Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Part A: What is Liveability?

30 minutes

Part B: 'See-Feel-Wonder' - Our Blue Planet

50 minutes

Part C: Ideas for Change

10 minutes

Reflection

Learning intentions:

Students will:

be able to understand how liveability is different for different people and how it can be affected by a place and its resources, and also by environmental factors over time.

Success criteria:

Student will:

identify factors that make places liveable
differentiate between sustainable and unsustainable fishing practices
understand the effect of commercial fishing practices on liveability of places over time

Part A: What is liveability?

Step 1

This activity explores the concept of liveability. What makes a place liveable is different for different people. People have different criteria, or even different rankings of the same criteria, for what makes a place liveable for them.

Begin the lesson by dividing the class into small groups. Invite the groups to brainstorm the things that they do not want in the places where they live. It is often easier for people to say what they don’t like, rather than what they do like. You may like to take a few example responses from the students to get them thinking.

After five minutes, ask groups to contribute to a class list, which you can record on the board. Do this by requesting two answers per group until all the different responses have been gathered. Ask groups to consider the list and to share some of the reasons why these things have been named.

Step 2

Next, encourage students to flip their thinking. Suggest students refer to the list on the board to make a new list of things of importance to them that make places liveable. Give groups five minutes to come up with this new list. While students are writing, you could write these headings/categories on the whiteboard:

Location (near to)
Public services
Climate
Community
Physical Environment
Cultural and Leisure Activities
Work
Other

Invite students to share their answers by challenging them to choose four items from their list and allocating them under the categories on the board.

Step 3

Finally, encourage students to think forward fifty years. Explain that the importance of liveability factors vary between individuals, such as older people, and places such as city/country.

Ask students if they think that their parents/carers, uncles/aunts or grandparents would create a different list to them? What would be different?
Ask students what lifestyle factors might change in 50 years' time? What liveability criteria might change for them?

Invite students to individually record their personal thoughts on their Student Worksheet.

Part B: 'See-Feel-Wonder' - Our blue planet

Step 1

Let students know that they are going to be exploring the liveability of a small fishing village in Lombok that is featured in the video from Blue called ‘Unsustainable Fishing’.

In the first part of the video, the action takes part in General Santos City, “The Tuna Capital of Asia” which boasts the World's largest Tuna Market and sixteen enormous tuna canneries, packing hundreds of thousands of threatened species off to global markets each day. After that, the film introduces the small fishing village.

Before watching the film, you may like to ask students to hypothesise what the connection might be between the video title and liveability. This may help them to look out for points around this connection.

Unsustainable fishing (https://vimeo.com/1056608479/d7c167898e)

After watching the video, invite students to spend five minutes recording their thoughts in the 'See-Feel-Wonder' thinking routine on the Student Worksheet.

Step 2

Introduce this statement to students:

‘Our perceptions of liveability and decisions made about where we live are affected by a combination of personal and location factors.’

Explore this statement with students, helping them to define personal and location factors.

Personal factors include - aspirations, education, wealth, etc.
Location factors include - city, climate, country, natural resources, etc.

Hot tip: Before continuing on to the next part of the activity, you may want to replay the video from 2.28 mins to reinforce the information about fishing and developing nations.

Reorganise student into small groups and provide them with a large piece of paper and some coloured textas. Ask groups to discuss and write down dot point responses to the following:

Thinking about the fishing village, create a list of personal liveability characteristics that you believe would be important from the perspective of the people who live there.
Thinking about the fishing village, create a list of location liveability characteristics that you believe would be important from the perspective of the people who live there.
Thinking about the film, which of these characteristics are under stress?
If you were to live there for a few months, what aspects of your current liveability would you miss the most? Why?

Place the group papers around the room and give students three minutes to walk around and read the responses.

Reflect with the class about the different responses by asking:

What did you read that concerns you?
What did you read that surprises you?
What did you read that made you wonder?

Ask students to write their personal response to question 3 on the Student Worksheet.

Part C: Ideas for change

Step 1

Explain to students that they are going to design a small presentation about the liveability of small fishing villages based on what they have discovered in this lesson. You may like to suggest that students can work either individually or in pairs.

Hand out the Liveability Images and explain to students that the task involves using these four images to tell a story of:

How unsustainable fishing practices affect the liveability of small fishing villages in developing nations and ways that liveability could be improved for these villages in the future.

You might also challenge students to use as many of these words as they can: factory boats, global fishing demand, livelihood, economic migration, catch sizes, pole fishing, netting, consumer choice.

Step 2

After allowing students time to prepare their presentations invite them to present back to the class. After each presentation, encourage members of the student audience to ask one clarifying question. For example, “Can you tell me more about …….”

Thank each group/individual for their presentations and their ideas.

To conclude, ask students to complete question 4 on their Student worksheets.

Reflection

Bring students together in a circle to discuss and explore these questions:

How can looking after a resources like fish help make places liveable?
Why do people live in places with low liveability characteristics such as a fishing village under stress? Can you think of other examples of places around the world with low liveability characteristics? E.g. extreme climates, places prone to hazards, war zones, slums.
What could we personally do to improve the availability of fish resources?

Assessment

Ask students to create a local fish guide for your area by identifying the sustainable and unsustainable fish in your local fishmonger from this sustainable seafood guide.

Take it further

Invite students to apply their learning in a real-world context by participating in the Social Action lesson.

Blue - Liveability

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Summary

Learning intentions:

Students will...

Success criteria:

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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