Activity Introduction

80 mile beach wwfQuick summary: This lesson is designed for a flipped classroom, where students learn new content by watching a video in their own time. This strategy provides the opportunity for students to build their knowledge, attitudes and values by themselves, thereby freeing up class time for hands-on work.

earth-hour-160x160In 2016, Earth Hour will celebrate the places we love that make our outdoor lifestyle and the Aussie way of life so great. Our beaches, rivers, reefs, snow-capped mountains, farmland and national parks uniquely distinguish Australia as the “lucky country”. You can become a part of the movement and start to take action on climate change by visiting earthhour.org.au to register for Lights Out or find your local event. Take part and register in Earth Hour Schools Day on Friday the 18th March and don’t forget to switch off on Earth Hour, on Saturday 19th March 8:30-9:30pm.

Learning goals:

  • Students understand how they can save energy.
  • Students recognise ways to motivate other people to save energy.
  • Students build their thinking and questioning skills.

General capabilities: Critical and creative thinking, Ethical understanding.

Australian Curriculum content descriptions:

Year 7 Science

  • Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)
  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

Year 8 Science

  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135)

Year 9 Science

  • People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)

Year 10 Science

  • People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)

Year 10 Geography

  • The human-induced environmental changes that challenge sustainability (ACHGK070)
  • The environmental worldviews of people and their implications for environmental management (ACHGK071)

Syllabus OutcomesGE5-2, GE5-3, GE5-4.  SC4-11PW, SC5-13ES, SC4-12ES.

Time needed: 20 minutes.

Level of teacher scaffolding: Low – allow students to explore the topic independently.

Resources required: Internet, laptops and earphones, Student Worksheet.

Key words: Energy, climate change, renewable energy, behavioural science.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

people-heroTeacher Preparation

Overarching learning goal: Students take responsibility for their own learning by watching a video on motivating people to save energy and completing a thinking routine.

The Flipped Lesson

This lesson provides the opportunity for students to explore/build their current knowledge, attitudes and values about saving energy and how to motivate more people to save energy. While working independently, students are to view the video and complete the table below. Teachers will also gain insight from students’ responses which can be used to plan follow-up lessons from the energy or climate change units.

This visual thinking tools can be useful in examining how and why student thinking has changed based on learning specific content information. It also helps to develop their reasoning abilities and to recognise cause and effect relationships.

Alex Laskey: How behavioral science can lower your energy bill

 

Extension activity

Ask your students to suggest other scenar

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Student Worksheet

Thought starter: How do you save energy?

Before the video - What motivates you?

Think of one example where you were motivated to make a change (in your personal life, school work, sport etc). Briefly describe what motivated this change in your behaviour:

Watch this video (https://www.youtube.com/watch?v=4cJ08wOqloc) and answer the questions below:

 

After the video - See, Think, Wonder

What did you SEE in this video?

What do you THINK about what you saw in this video?

What does this video make you WONDER?

 

Extension

Can you suggest any other environmental behaviour scenarios where the strategies described in this video could be used:

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