Quick summary: Students will be asked to create an advertisement for Earth Hour in the form of a video, infographic, image, poem or story. The advertisement should explain about how climate change is affecting your favourite food or farming region of Australia. The resources in this activity include planning worksheets that may be followed by students in Years 1 – 6.
This lesson was originally developed to help support students entering the Earth Hour Schools Competition 2015. Although this competition is now closed you could use this lesson as part of a class-wide competition.
This activity has been created in partnership with WWF-Australia. Earth Hour is the world’s largest community-driven climate change campaign. At the centre of Earth Hour is switching off lights to show a commitment to taking action. Thousands of teachers use Earth Hour’s education program to enrich their curriculum and provide pathways for young people to create change in their world.
For the most up to date Earth Hour dates, times, and events, check here.
- Students grasp the purposes of Earth Hour, both around the globe and in Australia.
- Students devise creative ways to conduct and celebrate Earth Hour.
- Students create a piece of visual storytelling that inspires others about Earth Hour.
General capabilities: Information and Communication Technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding.
Cross-curriculum priority: Sustainability – OI.6.
Australian Curriculum content descriptions:
Year 1 English
- Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
- Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Year 1 Science
- People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Year 2 English
- Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
- Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Year 2 Science
- People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
Year 3 English
- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Year 3 Geography
- Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
Year 4 English
- Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Year 4 Science
- Science knowledge helps people to understand the effect of their actions (ACSHE062)
Year 5 English
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- 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)
Year 5 Geography
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
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)
Year 6 Geography
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
Syllabus Outcomes: EN1-1A, EN2-1A, EN2-6B, EN3-1A, GE2-4, GE3-4, ST1-11LW, ST1-9ES, ST2-11LW.
Time needed: 60+ minutes.
Resources required: Internet, Student Worksheet. Optional – art and craft materials, or video making equipment, Earth Hour 2015 – climate change and food factsheet.
Key words: Climate change, Earth Hour, impacts, future.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.