Quick summary: Students use debating to communicate ideas about the best way to replace coal produced electricity with alternatives. Students can use the a research learning tool to help organise their ideas.
Learning goals for this activity include:
- Obtain and communicate supporting evidence for the best way to replace coal fired power stations with better alternatives.
- Decide whether debating is a good method for finding solutions.
- Demonstrate the ability to work collaboratively to research and compile information on issues.
- Demonstrate the ability to work collaboratively to communicate lessons from research through class-wide debate.
- Communicate effectively in fair and considered class-wide discussion on issues.
- Demonstrate ability to work independently to express personal opinions on the issue with thought and clarity (extension).
Australian Curriculum Mapping
Year 7 Science
- Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)
Year 7 English
- Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)
Year 8 Science
- Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)
Year 8 English
- Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Year levels: 7 and 8
Indoor or outdoor activity: Indoor
Time required: 15 mins initially to explain, 45 mins for research, 45 mins for debate and discussion.
Learning areas addressed: English, Geography, Science.
Level of teacher scaffolding: Oversee debate, engage students in concluding discussion.
Resources required: Internet and library access, writing materials.
Homework and extension opportunities: Parts of this activity can be set as homework, or undertaken in extra lessons. This activity has opportunities for extension.
Keywords: Energy, coal, renewable resources, non-renewable resources, debate.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
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