EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Students will read two short informational texts about Sustainable Cities and Communities (SDG 11), complete reading comprehension tasks, practise key vocabulary, and work in groups to propose simple actions that can make their town/school more sustainable.

GOALS

General competences

1. Learning to learn: students set a reading goal, apply strategies (skimming, scanning, using context clues), and evaluate how well they understood the texts.
2. Cognitive: they identify key ideas, compare problems and solutions in cities, and justify choices using evidence from the texts.
3. Social: they cooperate in pairs and groups, listen respectfully, and share responsibilities while completing tasks.
4. Personal: they express their opinions confidently, reflect on their own habits, and understand their role in creating sustainable communities.

Subject competences

5. Understand the main idea and specific information in short texts about sustainable cities and communities.
6. Use topic vocabulary (e.g., public transport, green spaces, recycling, affordable housing) in speaking and writing.
7. Ask and answer questions, give reasons, and participate in a short group discussion about local sustainability solutions.
8. Summarise information from texts and create a mini action plan for a more sustainable school/community.
9. Show awareness of SDG 11 and connect the topic to everyday life (mobility, waste, energy use, safety, inclusion).

Integration with other subjects

Geography (urbanisation, local environment), Civic education (community responsibility), Science/Technology (energy, waste), ICT (digital reading tasks).

MATERIALS / EQUIPMENT

Projector/board, SDG 11 icon or picture prompts, printed student worksheet (Appendix 2), reading texts (Appendix 1) or digital copies, pens/highlighters, mini-dictionaries or phones (if allowed), sticky notes for exit ticket.

LEARNING ACTIVITIES

(The lesson is not split into separate parts; timing is suggested.)

10. Warm-up (5 min): picture prompt – What makes a city a good place to live? Brainstorm ideas on the board.
11. Vocabulary focus (7 min): match key words to meanings (Appendix 1 table) and predict what the texts will mention.
12. Reading (15 min): students read Text A and Text B, then complete comprehension tasks (Appendix 2).
13. Vocabulary practice (8 min): gap-fill and collocations using the new words (Appendix 2).
14. Speaking/Writing (10 min): groups complete the ‘City problems & solutions’ table and share a 30–60 sec mini action plan.

REFLECTION. ASSESSMENT

Reflection: students complete an exit ticket (sticky note) by finishing the sentences:

• In this lesson I learned that…
• One idea I liked was…
• One action I can try this week is…
• My participation today was… (1–5) because…

APPENDIX 1

Reading texts: Sustainable cities and communities (SDG 11)

Read Text A and Text B. Underline words you do not know. Try to guess their meaning from the context. After reading, complete the tasks in Appendix 2.

TEXT A – What is a sustainable city?
A sustainable city is a place where people can live safely and comfortably today without damaging the future. It tries to meet everyone’s basic needs: affordable housing, clean water, safe streets, and good public services. Sustainable cities also protect nature by using energy wisely and reducing pollution.

One key idea is smart transport. When more people use buses, trains, bicycles, or walk, there is less traffic and cleaner air. Another important part is green space. Parks and trees cool the city in summer, improve air quality, and give people places to relax. Finally, good waste management matters: recycling and reusing materials saves resources and reduces landfill.

TEXT B – Small changes that make a big difference
Cities and towns can become more sustainable with many small actions. For example, schools can start sorting waste correctly, collect batteries for safe recycling, and reduce food waste in the cafeteria. Communities can create ‘safe routes to school’ so more students walk or cycle instead of being driven. Local councils can improve street lighting and add benches so public spaces feel safe and welcoming for everyone.

Sustainable communities are also inclusive. They consider the needs of children, older people, and people with disabilities. When a town is designed for everyone, it becomes healthier and fairer. The goal of SDG 11 is to build places where people feel connected, protected from risks (like floods or heatwaves), and proud of their community.

Tip: Use the vocabulary table below to support your reading and speaking tasks.

APPENDIX 2

Tasks (student worksheet)

15. Reading comprehension
16. 1) Skim both texts. Write ONE sentence: What is the main idea of Text A? What is the main idea of Text B?
17. 2) True (T) or False (F). Correct the false sentences.
18. 3) Answer the questions in full sentences.

T/F statements:

• Sustainable cities only focus on modern buildings and technology.
• Using buses, trains, cycling and walking can help reduce air pollution.
• Parks and trees can make a city cooler in hot weather.
• Recycling increases the amount of waste that goes to landfill.
• An inclusive community thinks about different people’s needs.

Questions:

• Name two basic needs mentioned in Text A.
• What are two benefits of green spaces?
• Give one example of what a school can do to support sustainability.
• What does ‘safe routes to school’ mean?
• Why is inclusion important for sustainable communities?

1. Vocabulary practice

4) Match the words to the definitions (write the letter):

1. a) recycling b) pollution c) inclusive    d) public transport    e) green space
2. ______ : harmful substances in air/water/soil
3. ______ : parks, trees, gardens in a city
4. ______ : buses/trains/trams used by everyone
5. ______ : welcoming and fair for everyone
6. ______ : using waste to make new materials

5) Complete the sentences with the correct word/phrase:

1. My town needs more __________ because there are not many parks.
2. If more people use __________, there will be less traffic.
3. We should reduce __________ by saving energy and recycling.
4. __________ is important so everyone can use public spaces.

1. Speaking/Writing (group task)

6) In groups, complete the table below. Then present your mini action plan (30–60 seconds).

Table. City problems and solutions

APPENDIX 3

Assessment criteria

Explain the criteria to students before starting. Suggested total: 10 points.

19. Participation and teamwork (2 points).
20. Reading comprehension tasks (5 points).
21. Vocabulary accuracy and mini action plan (3 points).