Activity Introduction

Quick summary: In this activity students are asked to create two different visions of the future under two different conditions. In the first case, students are asked to create a picture of the future based on scientific predictions of rising temperatures and a changing climate. In the second case (the bulk of this activity) students are asked to work in groups to create a shared vision of the future, a future that they would like to see. Students create this vision using the ‘thinking hats’ learning tool, brainstorming initial ideas and then using these ideas to build a picture of the future that they then share through either a presentation or infographic.

Learning goals:

  • Students understand that science can be used to make predictions about our future.
  • Students recognise that they have the skills and knowledge to create their own vision for the future.
  • Students understand that different people have different ideas about what the future should look like but that these differences can be used to give strength to the vision and its meaning.

General capabilities: Critical and creative thinking, Personal and social capability, ICT capability.

Australian Curriculum content description:

Year 9 Science

  • Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)
  • People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)
  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Year 9 English

  • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
  •  Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 Science

  • Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
  • Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
  • People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Year 10 Geography

  • The human-induced environmental changes that challenge sustainability (ACHGK070)
  • The environmental worldviews of people and their implications for environmental management (ACHGK071)
  • The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
  • Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
  • Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)

Syllabus Outcomes: GE5-2, GE5-3, GE5-4, GE5-5, GE5-8, SC5-12ES, SC5-13ES, SC5-9WS, EN5-1A, EN5-2A, EN5-3B. 

Topic: Climate change

Time required: 60 mins

Level of teacher scaffolding: Low – oversee activity

Resources required: Internet access, students worksheet.

Digital technology opportunities: Online brainstorming tools (e.g. bubbl.us or mindmeister), presentation or infographic tools (e.g. Powerpoint, Prezi or Piktochart), digital sharing capabilities. DIY infographic background information.

Homework and extension opportunities: This activity includes opportunities for homework or extension.

Keywords: Climate change, science, future, thinking hats.

 

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

Worksheets

Teacher Worksheet

Teacher preparation:

Overarching learning goal: Through this activity students will understand that while science can be used to make predictions about our future, students themselves have the skills and knowledge to create their own vision for the future. Students will understand that although different people have different ideas about what the future should look like these differences can be used to give strength to the vision and its meaning.

Teacher content information: You may remember that in 2008 the Rudd government hosted an event called the 2020 Summit. It brought together a range of people from different sectors to "help shape a long term strategy for the nation's future". Most of us are used to governments and policy makers designing the future for us, so the idea of engaging the general public in creating a vision of the future is a very powerful notion, especially in the face of the bad news around climate change.

The aim of this activity is for students to create a sh

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Student Worksheet

Thought starter: How can we create a shared vision of the future?

Step 1. Read the information about your 'hat' (see below).

Step 2. Begin brainstorming with your group about your vision for a shared future. Use either bubbl.us or mindmeister to record your brainstorming. Use the following topics to guide your brainstorming:

  • Cities and towns
  • Government
  • Natural environment
  • Sustainability
  • International relations
  • Transport and travel
  • Food
  • Water
  • Material goods
  • Health
  • Education
  • Community
  • Economy

Step 3. Once you've completed your brainstorming, it's time to create a presentation or infographic that describes your future. Your presentation should include:

  • An outline of the vision for a shared future
  • The strengths and weaknesses of this vision
  • How this vision relates to climate change
  • At least 5 actions that can be taken to achieve this vision
  • Supporting images and/or music

You will also need to be prepared to present your ideas to the class, wi

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