Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Hot or not

20 minutes

Find Out: 3,2,1 bridge

25 minutes

Take Action: Plotting possibilities

5 minutes

Reflection

Learning intentions

Students will:

investigate the loss of biodiversity in cities and appreciate the role of cities in addressing the biodiversity extinction crisis
explore examples of revegetation/urban landscaping projects that incorporate biodiversity and First Nations values in cities
investigate how incorporating First Nations knowledge, perspectives, and culturally significant species can also give these plantings cultural value.

Success criteria

Students can:

describe how green spaces improve urban environments and can enrich biodiversity and have cultural value
propose a local revegetation project using native plant species that would reduce urban heat, enrich biodiversity and incorporate culturally significant plants.

Preparation

Before teaching this lesson, students should understand the role of plants in cooling cities, filtering air, supporting pollinators, and connecting to culture (such as native species with traditional uses for food, medicine and as other resources or cultural significance). Organise a copy of a local area or school map and leaf cut-outs.

Tune In: Hot or not

Step 1

Display the infrared heat maps (pursuit.unimelb.edu.au/articles/these-maps-tell-us-we-need-to-cool-our-sweltering-streets) of Melbourne/Naarm showing the heat island effect.

Step 2

Take time to decipher the keys on each map with the students before using the See, Think, Wonder thinking routine to encourage students to make careful observations and thoughtful interpretations.

Ask them:

What do you see?
What do you think about that?
What does it make you wonder?

Guide students to share their thoughts on why some parts of a city are hotter than others.

Learning support: Place students with a peer or buddy reading partner to support them through this activity.

Learning extension: Students explore the importance of taking action by viewing our future using the Climate Council’s heat map for 2050 and 2090. They could also discuss some of the other climate change impacts on cities, such as reduced rainfall and more frequent/bigger flooding.

Find Out: 3,2,1 bridge

Step 1

Draw a simple cause-and-effect impact table on the board. Instruct students to work together as a class to identify some of the human impacts on biomes by tapping into prior knowledge.

Example structure: Cause-and-effect impact table for human impact on biomes

Human activity	Biome affected	Environmental impact
deforestation	tropical rainforest	habitat loss, decreased biodiversity
urbanisation	grasslands	reduced fish stocks, ecosystem imbalance
overfishing	marine (ocean)	soil erosion

Direct students to read a case study of Melbourne/Naarm and urban heat in pairs and add any further thoughts or information they glean from the article to the class cause-and-effect impact table.

Step 2

Write the term ‘climate resilience’ on the board and give students time to Think, Pair, and Share any understanding they have of it. Next, briefly introduce the concept of climate resilience by explaining that it means being able to deal with the problems caused by climate change, such as floods, storms, heatwaves, or droughts, and bounce back quickly. It’s about preparing for these challenges, finding ways to protect ourselves, and making sure our communities can recover and keep going if something bad happens.

Step 3

Ask students to brainstorm some of the protective methods they are aware of being used by their local community and council. Some examples may include:

increasing tree cover to reduce urban temperatures
planting mangroves to reduce erosion from rough waves along the coastline
raising their homes or school classrooms on stilts to be above flood waters
constructing wetlands to filter runoff of nutrients and pollutants
constructing flood detention basins to store and slowly release floodwater.

Use the Visual Explainer to guide further examples of climate resilience measures, consolidate understanding, and promote discussion around the concept.

Step 4

Ask students to recap those solutions highlighted in the visual explainer that involved the usage of nature. Explain to students that these are called nature-based solutions (NbS) and are ways of working with nature, such as growing urban forests or wetlands, to help cities withstand heat, flooding, and other effects of climate change.

As a class, watch the following video with students to demonstrate a NbS in action.

Rejuvenating Kulpurum/Norman Creek in Hanlon Park/Bur’uda (youtube.com/watch?v=Mcr6yTCc14Y)

Emphasise that these solutions also support biodiversity and honour cultural values, especially when designed with First Nations leadership or local communities.

Step 5

Next, your students’ task is to read this article (wwf.org.au: Nature-based solutions: Kimberley right-way fire) on a First Nations-led NbS project in the Northern Territory. Explain to students that you will guide them through the reading using a 3,2,1 Bridge thinking routine.

Before reading, ask the students to write down:

3 thoughts or ideas they already have about NbS and/or First Nations-led projects.
2 questions they have about the topic.
1 analogy or connection (for example, ‘This reminds me of…’).

Step 6

After reading, ask students to respond to the following questions on the Student Worksheet:

3 main points they learned from the reading
2 interesting facts or things that surprised them
1 question they still have or something they want to know more about.

For the bridge, pose the following question to your students:

How has your thinking changed?
What new connections can you make now compared to before you read?

Take Action: Plotting possibilities

Step 1

Instruct students to work in small groups of 3 or 4 to examine a map of their local area or school. Their task is to find a place, such as the schoolyard, a nature strip, or an empty lot, where nature-based solutions could be used to make the area more resilient to climate challenges, increase biodiversity, and strengthen cultural connections. Remind them that not all human activities harm the environment; in fact, humans can help solve problems and make a positive impact, too.

Students may present their finished NbS plan as:

a map (drawn or digital, with annotations)
an infographic
a short pitch deck
a brief video.

Remind students to highlight positive human impacts, including community collaboration and respect for cultural values, in their proposals.

Step 2

Give each group a copy of the activity sheet for planning a nature-based solution in their chosen local space. Instruct students to complete their NbS plan for their selected location.

Each plan should include:

Species selection: List plant/tree species and note both their cultural significance (such as use by First Nations peoples or role in local stories) and their ecological value (such as native habitat or pollinator support).
Other features: Describe any additional design elements (for example, seating, waterwise landscaping, signage, pathways).
Climate and biodiversity benefits: Explain how the plan will reduce urban heat, increase shade, and support diverse wildlife.
Community involvement: Outline ways for community members to help care for and maintain the site over time (for example, working bees, stewardship groups, cultural events).

Reflection

Step 1

Provide each student with a paper leaf (or use the activity sheet). Ask them to complete the sentence ‘One small thing I could do to help boost climate resilience and biodiversity in my community is…”

Step 2

Collect the leaves and add them to a classroom ‘Nature Resilience Tree’ poster, symbolising collective action and growth over time.

Boosting Nature in Our Cities

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Summary

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