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 – it is a great lesson to conduct before watching the documentary in full. Students participate in a barometer activity to explore their thoughts, feelings, and concerns about the future. They then work to categorise their concerns about the future and work in groups to mind-map solutions to these concerns. Students will then watch the 2040 documentary to explore existing solutions to the filmmaker’s concerns about the future. Finally, students reflect on their experiences of the film.

2040 will only be available in cinemas for the first part of 2019 and you can make a group booking for your class at your local cinema during the film’s theatrical release which starts on May 23. These lessons have been designed with a media library to support teachers. The film will be available on video-on-demand and DVD later in 2019.

Learning intentions:

  • Students will understand that different people have different ideas and concerns about the future.
  • Students will understand that solutions to the problems facing people and the planet already exist.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 5 English

  • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704).

Year 6 English

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714).

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).

Years 5 & 6 Media Arts:

  • Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
  • Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065).

Syllabus outcomes: EN3-1A, EN3-2A, EN3-3A, ST3-14BE, ST3-15I, ST3-16P

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.2, OI.6, OI.7, OI.8, OI.9.

Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences. They contribute actively to class and group discussions, taking into account other perspectives. 

Relevant parts of Year 6 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They contribute actively to class and group discussions, using a variety of strategies for effect. 

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.

Relevant parts of Years 5 & 6 Media Arts achievement standards: Students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.

Topic: Sustainability.

Unit of work: 2040 – Watching the Film – Years 5–10

Time required: 70 mins.

Level of teacher scaffolding: Medium – facilitate class discussion, lead students in activities.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a website to the class. Butcher’s paper, marker pens, chalk or masking tape or string. AGREE/DISAGREE signs. Concerns and solutions worksheet.Climate Change Factsheet

Keywords: 2040 documentary, future, barometer activity, concerns, solutions.

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 that different people have different ideas and concerns about the future.
  • ...understand that solutions to the problems facing people and the planet already exist.

Success criteria: Students can…

  • …participate in a barometer activity.
  • …participate in a group mind-map exercise.
  • …express their thoughts, feelings and concerns through class discussion and independent activities.
  • …adhere to classroom discussion guidelines.

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" (source). The report indicates that young people have a serious mistrust in the Governm

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Student Worksheet

Thought starter: What excites you about the future?

Think Pair Share

You will now complete a Think Pair Share activity to develop definitions for some or all of the following terms:

  • Climate change
  • Greenhouse gas
  • Carbon dioxide
  • Carbon sequestration
  • Sustainability

Begin by adding the term you are defining into Column A of the table below. You can then record your own ideas for your terms in Column B. Once complete, you can team up with a classmate and discuss your ideas, adding new thoughts to Column C.

 Column A (Term) Column B (Your Ideas) Column C (Group Ideas)
           
        
        
        
        

Reflection

You will now be selecting one thing you are personally concerned about for the future and thinking about why this is a concern and what the solution might be.

You can create either:

  • A written piece.
  • An image or graphic.
  • An audio or video recording.

In your piece you need to answer the fol

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