Designing a Media Campaign to Promote Clean Energy Facts

Designing a Media Campaign to Promote Clean Energy Facts

Lesson 2 of 3 in this unit

  • Primary
  • Year 5 - 6
  • Technology
  • Design and Technologies
  • Environmental
  • Energy
  • ...

Lesson summary

Students will work collaboratively to plan, draft and create an engaging and accurate online digital campaign about clean energy. During this task, students will use digital tools to source and check credible information, make design choices and collaborate with peers.

Learning intentions

Students will:

  • use digital tools to create engaging and accurate content about clean energy
  • plan and collaborate on a media campaign that counters misinformation.

Success criteria

Students can:

  • plan and design an accurate digital media campaign about clean energy
  • use appropriate digital tools effectively.

Lesson guides and printables

Lesson Plan
Student Worksheet

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

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

  • creative thinking
  • critical thinking
  • collaboration
  • communication
  • community engagement
  • digital literacy
  • prototyping

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 5 and 6, Digital Technologies

Students learn to:

  • select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions (AC9TDI6P07)
  • select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours (AC9TDI6P08).

Relevant parts of Year 5 and 6 Digital Technology achievement standards:  Students select and use appropriate digital tools effectively to plan, locate and share content, and to collaborate, applying agreed conventions and behaviours.

NSW Syllabus outcomes:

A student:

  • uses design processes to create, evaluate and modify designed solutions (ST3-DDT-01).

General capabilities: Critical and Creative ThinkingDigital LiteracyLiteracyPersonal and Social Capability 

Cross-curriculum priority: Sustainability

Level of teacher scaffolding: Low - the teacher will scaffold where required as students work in groups to complete tasks.

UN Sustainable Development Goals

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

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Additional Info

Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.

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  • Lesson 1 of 3
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Investigating Media and Clean Energy Narratives

  • Primary
  • Year 5 - 6
  • Technology
  • Design and Technologies
  • Environmental
  • Energy
  • Lesson 3 of 3
  • Free
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Reflecting on Digital Media Campaigns

  • Primary
  • Year 5 - 6
  • Technology
  • Design and Technologies
  • Environmental
  • Energy
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