Quick summary: Students investigate why urban environments might need to be renewed. This lesson begins by having students think about examples of urban development/town planning and are introduced to the term ‘urban renewal’. Students are invited to complete a Venn diagram activity aimed at describing how the needs of societies change over time and consider why and how urban environments need to change in response to societal changes. Finally, students are asked to create a map of their school and to identify areas of their school that may need to be redeveloped or renewed in response to the present or future needs of the school community.
Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.
- Students relate the renewal of urban environments to the changing needs of society.
- Students identify the ways their own school could be changed to meet present and future needs.
21st century skills:
Australian Curriculum Mapping
Year 5 HASS
- The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
Year 6 HASS
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
- Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
Syllabus outcomes: Stage 3 – Geography
- describe the diverse features and characteristics of places and environments (GE3-1)
- explain interactions and connections between people, places and environments (GE3-2)
- acquire, process and communicate geographical information using geographical tools for inquiry (GE3-4)
General capabilities: Critical and Creative Thinking.
Cross-curriculum priority: Sustainability OI.8.
Relevant parts of Year 5 HASS achievement standards: Students identify and describe the interconnections between people and the human and environmental characteristics of places. They identify the effects of these interconnections on the characteristics of places and environments, and develop questions for an investigation. Students interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence.
Relevant parts of Year 6 HASS achievement standards: Students develop appropriate questions to frame an investigation. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions.
Topics: Sustainability, Social Issues
Unit of work: The Bays – Year 5 to 6
Time required: 80 minutes.
Level of teacher scaffolding: Medium – oversee scenario and mapping activity, lead students in discussions.
Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class. Access to enough internet-enabled devices to facilitate group work or a class set of printed maps of your school grounds.
Keywords: The Bays, urban renewal, maps, school, history, change.
All photo images in this lesson are licensed to UrbanGrowthNSW.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.