Activity Introduction

Earth-Hour-sugarcane-farmer-heroQuick summary: This activity has been designed to introduce students to the topic of climate change and provide students with the opportunity to create and investigate personally important questions around this topic. Students begin the activity by brainstorming climate change and creating a word cloud. Students then read information about climate change from the Cool Australia Climate Change Toolbox and develop questions about what they read using question starters. They are then asked to investigate these questions and present their answers to the class.

Earth Hour LogoThis year Earth Hour is shining the spotlight on the impact of climate change on farming and food with the aim to make the issue relevant for all Australians. By taking part in Earth Hour Action you and your students can become part of the movement and start to take serious action on climate change. Go to earthhour.org.au to register.

Learning goals:

  • Students recognise that different people think about climate change in different ways.
  • Students understand that there are common themes in how different people think about climate change and that these can be ordered or grouped.
  • Students understand that climate change is a complex issue with difficult questions.

General capabilities: Literacy, Critical and creative thinking.

Australian Curriculum content description:

Year 7 English

  • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  • 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)
  • Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Year 7 Science

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
  • Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Year 8 English

  • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
  • 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)
  • Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
  • Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Year 8 Science

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
  • Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148)

Topic: Climate change

Time required: 48 mins

Level of teacher scaffolding: Medium – oversee activity and facilitate brainstorming

Resources required: Internet and computer access, Cool Australia website, student worksheet.

Digital technology opportunities: Wordle, digital sharing capabilities.

Homework and extension opportunities: None.

Keywords: Climate change, brainstorming, word cloud.

 

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

Worksheets

Teacher Worksheet

Earth-Hour-sheep-farm-2-heroTeacher preparation:

Overarching learning goal: By participating in this activity is is hoped that students will recognise that different people think about climate change in different ways. Students will understand that climate change is a complex issue with difficult questions but that there are common themes in how different people think about climate change.

Teacher content information:

Cool Australia Presents Climate Change from Cool Australia on Vimeo.

Student and classroom organisation:

Step 1. Begin this activity by asking each student to write down 10 words that spring to mind when they think of the terms 'climate change' and 'the greenhouse effect'. The words can come from what students already know about the science of this topic, or can reflect an emotive response to this topic.

Ask students to share these words with the class, and as a class, create a word cloud using Wordle.

Once complete, hold a brief discussion with your students about the class word cloud. Con

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Student Worksheet

Thought starter - Which comes first; climate change, the greenhouse effect, or global warming?

Step 1. Write down 10 words that come to mind when you think about 'climate change' and 'the greenhouse effect':

1.

 

2.

 

3.

 

4.

5.

 

6.

 

7.

 

8.

 

9.

 

10.

 

Step 2. Spend 10 minutes exploring the Climate Change Toolbox on the Cool Australia website. You must read this section on climate change and this section on the greenhouse effect, and you should read the Climate change fact sheet (for URL details of these articles, see RESOURCES at the end of this worksheet). Once you have read these items, you can spend the rest of the time looking through the other resources.

 

Step 3. Complete the following questions based on what you've read in the climate change toolbox:

How would it be different if…

 

Suppose that…

What are the reasons…

 

What if…

 

What if we knew…

 

What is the purpose of…

What would change if…

 

Why…

 

Re...

 
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