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 topic of climate change. Students begin by participating in a barometer activity to introduce them to some of the key terms around climate change. Students then work in groups to investigate a few of the key contributing factors to climate change – energy, food, and transport – by formulating a question around their assigned factor that could be explored through research. These questions are then redistributed among the class for them to find answers to. Again, working collaboratively, students will formulate a question that could be addressed through an experiment or fieldwork, and develop a plan and justification for this experiment/fieldwork idea.

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 the key terms and processes relating to climate change
  • Students will recognise the key contributing factors to climate change
  • Students will recognise the role of developing a question to guide scientific research

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 9 Science

  • Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
  • Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Year 10 Science 

  • Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
  • Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
  • Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Syllabus outcomes: SC5-4WS, SC5-5WS, SC5-6WS, SC5-12ES

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability OI.1

Relevant parts of Year 9 Science achievement standards: Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data. 

Relevant parts of Year 10 Science achievement standards: Students describe and analyse interactions and cycles within and between Earth’s spheres. They develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. 

Topic: Sustainability, Climate Change.

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

Time required: 70 mins.

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

Resources required: Student Worksheets – one copy per student. A device capable of presenting a video to the class. AGREE/DISAGREE signs. Generating Questions Factsheet. Experiment Proposal TemplateClimate Change Factsheet – Optional.

Keywords: 2040 documentary, climate change, energy, food, transport.

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

globeTeacher preparation

Learning intentions: Students will ...

  • ... understand key terms and processes relating to climate change
  • ... recognise the key contributing factors to climate change
  • ... recognise the role of developing a question to guide scientific research

Success criteria: Students can …

  • ... work collaboratively and independently
  • ... participate in class and group discussions
  • ... select a science-based communication method suitable for their own work
  • ... formulate questions that can be answered through research and experiments or fieldwork
  • ... create and justify a plan for a scientific investigation

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 a

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Student Worksheet

Thought Starter: What is the link between human activity and climate change?

Understanding The Factors Contributing To Climate Change

1. Working in your groups you will now investigate one of the following factors contributing to climate change, based on the number your group has been assigned (i.e. if you have been assigned number 1, you will focus on energy etc.):

  1. Energy
  2. Food
  3. Transport

Each group needs to formulate at least five questions that could be answered through online research. Record these below:

The factor we are formulating questions for:

a.

 

b.

 

c.

 

d.

 

e.

 

As a class, select one question that you think is the most interesting.

2. You will now work in your groups to think of an experiment or field work you could do to better understand the factor you researched. To begin this process, work in your group to make a question (or aim) that could be answered through fieldwork or an experiment, then develop a plan around how this resea

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