Earth Hour - Switching off for the future

Earth Hour - Switching off for the future

Lesson 4 of 24 in this unit

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

Lesson summary

Students investigate how news stories about climate change were reported 10 years ago and imagine how they might be reported in 10 years time, based upon the actions that we can all do today to fight climate change. Students begin by investigating the headlines and leading paragraphs of a range of article, identifying some of the journalistic tools used to attract the attention of readers. Students then imagine an action they could do now to fight climate change and create a news story for the future based upon their actions today.

Learning goals:

  • Students recognise that we can all take action to limit climate change.
  • Students identify messages about climate change in news stories.
  • Students recognise some of the tools and techniques used in journalistic writing, including the value and purpose of headlines and leading paragraphs.
  • Students recognise that acting for climate change now will positively affect the future.
  • Students understand the purpose of Earth Hour and how Earth Hour communicates positive messages about climate change and climate change action.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

Australian Curriculum content descriptions:

Year 7 English:

  • Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721).
  • Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722).
  • 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).
  • Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726).

Year 8 English:

  • Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)
  • 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)
  • Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Syllabus outcomes: EN4-3B, EN4-2A, EN4-4B, EN4-2A.
General capabilities: Literacy, Critical and creative thinking, Personal and social capability.

Cross-curriculum priority: Sustainability OI.1, OI.6.

Relevant parts of Year 7 English achievement standards: Students understand how the selection of a variety of language features can influence an audience. They create texts showing how language features and images from other texts can be combined for effect, and 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.

Relevant parts of Year 8 English achievement standards: Students understand how the selection of language features can be used for particular purposes and effects. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways, and they create texts for different purposes, selecting language to influence audience response. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Unit of work: Earth Hour – Secondary

Time required: 120 minutes+

Level of teacher scaffolding: Medium – lead students in discussion, guide students through creating a news piece.

Resources required

  • Student Worksheet – one copy per student OR computers/tablets to access the online worksheet
  • Device capable of presenting a website to the class
  • Tips for writing a news article – Secondary, Tips for creating a news report – Secondary, News headlines and leads from the past
  • Inverted pyramid model of journalistic writing, How to be persuasive – Powerpoint (PDF version here)
  • Earth Hour – Stories from the past 10 years – Years 7 & 8, Assessment Rubric – Years 7 & 8
  • Pledge poster

Skills

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

  • Communication
  • Critical Thinking
  • Collaboration
  • Creativity
  • Community Engagement
  • Digital Literacy
  • Leadership
  • Problem Solving
  • Social Skills

Additional info

This lesson has been created in partnership with WWF-Australia. Earth Hour is the world’s largest community-driven climate change campaign. At the centre of Earth Hour is switching off lights to show a commitment to taking action.

Thousands of teachers use Earth Hour’s education program to enrich their curriculum and provide pathways for young people to create change in their world.

For the most up to date Earth Hour dates, times, and events, check here.

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