Objectives (5 minutes)

The teacher will begin the lesson by outlining the main objectives of the class.

1. Understand the concept of sustainability: Students will be able to define what sustainability means in the context of environmental science. They will learn about the three pillars of sustainability - environmental, economic, and social - and how they are interconnected.

2. Identify the importance of sustainable practices: Students will explore the reasons why sustainable practices are necessary for the long-term health of our planet. They will discuss the impacts of unsustainable practices and how they can lead to environmental degradation, economic instability, and social inequality.

3. Analyze real-world examples of sustainability: Students will examine various case studies and examples to understand how sustainability is applied in different contexts. They will be encouraged to think critically about these examples and consider how they can apply sustainability principles in their own lives.

Secondary Objectives:

• Develop critical thinking skills: The lesson will provide opportunities for students to analyze and discuss sustainability issues. They will be encouraged to ask questions, challenge assumptions, and propose solutions.

• Promote active learning: The flipped classroom methodology will require students to engage in independent study before the class. This will promote self-directed learning and allow for more interactive and engaging activities during the class.

• Foster collaborative learning: The in-class activities will be designed to encourage students to work together in groups. This will promote teamwork and communication skills, as well as provide opportunities for peer learning.

Introduction (10 - 15 minutes)

• The teacher will start by reminding the students of the previous lessons, especially those related to environmental science, such as the importance of biodiversity, the impact of human activities on the environment, and the concept of natural resources. This will help to contextualize the new topic and facilitate the students' understanding.

• The teacher will then present two problem situations to spark the students' interest and introduce the theme of the lesson.

  1. Problem: "Imagine that you live in a beautiful forest, and every day you see trees being cut down for wood, animals losing their homes, and pollution in the air and water. What do you think will happen to your forest over time?"

  2. Problem: "Think about a company that produces a popular toy. They use a lot of resources like plastic and energy to make the toy, and when the toy is broken or not wanted anymore, it goes in the trash. What might be some problems with this system?"

  The teacher will encourage the students to discuss these problems in pairs and share their thoughts with the class. This will help to stimulate the students' critical thinking and set the stage for the introduction of the concept of sustainability.

• The teacher will then contextualize the importance of the subject by explaining how unsustainable practices can lead to environmental degradation, economic instability, and social inequality. They will present two real-world examples:

  1. Example: "The Amazon rainforest, often called the 'lungs of the Earth,' is being cleared for agriculture and other industries. This not only destroys habitat for countless species but also releases large amounts of carbon dioxide, a greenhouse gas that contributes to climate change. This is an example of how unsustainable practices can have severe environmental impacts."

  2. Example: "Many countries in the world rely heavily on fossil fuels for energy. However, these resources are finite, and their extraction and use can lead to air and water pollution. Additionally, the prices of these resources can fluctuate, leading to economic instability. This is an example of how unsustainable practices can have economic impacts."

• The teacher will then introduce the concept of sustainability, explaining that it is about finding ways to meet our present needs without compromising the ability of future generations to meet their own needs. They will also mention the three pillars of sustainability: environmental, economic, and social.

• The teacher will conclude the introduction by stating that the lesson will explore how these principles are applied in real-world contexts, and how the students can integrate them into their own lives.

This introduction stage will not only set the context for the lesson but also engage the students' interest and prepare them for the learning activities that follow.

Development

Pre-Class Activities (15 - 20 minutes)

1. Reading Assignment: Students will be assigned a simple text on sustainability, such as an article or a chapter from a textbook, explaining the concept of sustainability and its three pillars - environmental, economic, and social. The assignment will also cover the importance of sustainable practices and their benefits for the environment, economy, and society.

2. Video Presentation: Students will be provided with a short, engaging video that presents real-life applications of sustainability, such as the use of renewable energy, recycling, and conservation efforts. The video should be fun and easy to understand, designed to capture students' attention and curiosity.

3. Reflection Paper: After completing the reading and watching the video, students will be asked to write a short reflection paper. They should briefly summarize what they learned and identify at least three questions or points they would like to discuss further in the classroom. This activity will help students to process the information they've learned and prepare them for class discussion.

In-Class Activities (25 - 30 minutes)

Activity 1: Sustainability Scenarios Role-play (10 - 12 minutes)

1. The teacher will divide the students into small groups and provide each group with one sustainability scenario.

2. The scenarios should depict real-life situations where decisions and actions can have significant impacts on the environment, economy, and society. For example, a local council deciding whether to build a new power station or a company considering how to dispose of its waste.

3. Each group will be given a few minutes to read and understand their scenario. They should then discuss and decide on the best course of action that would promote sustainability based on the three pillars of sustainability. The groups should consider the short-term and long-term impacts and the potential benefits and challenges of each decision.

4. After the discussion, each group will present their scenario and their decision to the class, explaining their reasoning and the sustainability principles they applied. This role-play activity will help students to understand the complexities of sustainability and how different decisions can have diverse impacts.

Activity 2: Sustainable Product Design (10 - 12 minutes)

1. Following the role-play, the teacher will introduce a new activity in which the students will design a sustainable product. The teacher will explain that the product should be environmentally friendly, economically viable, and socially beneficial.

2. The teacher will provide each group with a box of various materials, such as cardboard, paper, glue, markers, etc., to create their product.

3. Each group will have about 5 minutes to brainstorm and come up with their product idea and a basic design sketch. They should consider how their product will be made, used, and disposed of, and how it can benefit the environment, contribute to the economy, and improve people's lives.

4. After the brainstorming session, each group will present their product idea to the class, explaining how it meets the sustainability criteria. The groups should focus on the triple bottom line: environmental impact, economic viability, and social benefit.

Closing the Lesson (5 - 7 minutes)

1. The teacher will wrap up the lesson by summarizing the main learning points and highlighting the connection between the theory (pre-class activities) and practice (in-class activities). They will emphasize that sustainability is not just a concept but a way of thinking and living that can help us create a better future.

2. The teacher will then encourage the students to reflect on what they have learned and how they can apply it to their own lives. They will ask the students to share their thoughts and ideas, fostering a discussion about the practical implications of sustainability.

3. The teacher will conclude by reminding the students of the importance of sustainability in their daily lives and the role they can play in making the world a more sustainable place.