Exploring the Built Environment - Visit a Local Park
Learning objectives
Students will develop:
- awareness of the relationships between our natural and ‘built’ landscapes
- knowledge and understanding of the importance of green spaces in the built environment.
Process
- As a class, visit a local park. Divide students into small groups or pairs and ask each group to observe and record:
- the facilities and activities the park provides
- the number of people using the park and the activities they are taking part in
- their impressions of the overall design of the park and suggestions for improving it
- what the area surrounding the is park used for (eg, housing, shops)
- what impact the park has on the surrounding area and vice versa
- who is responsible for providing and maintaining the park
- what rules are set for park users (for example, dogs must be kept on a leash, no skate boarding) Do you agree that these rules are necessary? What are some of the advantages and disadvantages of having such rules?
- As a class, discuss the findings and why green spaces are important in cities and towns.
- Divide students into small groups and ask each group to design a poster illustrating the importance of green spaces.
Additional activities
- Ask each group to design a poster of the park as it is now and another poster of the park incorporating their suggested improvements.
- Create a class list summarising the suggestions for improvement.
- Invite a council staff member to visit the class to discuss how parks and playgrounds are managed in your town/city. Present the class’s suggestions for improvements to their local park to the council staff member.
Resources needed
You will need the following resources:
- pencils and paper on which to record observations
- poster size cardboard
- art materials such as coloured pencils and felt tip pens.
More information
Visit our website: www.mfe.govt.nz/issues/urban/ or contact the Ministry for the Environment’s Urban Group by emailing urban.design@mfe.govt.nz or phoning (04) 439 7400.
