In experiential learning, students begin with concrete experience, reflect on their observations, abstract these reflections into actionable strategies, and then test them in new situations, thereby entering the next cycle of experience. Anchored in the decision-making scenario of situating an urban park green space, this paper presents a two-lesson, four-stage progressive experiential-learning sequence. The activities guide learners to explore the meaning of sustainable development, analyze the reciprocal relationships among people, environment, and social progress, internalize the concept of sustainable development through experience and practice, and cultivate core geographical competencies.