Activity Introduction

Subjects: English.

Year Levels: Year 6 and Year 7.

This lesson is part of the wider unit of work IPCC Climate Change Solutions.

Teaching Time: 60 minutes.

Quick summary: 

Pre-assessment task: discover how much your students already understand about climate change and carbon emissions as they write a descriptive piece about a utopian climate change future.

Summative assessment task: Ask students to construct a vision of a utopian climate change future incorporating everything they have learned over the course of this unit about climate change and carbon emissions.

 

Cool would like to thank the Lord Mayor’s Charitable Foundation and The Vincent Fairfax Family Foundation for generously supporting the development of these lessons.

 

21st-century skills: 

CommunicatingCreative ThinkingGlobal Citizenship  

Australian Curriculum Mapping

Year 6

Content descriptions: Year 6 English:

  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
  • Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Relevant parts of the Year 6 English achievement standards: Students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They select and use evidence from a text to explain their response to it. Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing.

Year 7

Content descriptions: Year 7 English:

  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  • Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Relevant parts of the Year 7 English achievement standards: Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.

Syllabus outcomes: EN3-2A, EN4-4B, EN4-2A

General capabilities: Literacy, Critical and Creative Thinking.

Cross-curriculum priority: Sustainability.

Topic: Climate change. You can find more lessons on this topic here.

Level of teacher scaffolding: Low – Discuss the IPCC report with students, support them in independent work.

Resources required:

Related Professional Development: If you’re interested in learning more about how to approach challenging topics around climate change and sustainability in your classroom through a Hope and Optimism lens, consider our PD course.

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

Learning intentions: Students will...

  • ... demonstrate ways in which net-zero carbon emissions can be reached by 2050.

Success criteria: Students can…

  • ... write descriptively about a climate change future, incorporating everything they understand about climate change and carbon emissions.
  • ... review, edit and refine this piece for informed development of ideas and control of organisation, sentence structure, and vocabulary to achieve particular purposes and effects.

Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: The context - Briefly introduce students to the IPCC's Sixth Report on climate change science, and the hope lens we will use for approaching potential solutions to the challenges the report presents.
10 minutes – Part B: The challenge - Encourage students to use a hope and optimism lens to approach the IPCC's possible climate future scenarios. 
35 minutes – Part C: The solution - In

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Student Worksheet

Thought starter: What could our best possible climate change future look like in terms of methods of energy generation?

Part 1 of the Sixth IPCC Assessment Report indicates that global surface temperature will continue to increase until at least mid-century under all emissions scenarios considered. Global warming of 1.5°C and 2°C will be exceeded during the 21st century unless deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades (B1).

But just imagine what our climate-change future could look like if we started working on our carbon emissions, using current or emerging technologies.

What does our best possible green power grid look like? How are we generating energy?
Put down some thought in dot points in the space below:

Transportation - Do we all still drive fossil fuel cars? Do we ride bikes? How else could we get around? How do we travel internationally?
Put down some thought in dot points in the space below:

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Food - What do we ea

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