<p>This study examined the perspectives and experiences of teachers and students in constructing dioramas. It was conducted in a small rural secondary school in Aotearoa, New Zealand. The three-dimensional models acted as tools for helping students visualise and represent ideas, supporting the development of environmental and sustainability concepts. The study involved four teachers collaboratively teaching a combined Year 9 and 10 class within an integrated STEAM (Science, Technology, Environment, Arts, Mathematics) programme, where students were challenged to design and construct imaginary habitats of future homes and local environments as dioramas, merging scientific knowledge with creative expression. The purpose of using dioramas extended beyond artistic representation; they provided a tangible way for students to engage with climate science by modelling ecosystems, illustrating interdependencies, and simulating the impact of human actions on environments. Through this process, students explored cause-and-effect relationships, considered adaptation and mitigation strategies, and envisioned sustainable futures. Dioramas acted as cognitive bridges, supporting learners to develop understanding of abstract climate science concepts into concrete, visual narratives that encouraged role play and dialogue. Themes emerging from the study included how the students identified and expressed their understandings of possible futures through diorama models, how they incorporated climate-change actions and solutions into their designs, and how the construction process prompted reasoning and discussion. The strengths of diorama construction lie in its ability to tell a story, make a claim, activate dialogue, and, importantly, help young people imagine and articulate sustainable futures.</p>