IPCC - Are carbon sequestration technologies the answer?

Australian Curriculum content descriptions:

Year 5:

Year 5 English:

• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Relevant parts of the Year 5 English achievement standards: They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning

Year 6:

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)

Relevant parts of the Year 6 English achievement standards: Students understand how the use of text structures can achieve particular effects. They select and use evidence from a text to explain their response to it. 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:

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)

Relevant parts of the Year 7 English achievement standards: 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. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation

Year 8:

Year 8 English:

• Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Relevant parts of the Year 8 English achievement standards: Students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions. Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Year 9:

Year 9 English:

• Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Relevant parts of the Year 9 English achievement standards: Students analyse the ways that text structures can be manipulated for effect. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Year 10:

Year 10 English:

• Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Relevant parts of the Year 10 English achievement standards: Students explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Syllabus outcomes: EN3-3A, EN3-2A, EN3-7C, EN4-1A, EN4-4B, EN4-2A, EN5-1A, EN5-2A

General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding

Cross-curriculum priority: Sustainability

Level of teacher scaffolding: Medium – Discuss the IPCC report with students, guide their thinking on challenges involved with natural climate solutions, and support them in independent work

• A device capable of presenting a video to the class
• Art supplies – coloured pencil and textas, white paper (optional)
• Individual devices capable of accessing the internet – one per student (optional)
• Student Worksheets – one copy per student (optional)

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

• Communication
• Community engagement
• Critical thinking
• Digital literacy
• Global citizenship  

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.