← Sustainable Development

The Three Spheres in Your Own Community

Pupils describe the three sides of sustainability as they show up in their own town. Most people hear the word and think only of the environment. This lesson makes the social and economic sides visible too.

How long

30 to 60 minutes.

How it is taught

Class discussion, concept mapping.

What you need

Pictures of ordinary activities from your own area: cycling to work, waste separated at the door, buying vegetables at the sabzi mandi, shopping at the kirana rather than a chain store, a steel tumbler instead of a paper cup, a sapling being planted, the public library, an older person teaching children, a mohalla or residents' association meeting.

What it is for

To build pupil understanding of all three sides of sustainability — environment, society and economy.

The words

Sustainable development.

The manual states these. What it does not state is not here.

The manual leaves this session untitled. The name is ours, taken from what the session says it is for; everything below is the manual's.

How it runs

The teaching sequence as the manual gives it.

  1. 01

    Tell the class you will show pictures of ordinary activities from the area. As they look at each one, they should decide whether it makes this place more sustainable or less.
  2. 02

    Ask them to explain how. For each picture they should say:
  3. 03

    (1) what it does for the environment, for people, and for money in the area, and (2) which idea of sustainable development it shows.

Talking about it

Discussion points, worked examples and the handouts the manual prints with this session.

Worked examples

Picture: someone cycling to work on a busy road.

Good for the environment: a cycle burns no fuel and dirties no air. Good for people: a cyclist is in the street, seeing and being seen, not sealed inside a car. Good for the money: cycles barely wear the road, and road repair comes out of the same budget as everything else.

Picture: household waste separated into wet and dry.

Good for the environment: material sorted at the door gets used again instead of dug up again. Good for the economy: sorting, collecting and reselling is somebody's living, and that work already exists here. Good for people: the municipality spends less on carting and burying waste, and can spend it on something else.

Picture: the sabzi mandi early in the morning.

Vegetables grown nearby travel a short distance, so less fuel is burnt getting them to the plate. The money goes to a farmer a few hours away instead of into a long chain. And food picked yesterday is usually better food.

Picture: the kirana at the end of the street.

One rule of a local economy: keep the money moving inside it for as long as you can. Money spent at a big chain leaves for a head office and its shareholders, most of whom have never seen this town. Money spent at the kirana buys vegetables from the mandi, which buys shoes from the cobbler, who buys groceries from the kirana. Every round of that is somebody's wage. Picture: steel tumblers stacked beside a pile of paper cups.

A tumbler washed and used again is waste that never existed. Collection and disposal cost the town money, and making a new cup costs energy every single time. The steel glass on the tea stall counter is not nostalgia. It is the better design.

Picture: a sapling being planted and staked.

A tree holds the soil where it is, shades the street and cools the air around it. That cooling is free, and it is competing with air conditioners that are not.

Picture: the public library or the reading room.

Libraries are among the most sustainable things a town owns. They let people read far more than they could ever afford to buy, and they hold the town's own record — old newspapers, registers, maps — which is what anybody needs to argue a case at a meeting.

Picture: an older person teaching a group of children.

Handing on skill and knowledge is social sustainability in its plainest form. A generation that does not pass on what it knows makes the next one start from nothing, and what goes missing is usually the practical knowledge — about weather, crops, repair, and getting by.

Picture: a mohalla or residents' association meeting, or the notice announcing one.

People who will have to live with a decision should get to speak before it is taken. That needs two things: a government willing to ask, and residents willing to turn up. The second one fails more often.

Ending it

How the manual closes this session, and where it can go next.

How to end it

Draw a concept map on the board from the answers to one question: what did you learn today about this town and the three sides of sustainable development — environment, society and economy?

A concept map is a picture of how ideas connect. Big ideas go in circles, the smaller ideas under them in boxes joined by lines, and the examples in diamonds at the ends.

How you know it worked

Listen to what pupils say during the discussion, and to how they answer the closing question.

If it goes well

Ask pupils to photograph their own area and bring the pictures in. They should look for both kinds — what makes the place work better, and what wears it down.

Where this comes from

Bridge the Gap is a compilation. This is what the manual records for this session.

Mind maps. About.com. http://homeworktips. about.com/od/homeworkhelp/ss/mindmap.htm (Accessed 2 July 2010.)

Before you start sets out where the compendium as a whole comes from.

Next

Where to go from here.