Investigating Media and Clean Energy Narratives

Investigating Media and Clean Energy Narratives

Lesson 1 of 3 in this unit

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

Lesson summary

Students will use and develop their critical thinking skills by analysing online content to identify accurate misinformation and disinformation about clean energy. Students will become ‘Information Detectives’ and hone their skills through collaborative tasks, using digital tools to explore online media such as articles, videos and social media posts.

Learning intentions

Students will:

  • explain how digital media shapes perceptions of clean energy
  • identify examples of misinformation and accurate information about clean energy online. 

Success criteria

Students can:

  • analyse media content to identify accurate information about clean energy
  • collaborate to evaluate and categorise online content.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info
Information Detectives Visual Explainer

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

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

  • adaptability
  • critical thinking
  • collaboration
  • communication
  • curiosity
  • digital literacy
  • reflection

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 to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours (AC9TDI6P08).

Relevant parts of Year 5 and 6 Digital Technologies achievement standards:  Students develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions. 

NSW Syllabus outcomes:

A student:

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

General capabilities: Critical and Creative Thinking, Digital Literacy, Literacy, Personal and Social Capability 

Cross-curriculum priority: Sustainability 

Level of teacher scaffolding: Medium - the teacher will be required to facilitate discussions throughout this lesson.

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 2 of 3
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Designing a Media Campaign to Promote Clean Energy Facts

  • 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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