Activity Introduction

EH2017-kids-carrying-lanterns-photoframeQuick summary: Students are asked imagine themselves as the news makers of the future. They will work in groups or as a class to prepare a news piece from 10 years in the future that describes how they took action for climate change and the positive change this made after 10 years. Students are guided through the process of developing an idea, writing an article or script, creating additional materials (such as images) in support of their news piece, and sharing and receiving feedback on their news piece. This lesson may follow Earth Hour 2017 – Switch off to join the future – Years 3 & 4 – Lesson 1.

earth-hour-160x160In 2017, WWF is celebrating 10 years of Earth Hour and 10 years of progress on changing climate change. Our actions on climate change will shape the future for our children. They know more about climate change than any other generation. And they have extraordinary views on what they want for their planet. You and your students can become a part of the movement and start to take action on climate change by visiting earthhour.org.au to register for Lights Out or find your local event. Take part and register for Earth Hour Schools Day on Friday the 24th March and don’t forget to switch off on Earth Hour, on Saturday 25th March 8:30-9:30pm. Switch off to #JoinTheFuture.

Essential questions:

  • What things can we all do to help limit climate change? What actions can we all take?
  • Why is it important to tell other people about the actions they can take for climate change? What are some of the ways we can share these messages?
  • What is a news story and what is required for a news story?
  • Who will the future news be about? How can we be the future news makers?

21st century skills:

earth hour 2017 skills

Australian Curriculum Mapping

Content descriptions:

Year 3 English

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
  • Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
  • Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Year 4 English

  • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
  • Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
  • Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Syllabus outcomes: EN2-2A, EN2-3A.

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

Cross-curriculum priority: Sustainability OI.1, OI.6.

Relevant parts of Year 3 English achievement standards: Students create a range of texts for familiar and unfamiliar audiences. They choose vocabulary appropriate to the purpose and context of their writing, and they re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.

Relevant parts of Year 4 English achievement standards: Students create structured texts to explain ideas for different audiences. They use language features to create coherence and add detail to their texts, and create texts that show understanding of how images and detail can be used to extend key ideas. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Topic: Earth Hour, Climate Change.

Unit of work: Earth Hour – Primary.

Time required: 60+ mins (this lesson may be extended over several sessions)

Level of teacher scaffolding: High – oversee activity, lead students in creating news pieces.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Camera/tablet (optional). Tips for writing a news article, Tips for creating a news report, Peer Assessment Rubric, Pledge poster.

Digital technology opportunities: Digital sharing capabilities, TV news segment creation (optional).

Keywords: Earth Hour, climate change, future, news makers, action.

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

Worksheets

Teacher Worksheet

EH2017-Andrew-Pauley-family-logo-photoframeTeacher preparation

Overarching learning goal: By participating in this lesson students will understand what actions we can all do right now to help fight climate change. They will recognise that there are many ways we can communicate messages about climate change action, and that creating a news piece is one of these ways. Students will understand some of the steps in creating a news piece. Finally students will recognise themselves as the future news makers, understanding that they have to power to create real change.

Teacher content information: Earth Hour is a WWF-Australia initiative, which over the past 10 years has grown into the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of switching off the lights. Through this action, individuals, businesses, schools and communities join a visible statement of commitment to act on climate change. Participation remains a powerful reminder to our political leader

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Student Worksheet

Thought starter: What can we do to fight climate change?

Refection questions

Think about what you looked at in this lesson and work independently to answer the following questions:

1. What I used to think about climate change?

2. What I think about climate change now?

3. Why is it important to think about how we can make the future a better place?

4. What will I do to help make the future a better place?

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