Activity Introduction

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.

 

Learning intention: 

  • 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

Content descriptions:

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

Students will:

  • 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.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions: Students will...

  • ... relate the renewal of urban environments to the changing needs of society.
  • ... identify the ways their own school could be renewed to meet present and future needs.

Success criteria: Students can…

  • ... explain the term urban development or urban renewal in their own words.
  • ... discuss why urban areas need to be renewed.
  • ... use a Venn diagram to organise ideas.
  • ... create maps using online map-making tools.

Teacher content information: Sitting just two kilometres west of the Sydney CBD, The Bays comprises 5.5 kilometres of harbour front, 95 hectares of largely government-owned land and 94 hectares of waterways in Sydney Harbour. Over the next 20 to 30 years The Bays will be renewed into a bustling hub of enterprise, activity and beautiful spaces. Located within the iconic Sydney Harbour, the area will be enjoyed by Sydneysiders and the global community alike.

The Transformation Plan was informed by f

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Student Worksheet

Thought starter: How has your area changed over time?

What do I already know?

Work in groups to come up with answers to the following questions (NOTE: you should discuss your answers in your groups, however, each student is responsible for recording their own answers in their own words):

1. What is meant by the term ‘urban development’ or ‘town planning’?

2. What are some examples of ‘urban development' or ‘town planning’?

Can we just build our towns and cities and then just leave them forever?

Read through the following scenario:

Imagine your city or town 100 years ago. To begin with, there were far fewer people in Australia – in 1920 the population was just over 5 million people, now we have over 24 million people. 100 years ago, very few people were driving cars, with many people still using horses and carriages. There were no supermarkets, with most people making things like butter, bread, soap, clothes and furniture, and buying the rest at small shops. There was no elec

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