Activity Introduction

Quick summary: 2040 is an innovative feature documentary that looks to the future, but is vitally important NOW! Director Damon Gameau embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them rapidly into the mainstream.

In this lesson, students will be immersed in, and connect with, the documentary film 2040, focusing on the topics of energy and liveability. Students will begin by participating in a barometer activity to explore their understanding of liveability, and thinking about how energy and our environment relate to liveability. Students then work collaboratively to conduct research into the impacts of fossil fuels on our environment before participating in a guided discussion around a sustainable energy case study. Students then work in groups to compare electricity produced from coal and solar and produce a report that summarises the results of their assessment.

2040 is only available in cinemas until later in 2019. You can make a group booking for your class at your local cinema during the film’s theatrical release. Find out how to see the film in cinemas hereThese lessons have been designed with a media library to support teachers. The Schools Version of the 2040 DVD is now also available for pre-order! School-based screenings can commence from September 1st – pre-order now to ensure that the DVD is delivered to you before the end of August. The Schools Version includes an educational license, allowing you to play it in class as a learning tool or even host on-site screenings for your school community. 

Learning intentions:

  • Students will understand what liveability is
  • Students will understand how energy affects our environment
  • Students will understand how our environment affects liveability
  • Students will understand the relationship between energy choices and liveability

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 7 Geography

  • Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
  • The influence of environmental quality on the liveability of places (ACHGK045)
  • Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
  • Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)

Year 8 Geography 

  • Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
  • Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS056)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)

Syllabus outcomes: GE4-1, GE4-2, GE4-3, GE4-4, GE4-5, GE4-6, GE4-7, GE4-8.

General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.3, OI.8, OI.9.

Relevant parts of Year 7 Geography achievement standards: Students explain interconnections between people and places and environments and describe how these interconnections change places and environments. They evaluate a range of primary and secondary sources to locate useful information and data. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms.

Relevant parts of Year 8 Geography achievement standards: Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. 

Topic: Sustainability, Energy.

Unit of work: 2040 – Geography – Years 7 to 10

Time required: 60+ mins.

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

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. One copy of the AGREE/DISAGREE signs

Keywords: 2040 documentary, energy, environment, liveability.

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

Cool Australia, GoodThing Productions and Regen Pictures would like to acknowledge the generous contributions of Good Pitch Australia, Shark Island Institute, Documentary Australia Foundation, The Caledonia Foundation and our philanthropic partners in the development of these teaching resources.

Worksheets

Teacher Worksheet

Still from 2040 documentaryTeacher preparation

Learning intentions: Students understand...

  • ... what liveability is
  • ... how energy affects our environment
  • ... how our environment affects liveability
  • ... the relationship between energy choices and liveability

Success criteria: Students can…

  • ... undertake research
  • ... produce a report based on criteria
  • ... participate in group and class discussions
  • ... work collaboratively and independently

Teacher content information: A 2018 study by The University of Melbourne on the thoughts and concerns of young people from Generations X and Y found the number one concern across both groups was lack of action around climate change. In particular, "Generation X worries what climate change will mean for their own children, while Generation Y is concerned about the impact on future generations" (The Educator). The report indicates that young people have a serious mistrust in the Government's ability or willingness to tackle climate change.

Tackling cl

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Student Worksheet

Thought Starter: Where does your energy come from?

What is Liveability?

You will now be watching a clip about liveability and using the following questions to guide an analysis of this clip. Record your thoughts in response to each question:

1. What points does Herbert raise about the physical aspects of a city?

2. What points does Herbert raise about the social components of a city?

 

3. What does Herbert say about the cultural aspects of a place?

 

4. What are the 'ingredients' for a liveable city?

 

Exploring Liveability and our Environment Through Energy

1. You will now be investigating how energy - one of the physical factors of liveability included in the clip you watched earlier - affects our environment.

First, consider the following:

From the time of the Industrial Revolution, most energy generation relied on fossil fuels (fossil fuels are natural fuels that were formed in the geological past from the remains of living organisms). The role that energy gene

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