Teaching Sequence

20 minutes	Part A: About Climate Change (optional)
30 minutes	Part B: Looking Back
10 minutes	Reflection

Work through this resource material in the following sequence:

Part A: About Climate Change (optional)

Step 1.

Explain to students they are going to create a future news story for Earth Hour based on how their own actions today can positively affect the future. Explain that Earth Hour has over 10 years of raising awareness about climate change. Earth Hour is looking back over the past 10 years at the achievements of Australian households and communities with regard to climate change and looking forward to imagining where we will be in 10 years' time. Explain to students that each year Earth Hour has a unique theme. You have selected one of Earth Hour's past themes for this lesson which was 'Switch off to join the future'. Ask students to record their interpretation of this year's Earth Hour theme on the Student Worksheet.

This lesson assumes a basic understanding of the causes and potential impacts of climate change, both in Australia and around the world. If students need further information about climate change or need to refresh their knowledge on this topic, invite students to complete this Flipped Classroom lesson before completing this Earth Hour lesson.

Part B: Looking Back

Step 1.

Explain to students that with so much in the news about climate change and what to do about it, you could assume that it’s something we have only known about for a short time. But in fact, people have been looking at the effects of human activity on the climate for more than 150 years.

The problem with climate change though is that tackling it is a giant task. Which is why it is important that we acknowledge and celebrate the steps we have already taken and the successes we have already seen with regards to addressing climate change.

Explain to students that they will now be looking back in time over the past 10 years to see how we were talking about climate change 10 years ago and how things have changed since then.

Step 2.

News stories are written to a particular formula where the most important information is presented first, with less important information following, and the least important information coming at the end. Distribute or invite students to access the Inverted pyramid model of journalistic writing (also available on the Student Worksheet), which shows one model which students can follow when analysing and creating news stories. Use this model to analyse an article of your choosing online, or use the article below (or access here) to demonstrate how the model can be applied to an existing article.

Australia's kelp forests under threat, robots could be only hope by Margot Kelly v3

Step 3.

Break the class into pairs and invite pairs to access the News headlines and leads from the past factsheet (also available on the Student Worksheet) or give each pair a printed copy. Using the Student Worksheet, invite each pair is to analyse the perspectives and attitudes presented in these headlines and leads from 10 years ago.

Once complete, engage students in a class discussion around their answers. Consider the following questions:

Which headline is most effective at grabbing your attention and why?
Which is the least effective?
How do the headlines contribute to the sense of drama in the articles?
How are the five W’s addressed in the leading paragraphs?
Do any of the articles use any persuasive techniques? Which ones and how?
How would you rewrite the headlines for these articles?

Extension:

Invite students to find three or four online news articles about climate change from the present. Ask students to analyse these articles and compare them to the stories from 2007. Consider using the following questions in your analysis:

Is there a difference in the tone of the articles from 2007 to the one from now?
Are there differences in the techniques used to attract the attention of readers of the articles from 2007 and now?
How would you rewrite the headlines for the articles you found form the present day?

Step 4.

Share the Earth Hour - Stories from the past 10 years - Years 7 & 8 with pairs of students (also available on the Student Worksheet). Break the class into pairs, and assign one story to each pair. Each pair is to create a headline and lead paragraph for each of these stories. Students can use the Student Worksheet to record their headlines.

Once complete, invite each pair to team up with another pair to check their headlines and lead paragraphs. If possible, combine groups who have looked at the same story and ask them to compare what they have created. Students should check their work against the Inverted pyramid model of journalistic writing.

Part C: Looking Forward

Step 1.

Now explain to students they need to think about what the news in 10 years' time might be based on the actions that they themselves could commit to doing for climate change right now. Students will be asked to think of an action they could commit to now and then think about the positive effects of this action 10 years in the future.

For example, some headlines could be:

“Only 10 years of action saves rainforest”
“25 students halt emissions equivalent to 78 people.”

Working in small groups, students need to create a news piece, such as a TV news segment, newspaper article, or news presented in another format of your students’ liking (for example, how might we be presenting the news in the future?) that is reporting from the future, looking back at how the action of students has positively affected climate change.

The scale/calculation of the future change that will occur as a result of the proposed student action does not need to be technically accurate. For example, it is not necessary for students to calculate the actual amount of CO₂ they will save. Instead, what is important is that students demonstrate an understanding of how their own behaviour can affect positive change, and the creativity they demonstrate in communicating this information to an audience.

Step 2.

Working from the Student Worksheet, invite groups to follow the suggested steps for brainstorming, researching and creating their news piece.

Developing an idea – How can you help climate change now? How does this action lead to positive change in the future? What story will your news piece tell? How can you inspire or persuade people to take action through your news piece?
Deciding on a format – How will you present your news piece? Will you use a format that already exists – such as a newspaper article or a TV news segment – or imagine a format of the future? What would this look like and sound like?
Writing – Write your newspaper article or script for TV new segment. How can you make sure you tell the story within the word/time limit given to you? What language will you use to persuade or inspire your readers/audience? Students can use the Tips for writing a news article - Secondary and the Tips for creating a news report - Secondary (also available on the Student Worksheet).
Resources/Assets required – What materials or resources do you need to complete your news piece? Do you need a camera (can you use a phone or tablet)? Do you need images (you could consider taking your own photos or check the Cool Australia Earth Hour Student Toolbox)?
Creating your news piece – What is the time limit for creating your news piece? What other issues or challenges might you face? How can you overcome these?
Editing – Does your headline have impact? Does it relate to your news story and does it draw the viewer/reader in? Does the lead engage your readers/viewers? Does your news piece convey the story you are relating? Does your news piece inspire change in others? Is your news piece free of errors?
Sharing – Present your news piece to the class!

Ensure you have parental permission for students appearing in film or photographs!

The news piece could be:

A TV news segment
A newspaper article
News presented in another format of your choosing (for example, think about how might we be presenting the news in the future)

The news piece needs to:

Include a heading (if creating a video presentation you must accompany your piece with a written heading and lead)
A lead paragraph or sentence (if creating a video presentation you must accompany your piece with a written heading and lead)
Include at least one persuasive technique (see this presentation for more information - PDF version here)

Tips for guiding students through a project:

- be clear about time allocation - remind students how much time they have to complete the project and encourage students to be realistic about the tasks they have to complete in that time
- keep communication high, making sure everyone has everything that they need to complete the work they have been allocated and that everyone knows what they should be doing
- talk to your principal, parents and staff about what the students are doing and how/why they are completing their projects.
remind students to prepare for setbacks and encourage them to continue even in the face of obstacles or challenges.

Step 3.

Allow students to share their news pieces with the class. Invite students to use the Assessment Rubric - Years 7 & 8 to assess the news pieces of other groups.

Once complete, engage students in a class discussion around their news pieces. Consider the following questions:

Which news piece did you like the most and why?
Which was most inspiring?
Which story do you think has the highest chance of succeeding and why?
Why do you think it's important to imagine how you can affect the future, especially with regards to issues like climate change?

Reflection

1. Invite students to work independently to complete the answers to the following questions (also available on the Student Worksheet):

How are the ideas and information presented in this lesson CONNECTED to what you already knew?
What new ideas did you get that EXTENDED or pushed your thinking in new directions?
What is still CHALLENGING or confusing for you to get your mind around? What questions do you still have?

2. Invite students to think about the past Earth Hour theme for 2017: "Switch off to join the future". What action will students pledge now to help reduce the impacts of climate change in the future? Students can complete this Pledge poster, or create their own.

Take it further

Has your school been involved with Earth Hour before? Have you got a record of our involvement? Consider creating an exhibition/display to celebrate your involvement and to share how far your school has come!

Earth Hour - Switching off for the future

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