Quick summary: Students will explore a good news story about alternative vehicle technologies, particularly the trial of an electric bus in Perth. Students begin with a prior knowledge activity to assess their existing knowledge of alternative vehicle technologies and then dig deeper into electric vehicles. They will then analyse the case study of the electric bus in Perth. Following this, students will work in groups to investigate other existing and emerging vehicle technologies and present their findings to the class. Finally students are asked to think about which of these technologies could be applied to their local community and how these would benefit their community.
The 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 be part of creating a compelling, optimistic and solutions-focused future for our country.
- Students will understand that energy efficient transport can help us change climate change.
- Students will recognise that there are a range of different energy efficient transport options and will recognise some of the features of these different technologies.
- Students will understand how to analyse a case study about electric vehicles, and will be able to apply their learnings from this case study to developing their own ideas for alternative transport options in their community.
- Students will recognise how to critique their project ideas and make recommendations for improvement.
21st century skills:
Australian Curriculum Mapping
Year 9 Science
- Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)
Year 9 and 10 Design and Technologies
- Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
Syllabus outcomes: SC5-11PW, D&T5.3.1, D&T5.3.2, D&T5.2.1.
General capabilities: Critical and creative thinking, Literacy.
Cross-curriculum priority: Sustainability OI.1, OI.6, OI.8.
Relevant parts of Year 9 Science achievement standards: Students predict how future applications of science and technology may affect people’s lives.
Relevant parts of Year 9 and 10 Design and Technologies achievement standards: Students identify the changes necessary to designed solutions to realise preferred futures they have described.
Topic: Climate change, Generation Yes.
Unit of work: Generation Yes.
Time required: 120 minutes.
Level of teacher scaffolding: Medium – oversee discussions, lead students in case study analysis and project development.
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. Electric vehicle technologies factsheet.
Digital technology opportunities: Digital sharing capabilities, Google Maps.
Keywords: Generation Yes, climate change, net zero emissions, deep decarbonisation, transport, electric bus.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.