Coal-Fired Class Debate

Coal-Fired Class Debate

Lesson 12 of 20 in this unit

  • Secondary
  • Year 7 - 8
  • English
  • Science
  • Environmental
  • Climate Change
  • Energy
  • Sustainability
  • ...

Lesson summary

Students use debating to communicate ideas about the best way to replace coal produced electricity with alternatives. Students can use the a research learning tool to help organise their ideas.

Learning intentions:

Students will...

  • obtain and communicate supporting evidence for the best way to replace coal-fired power stations with better alternatives.
  • decide whether debating is a good method for finding solutions. 
  • demonstrate the ability to work collaboratively to research and compile information on issues.
  • demonstrate the ability to work collaboratively to communicate lessons from research through class-wide debate.
  • communicate effectively in fair and considered class-wide discussion on issues.
  • demonstrate ability to work independently to express personal opinions on the issue with thought and clarity (extension).

Lesson guides and printables

Lesson Plan
Student Worksheet

Lesson details

Curriculum mapping

Australian curriculum content descriptions: 

Year 7 Science:

  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Year 7 English:

  • Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
  • Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Year 8 Science:

  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

Year 8 English:

  • Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
  • Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Syllabus OutcomesSC4-13ESEN4-1A, EN4-2A, EN4-8D, EN5-1A

Resources required

  • Writing materials
  • Internet and library access

Additional info

This is an original Cool.org lesson. Facts and figures in these lessons may have changed since this lesson was published. We always endeavour to update our resources in a timely manner, but if you see an error or issue in our resources please get in touch with us.

lesson saved in resources

Save

Download

Share

More from this unit

See all
  • Lesson 1 of 20
  • Free
  • ...

Get Out Your Pens, People! Year 7 & 8

  • Secondary
  • Year 7 - 8
  • English
  • Creative writing
  • Learning through literature
  • Science
  • Environmental
  • Sustainability
  • Social
  • Social Action
  • Lesson 1 of 20
  • Free
  • ...

Analysing Articles

  • Secondary
  • Year 7 - 8
  • English
  • Science
  • Environmental
  • Energy
  • Lesson 2 of 20
  • Free
  • ...

The Art of Water

  • Secondary
  • Year 7 - 8
  • Humanities and Social Sciences
  • History
  • The Arts
  • Visual Arts
  • Environmental
  • Energy
  • Water
See all

Related content

Loading content...
Loading content...
Loading content...
Loading content...