backgrounds for differentiation)
• Whiteboard and markers or interactive whiteboard
• Student notebooks or worksheets
• Clipboards or hard surfaces for writing if working outdoors

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Lesson Structure

1. Starter Activity (5 minutes)

• Think-Pair-Share: In pairs, students discuss what the word "sustainability" might mean.
• Teacher collates ideas on the board, creating a mind map with pupils.

Differentiation: Pairs mixed ability so students can support each other. Provide visual keywords and symbols on the board for EAL or SEN pupils.

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2. Introduction to Sustainability (10 minutes)

• Present a clear and visually engaging slide defining sustainability. Use simple language and diagrams (e.g., the "three pillars" of sustainability: environment, economy, society).
• Show examples of sustainable and unsustainable behaviours (e.g., recycling vs. littering, renewable energy use vs. fossil fuels).
• Discuss real-life impacts briefly (e.g., pollution affecting wildlife, climate change).

Dyslexia-friendly reading: Use slides with bullet points, avoid dense paragraphs, high contrast background, and dyslexia fonts. Provide printed notes for pupils to follow.

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3. Main Activity: Sustainability Scenarios (20 minutes)

• Distribute “Sustainability scenario cards” describing everyday situations (e.g. choosing a reusable bottle vs. plastic, walking to school vs. being driven, food waste scenarios).
• In groups of 4-5, pupils read and discuss the scenario’s impact on sustainability.
• Each group decides if the action is sustainable or not, justifying their choice, and suggests a better alternative if applicable.
• Groups then present their scenario and conclusions in 1-2 minutes to the class.

Differentiation: Cards have colour-coded text for reading level: simple sentences (green), moderate complexity (yellow), challenge cards with added detail (red). Support from teacher or teaching assistant for students needing help.

Extension for advanced learners: Groups create their own new scenario based on their local environment or personal experience, explaining how it relates to sustainability and possible improvements.

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4. Plenary / Reflection (7 minutes)

• Quick quiz: Ask pupils to write down one sustainable choice they will try to adopt and one reason why it’s important.
• Randomly select a few to share aloud.
• Review success criteria: get students to self-assess with a quick thumbs-up (fully met), sideways for partly met, thumbs down (needs more work).

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Assessment

• Informal assessment through observation of group discussions and presentations.
• Pupils’ written reflections checked to gauge understanding.
• Self-assessment against success criteria ensures metacognition.

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Differentiation Strategies

• Paired/group work promotes peer support.
• Reading materials adapted for different reading abilities.
• Use of visuals and diagrams supports varied learning styles.
• Opportunity to express understanding verbally or written caters for different strengths.

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Extension Activities

• Research and create a mini-presentation/poster on a sustainable innovation or organisation.
• Design a "Sustainable Day" plan for their family or school, including transport, food, energy use.

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Dyslexia-Friendly Adaptations

• Use bullet points, clear fonts (OpenDyslexic, Comic Sans), and high contrast colours.
• Present information in chunks with visual aids (icons, images).
• Provide printed reading materials in advance.
• Allow oral explanations and presentations to reduce reliance on writing only.

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Teacher Reflection / Notes

This lesson intertwines geography, science, and PSHE elements promoting environmental awareness and social responsibility. It encourages critical thinking, communication skills, and personal reflection, fulfilling holistic National Curriculum aims. Adjust group sizes or timings slightly depending on class dynamics. For further engagement, consider a follow-up project or outdoor learning investigating local sustainability initiatives.