Creating a sustainable urban environment through transport services
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Introduction
Students work in groups to consider the negative social, economic and environmental effects that can arise from over reliance on private car use in a city. They identify the social, economic and environmental benefits and problems that might arise from the implementation of the strategies outlined in the ACT government’s Integrated Transport Strategy: ‘Moving Canberra 2019-2045’. Students decide on the relative merits of each strategy in relation to liveability and sustainability and share their decisions with the class.
This activity focuses on the geographical concepts of place, space and sustainability.
Achievement standard
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.
Content descriptions
Geographical Knowledge and Understanding
Management and planning of Australia’s urban future (ACHGK059).
Geographical Inquiry and Skills
Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061).
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062).
Student learning resources
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Transport services and sustainable urban environments
Transport services and sustainable urban environments
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Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
- As a class, read the explainer.
Alternatively, students can read the explainer individually or in pairs. If they need support, encourage them to use the reading for meaning strategy. - Use a grouping strategy to organise the class into groups of 3 or 4.
- Groups complete the activities on the worksheet.
- Groups present their decisions to the class.