Activity Introduction

gen-y-melb-says-yes-photoframeQuick summary: Students explore deep decarbonisation projects by analysing case studies and then designing their own decarbonisation project. Students begin by participating in a barometer activity to determine their background knowledge on the issue of climate change and actions to change it. In a jigsaw classroom activity, students will analyse case studies from the Generation Yes website that describe decarbonisation projects. Students will continue to work in groups to ideate and develop their own designs for a decarbonisation project in their own community. Students will present their ideas to the class for feedback and assessment. Finally, students will reflect on the success of their design and their role in the group work process.

genyes_logo_180px_v2The Generation Yes project engages and represents the generation who are saying ‘YES’: yes we can work together to change climate change! This project seeks to help all Australians to be part of creating a compelling, optimistic and solutions-focused future for our country.



Learning intentions:

  • Students will be able to work in groups to analyse a case study about energy efficiency as a strategy for deep decarbonisation in Australia.
  • Students will understand how energy efficiency can play a major role in moving towards net zero emissions and in changing climate change.
  • Students will understand how to develop their own ideas for energy efficient projects in their community, and will be able to critique their ideas.
  • Students will reflect on the their involvement in the group process, identifying strengths, weaknesses and areas for improvement.

21st century skills:


Australian Curriculum Mapping

Content descriptions:

Year 10 Science

  • Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
  • People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
  • Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Syllabus outcomes: SC5-12ES, SC5-13ES, SC5-11PW.

General capabilities: Critical and creative thinking, Literacy.

Cross-curriculum priority: Sustainability OI.1, OI.6, OI.8.

Relevant parts of Year 10 Science achievement standards: Students describe and analyse interactions and cycles within and between Earth’s spheres. 

Topic: Climate Change, Generation Yes.

Unit of work: Generation Yes.

Time required: 120 minutes.

Level of teacher scaffolding: Medium – lead students in class discussion, oversee ideation and planning of group projects.

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. CASE STUDY – Australia’s first electric bus, CASE STUDY – Adelaide’s Solar Airport, CASE STUDY – Renewables Are King, CASE STUDY – Melbourne Says Yes, CASE STUDY – Beefing Up Biogas, CASE STUDY – The House with No Bills, Butchers paper, marker pens. Decarbonisation Project Assessment Rubric – Year 10.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Generation Yes, climate change, net zero emissions, deep decarbonisation, energy efficiency, community.

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


Teacher Worksheet

gen-y-renewables-king-photoframeTeacher preparation

Learning intention: Students will analyse a case study about energy efficiency in Australia and will share this information to the class. They will then develop their own idea for changing climate change through reducing emissions, and will present their ideas to the class.

Success criteria: Students will:

  • Be able to analyse a case study.
  • Be able to develop and critique their own ideas for projects.
  • Be able to communicate their ideas to the class. 
  • Be able to reflect on the their involvement in the group process, identifying strengths, weaknesses and areas for improvement.
  • Know that reducing emissions has a major role to play in achieving net zero emissions.
  • Know that there are a range of different energy efficiency options that can be applied to community actions.


Teacher content information: In 2015, leaders from around the world came together to discuss out climate future. This was the 21st meeting of this kind, and it was the one that finall

- or - to view worksheets

Student Worksheet

Thought starter: How can your community move towards net zero emissions?

Case study analysis

Your teacher will assign your group one of the following case studies (or find these case studies here):

Read through your case study and in your groups discuss the following questions – each student can answer the questions in their own words:

1. How do these case studies demonstrate a reduction in emissions?

2. What technology is used in this case study? What alternative energy or fuels are used?

3. What are the benefits of this example?

4. What is most interesting or inspiring about this case study?

5. What questions do you still have about this case study?

6. How do you think this example could be applied on a broader scale?

Designing your own ener...

- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.