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Our City


While approaching important geographical concepts, children focus on the idea of the city.

Children are divided into groups and undertake to create a city that will meet their needs (knowing the concepts of public space, urban green, and architectural aesthetics).

Learning objectives

  • Cultivating a collaborative way of thinking and learning.

  • Approach important geographical concepts (Earth, country, city).

  • Conceptual and experiential understanding of the importance of public space, urban green, and architectural aesthetics.


Suggested age group



80 minutes

Fields in S.T.E.A.M.

  • Sciences

  • Mathematics

  • Art


  • 10 Meter paper

  • Colour markers,

  • crayons,

  • pencils

For the buildings:

  • Used packaging (shoe boxes, juices, milk, toilet paper/ kitchen roll)

  • Temperas, paintbrush,

  • Colour markers.

For the benches:

  • Little coloured art craft sticks

  • Liquid glue

  • Cutter

  • Paper carton box

  • Pencil

  • Scissors

For the trees:

  • Toilet paper/ Kitchen roll

  • Brown paper (preferably crepe paper)

  • Small pieces of coloured paper (any kind)

  • Plastic plate

  • Liquid glue



Children distinguish two important geographical concepts; country and city. Following the supervisory material, children learn about the Earth as seen from space and how people have divided the regions into countries. They see Greece from space and compare the image with the map of our country.


Then they get even closer using the Google Earth application that allows them to see what their city looks like. In this way, they understand their city is a smaller part of the country. The discussion continues by analyzing the constituent parts of a city: buildings, parks, squares, trees, and flowers. Finally, the children create their city.


The class is divided into groups of an equal number of students. First, the teacher draws two or three roads on the 10-meter paper. Then the teacher must explain to the children that:

  • The 1st team will undertake to make the city buildings.

  • The 2nd team makes the public places.

  • The 3rd team is responsible for the green spaces of the city.

The 1st team utilizes the following materials: old packaging, recyclable materials, colour markers, and paints. The team has to consider what buildings are needed to undertake, for example, a house, the school, the bakery, etc.

The 2nd team creates the public places. We are all responsible for public spaces such as the streets, the squares, the benches, and the playgrounds because we all enjoy them freely. First, draw a square with a playground in the center of your model on long paper. Then, the children make benches and place them in different parts of the city.

The 3rd team is responsible for the green spaces. We want it to be everywhere in the city. So, you can draw flowers on paper and then create your trees by following the instructions.


The classroom is best set up in three separate corners. Each team has access to its materials and can work without being distracted by the work of other groups. The teacher can place the long paper on the floor at a central point.

The children proceed with the constructions according to the supervision material.

Then they place the constructions on the paper.


The children sit in a circle around the city when all the constructions are placed on paper. At this point of the activity, students are invited to present their contributions and express their opinions.

Indicative questions:

  • What have you made for our city?

  • What do you like most about our city?

  • What else would you like to have in our town?

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