Sustainable Future Living

Inspired by the Wisdom of the Cailleach

In Scottish folklore, the Cailleach is the ancient spirit of winter and wild landscapes. She shaped mountains, controlled the weather, and protected the natural world. As learners imagine cities of the future, the Cailleach becomes a powerful symbol. She calls on us to respect the land, to live wisely, and to build places that work in harmony with nature.

This lesson invites learners to step into the role of city designers, using natural and recycled materials to create their vision of a sustainable future. Through this hands-on activity, they consider how their choices impact the environment and how they can build a better world.

I can statement – I will collaborate to design and build a representation of a future city using natural materials, considering sustainable practices and infrastructure.

SDG Goals
Goal 11: Sustainable Cities and Communities
Goal 12: Responsible Consumption and Production
Goal 13: Climate Action

Resources Needed
You will need a selection of natural materials such as sticks, leaves and stones.  If you have loose parts, these may also be helpful.  Children are hugely creative and don’t need lots to get them going.

Meta-skills
This lesson nurtures curiosity through questions about what the future could look like. Learners develop sense-making as they connect their knowledge of the natural world and city life. Initiative is encouraged as they take responsibility for shaping their city design and making group decisions with purpose.

The Lesson
Introduction
Start by asking what makes a city a good place to live. Let learners share their thoughts on what a future city might look like. Introduce the idea of sustainability and explain that a sustainable city/ town/ village looks after people and the planet. Explore ideas such as renewable energy, local food, green transport, and natural spaces.

Show real-life examples of eco-friendly cities or buildings and discuss what makes them special. Then introduce the figure of the Cailleach. Ask learners what she might look for in their place of the future. How would she feel about how their town values the land and uses natural materials?

Main Activity
Split learners into small groups and ask them to plan their part of their town of the future.  I tend to name the place we are, so what would an Edinburgh, Peterhead, or Thurso look like in the future as it helps to personalise it. Encourage discussion about how to make their place sustainable. Planning can include discussions and arranging materials before building.

Once plans are ready, groups begin constructing their sections of the city using the materials available. As they work, ask questions to prompt thinking. Where does energy come from? How do people get around? What makes this city kind to the environment?

Support learners in collaborating, sharing ideas and making decisions together. Remind them to consider the Cailleach as they build. Would she feel at home in this city?

Plenary
When the cities are complete, each group presents their design. They should explain what features they included and how those choices support sustainability. Encourage the class to ask questions and share positive feedback.

Bring the discussion back to the Cailleach. What would she appreciate in these designs? What might she challenge us to do better? Close the lesson by encouraging learners to think about small changes they could make in their everyday lives to live more sustainably.

Key Discussion Questions
What makes a city sustainable?
How can we design spaces that are good for people and nature?
What do you think the Cailleach would value in a future city?
What small actions can we take to be more sustainable in our lives?

Assessment
Success criteria:
Learners should be able to describe at least three sustainable features they included in their design. These features might include renewable energy sources, waste systems, green transport options, or natural materials. Their city should be designed with purpose, showing evidence of thought and intention.

Learners should demonstrate collaboration by sharing tasks and making decisions together. During presentations, they should be able to explain their ideas clearly and connect them to sustainability. They should also reflect on how their model supports both people and the planet.

Assessment strategies:

1. Teacher observation
   Watch for signs of teamwork, creativity, and focus during the planning and building stages. Take notes on how each group communicates and solves problems.

2. Sustainability checklist
   Create a simple checklist with common sustainable features. As each group presents, use the checklist to note which elements they have included.

3. Group presentations
   Listen for clear explanations of sustainable choices. Ask follow-up questions to deepen understanding, such as, “Why did you choose to include that feature?” or “How does this help the environment?”

4. Reflection task
   Ask learners to complete a short reflection after the activity. This could be written, drawn, or shared verbally. Prompts might include: What are you most proud of? What did you learn about sustainability? If you did this again, what would you change?

5. Peer feedback
   Invite learners to give feedback to other groups using kind and specific comments. You could use prompts like, “I liked how your city included…” or “Next time, you could try adding…”

Notes
This lesson can be expanded across several sessions, especially if learners want to research or write about their cities. It could be linked to seasonal changes, Scottish folklore, or visits to eco-friendly buildings. You may also consider hosting a small exhibition or inviting families to see the finished work. Learners might enjoy naming their cities and creating signs, stories, or maps to bring their worlds to life.