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 topics of transport and liveability. Students begin by participating in a warm-up activity around their personal transport use before investigating liveability and the factors of liveability that are important to them. They then participate in a THINK PAIR SHARE routine and a role-play activity to explore transport in terms of liveability and our environment. Students then think about how future transport could be designed to improve liveability.

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 transport affects our environment
  • Students will understand the relationship between transport 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)
  • The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
  • Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
  • 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)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Year 8 Geography 

  • 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)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)

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 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, Transport.

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. Six copies of the Thinking Hats Worksheet. Climate Change Factsheet – Optional

Keywords: 2040 documentary, transport, environment, liveability, sustainability, renewable energy, fossil fuels, carbon, 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 grasp ...

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

Success criteria: Students can …

  • ... participate in a role-play activity.
  • ... 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 climate change requires large-scale, systemic changes across a

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Student Worksheet

Thought Starter: "Transportation is the center of the world! It is the glue of our daily lives." - Robin Chase

Transport and Liveability - THINK PAIR SHARE

You will now complete a Think Pair Share activity around the questions in the table below. Begin by recording your responses to these question in Column A of the table below. Once complete, you can team up with a classmate and discuss your ideas, adding new thoughts to Column B.

Question Column A Column B
When thinking about the factors of liveability in your area, did you think of our environment? Why or why not?
What relationship do you think might exist between transport and our environment in terms of liveability?

Thinking Hats Activity

Using the Thinking Hats Profiles sheet, read all of the profiles, then highlight the identity your group has been allocated. Think from the perspective of this person when answering the questions below. All profiles can be either male or female.

Answer questi

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