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 would 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 transport. Students begin by interviewing their peers about why we use transport and then work collaboratively to suggest the different types of transport we use. They then look at what types of transport might be available in the future and work in groups to generate ideas for future sustainable transport options. Students select one idea to develop and create an annotated sketch of this idea to share with the class through a gallery walk.

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. 

To expand on and further embed student learning in this activity, consider following up with Taking Action For Your 2040.

Learning intentions:

  • Students understand some of the ways we need and use transport.
  • Students understand that we should be trying to seek out more sustainable transport options, both now and in the future.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Years 5 & 6 Design and Technologies

  • Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
  • Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Year 5 HASS (Optional)

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Year 6 HASS (Optional)

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)

Syllabus outcomes: ST3-14BE, ST3-15I, ST3-16P, HT3-5

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability OI.6., OI.8

Relevant parts of Years 5 & 6 Design and Technologies achievement standards: Students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques.

Relevant parts of Years 5 HASS (History) achievement standards: Students develop questions for a historical inquiry. They identify a range of sources and locate, collect and organise information related to this inquiry.

Relevant parts of Years 6 HASS (History) achievement standards: Students develop appropriate questions to frame a historical inquiry. They identify a range of primary and secondary sources and locate, collect, organise and categorise relevant information to answer inquiry questions.

Topic: Sustainability, Energy, Consumption.

Unit of work: 2040 – Integrated Unit – Years 5 & 6.

Time required: 60+ mins.

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

Resources required: Student Worksheets – one copy per student. A device capable of presenting a video to the class. Interview Factsheet – Optional. Sustainability Factsheet – Optional.

Keywords: 2040 documentary, transport, energy, sustainability, future, fuel, fossil fuels.

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

Teacher Preparation

Learning intentions: Students will...

  • ...understand some of the ways we need and use transport
  • ...understand that we should be trying to seek out more sustainable transport options, both now and in the future

Success criteria: Students can…

  • ...conduct short interviews
  • ...assess the sustainability of some transport options
  • ...generate design ideas using criteria
  • ...work independently and collaboratively
  • ...participate in class and group discussion

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

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Student Worksheet

Thought Starter: What could transport look like in the future?

Three Short Interviews

Interview 1 - 

• What is transport?

• What do you need transport for?

 

Interview 2 -

• What is transport?

• What do you need transport for?

Interview 3 - 

• What is transport?

• What do you need transport for?

Types of Transport

Table 1 - Work independently to add the types of transport you have used in Column A of the table below. You should then add the frequency that you use these types of transport in Column B using the following codes:

  • D = Daily
  • W = Weekly
  • O = Occasionally

 

Column A - Transport Type Column B - Frequency of Use (Me) Column C - Frequency of Use (Family)
e.g. Rollerskates D O

Once complete, you can think about someone else in your family and the transport types they use and how often they use them. Add this informa

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