Activity Introduction

hardy reef wwfQuick summary: Students explore how nature makes them feel, the Australian places in nature that they love, and how these places might be affected by climate change. Students begin this lesson by participating in a mindfulness walk through nature, observing their responses to nature. They are then asked to look at and compare holiday photos of their parents/caregivers with pictures of places they love, discussing the reasons why these places are special and speculating on how these places may have changed over time. Students will then look at a range of other images of special places in Australia, and investigate how climate change might affect the place they love and their experience of it. Finally, students will write an article to describe the place they love, how it will be affected by climate change, how Earth Hour is featuring the places we love in their 2016 campaign, and why people should participate in Earth Hour 2016. Note: Year 7 students will look at Australian places with water that they love; Year 8 students will look at Australian landscapes that they love.

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.

Essential questions:

  • How do we value our environment?
  • How do people’s reliance on places and environments influence their perception of them?
  • How do environmental and human processes affect the characteristics of places and environments?
  • What are the consequences of changes to places and environments and how can these changes be managed?

21st century skills:

21st century skills earth hour 2016

Australian Curriculum Mapping

Content descriptions:

Year 7 Geography

  • Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Year 7 English

  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Year 8 Geography

  • Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)

Year 8 English

  • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability.

Cross-curriculum priority: Sustainability OI.6, OI.7, OI.9.

Relevant parts of Year 7 Geography achievement standards:

Students explain interconnections between people and places and environments and describe alternative strategies to a geographical challenge referring to environmental, economic and social factors.

Relevant parts of Year 7 English achievement standards:

Students create structured and coherent texts for a range of purposes and audiences, and make presentations and contribute actively to class and group discussions.

Relevant parts of Year 8 Geography achievement standards:

Students explain interconnections between people and places and environments and describe alternative strategies to a geographical challenge referring to environmental, economic and social factors.

Relevant parts of Year 8 English achievement standards:

Students create texts for different purposes, selecting language to influence audience response, and make presentations and contribute actively to class and group discussions.

Syllabus OutcomesGE4-4, GE4-1, GE4-8.

Topic: Earth Hour, Climate Change.

Unit of work: Earth Hour – Secondary.

Time required: 60 mins x 2.

Level of teacher scaffolding: Medium – oversee activities and facilitate discussions.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. One copy of Rake worksheet for each student. Earth Hour 2016 – Place We Love – Images. Article Writing Tips. Article Assessment Rubric.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Earth Hour, climate change, nature, places, Australia.

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

Worksheets

Teacher Worksheet

80 mile beach wwfTeacher preparation

Overarching learning goal: Students understand that we experience nature on a sensory level as well as on an emotional and intellectual level. They recognise that there are places in nature that are special to them because of their emotional response to them, and they understand that many of the places that we love in Australia are at risk from climate change. Students understand that we can all take action to help protect these places from the impacts of climate change.

Teacher content information: Earth Hour is a WWF-Australia initiative which has grown into the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of switching off the lights. Through this action, individuals, businesses, schools and communities join a visible statement of commitment to act on climate change. Participation remains a powerful reminder to our political leaders that there is ongoing concern and demand for the gover

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Student Worksheet

people swimming Gunlom Kakadu WWFThought starter: What places did your parents love when they were your age?

Preparation: Before coming to this lesson you need to find one image of an Australian place in nature that you love. Year 7 students should select a place that has water in it, while Year 8 students should select a landscape.

Images can be of places that you have already visited or would like to visit. These images don’t need to be striking; they can simply be special because of memories or how they make you feel. These can be pictures you or your family have taken or you can use images from Google Images (remembering to record sources).

In addition, you need to find one image of your parents or caregivers in a place they loved when they were young. Engage your parents or caregivers in a discussion about this image using the following questions:

  • Where was this image taken?
  • When did you go to this place? When was this image taken?
  • What did you love about this place?
  • Have you been back to this place and
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