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Introductory techniques
In groups ask pupils to create a spider diagram to highlight any thoughts connected to sustainable…
- Transport
- Housing
- Food
- Energy
- Land use
- Water
Discuss the interconnected nature of many of these in ‘living sustainably’ and what evidence we might find in our local neighbourhood of each of these things.
Climate change and sustainability
Decide on a circular route around the local area that includes visiting as many different ‘zones’ as possible. These zones might include areas used for housing, commercial, leisure, wildlife, industry, farming, etc. purposes.
Follow the route and mark on a map instance of where there is evidence of sustainability. These could be grouped by adapting the above categories and a symbol made to represent each. For example:
Transport: e-charging points, electric vehicles observed, cycle lanes
Energy and buildings: solar panels, wind turbines, heat pumps
Land use and water: green spaces, water butts
Discuss whether there is more or less evidence than they expected to find and ask:
- Would there have been more or less ten years ago or in ten years’ time?
- Which do or your family and friends use?
- Should there be more?
- How can we support the shift so that more people use these things?
The Geographical Association (GA) has worked closely with the Field Studies Council (FSC) to develop these resources.
