Lesson summary
Students will use their creative and critical thinking skills to develop a graphic organiser that shares the differing opinions on clean energy for their town mayor as part of a role-playing exercise. They will study the concerns reported by locals during the development of a wind farm in Gippsland, discovering diverse perspectives and understanding the importance of community involvement during decision-making processes.
Learning intentions
Students will:
- explore how communities decide on renewable energy
- assess the importance of accurate information.
Success criteria
Students can:
- identify the challenges and solutions for using renewable energy case study
- evaluate concerns as scientific, misinformation or disinformation.
Lesson guides and printables
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
- leadership
- problem-solving
- prototyping
Curriculum Mapping
Australian Curriculum (v9.0) content description:
Year 5, Science
Students learn to:
- investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions (AC9S5H02).
Year 6, Science
Students learn to:
- investigate how individuals and communities use scientific knowledge to identify problems, consider responses and make decisions (AC9S6H02).
Relevant parts of Year 5 Science achievement standards: Students identify examples where scientific knowledge informs the actions of individuals and communities.
Relevant parts of Year 6 Science achievement standards: Students describe how individuals and communities use scientific knowledge.
NSW Syllabus outcomes:
A student:
- uses evidence to explain how scientific knowledge can be used to develop sustainable practices (ST3-SCI-01).
General capabilities: Critical and Creative Thinking, Digital Literacy, Intercultural Understanding, Literacy, Personal and Social Capability
Cross-curriculum priority: Sustainability
Level of teacher scaffolding: Medium - teacher facilitation is required during the case study activity.
UN Sustainable Development Goals
- 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.
Resources Required
- Blank poster paper (1 per each group of 4 students)
- Gippsland off-shore wind farm factsheet
- Letters to the mayor activity sheet
- Marker pens
- Sticky notes - green, red and yellow
Additional Info
Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.
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