IPCC - Should we switch to electric cars?

Australian Curriculum content descriptions:

Year 6:

Year 6 English:

• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Relevant parts of the Year 6 English achievement standards: Students show how specific details can be used to support a point of view.

Year 7:

Year 7 English:

• Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Relevant parts of the Year 7 English achievement standards: Students understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view.

Syllabus Outcomes: EN3-3A, EN4-2A.

General capabilities: Literacy, Critical and Creative Thinking.

Cross-curriculum priority: Sustainability.

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

Level of teacher scaffolding: Medium – Discuss the IPCC report with students, guide their thinking on the electric car debate, and support them in independent work.

• A device capable of presenting a video to the class
• Individual devices capable of accessing the internet – one per student
• Presentation Slides (optional)
• Student Worksheets – one copy per student (optional)
• Student writing materials
• Whiteboard

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Critical thinking
• Digital literacy 

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.