Activity Introduction

Quick summary: Students present their ideas about two possible energy futures and the impact it may have on them.

Learning goals for this activity include:

  • Examining their own perspective on what is required for a positive future and how this could be influenced by our energy needs.
  • Demonstrate ability to use scenarios and models to explain or demonstrate a concept.
  • Communicate effectively in fair and considered class-wide discussion on issues.
  • Demonstrate the ability to work collaboratively in a creative manner to complete activity.
  • Communicate effectively in an oral presentation.

Australian Curriculum Mapping

Content descriptions:

Year 9 English

  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Year 9 Science

  • The values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

Year 10 English

  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Year 10 Science

  • The values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Syllabus Outcomes: SC5-11PW, EN5-1A. 

Topic: Energy

Year levels: 9 and 10

Indoor or outdoor activity: Indoor

Time required 45+ mins

Learning areas addressed: English, Science.

Level of teacher scaffolding: Lead class discussion around student posters.

Resources required: Art and writing materials.

Homework and extension opportunities: Parts of this activity can be set as homework.

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

Worksheets

Teacher Worksheet

Teacher preparation

Introduction

What will a clean energy future look like? What issues need to be solved in order to create this future?

In this activity, students start thinking about how they might be impacted if we can’t solve our energy issues. Students will make assumptions depending on their prior knowledge about what kind of future is feasible and how their future will be influenced by energy.

 

Activity outline

Each student gets a large piece of paper. Divide the paper into two sections. On one side students are to draw a future that has solved our energy problems, what does this look like? On the other side compare a future that has NOT solved our energy problems, what does this look like?

Compare

Pair and Share: Ask students to form pairs. Within each pair take turns to interpret the students diagram/art/drawing. What are the common themes in each of the drawings?

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Student Worksheet

Student Instructions: 

Divide a large piece of paper into two sections. On one side, draw a future that has solved our energy problems. On the other side compare a future that has not solved our energy problems.

Pair and Share

Form a pair with another student. One at a time, interpret the diagram/art/drawing.

Questions:

1. What was common to each postive energy future?

2. What was common to each negative energy future?

3. Have a discuss about the actions that need to take place to ensure the positive energy future.

 

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