Misinformation’s Impact on Energy Decisions

Misinformation’s Impact on Energy Decisions

Lesson 3 of 3 in this unit

  • Primary
  • Year 5 - 6
  • Science
  • Human Endeavour
  • Environmental
  • Energy
  • ...

Lesson summary

Students will use thinking routines and collaboratively search the web to identify truths, myths, disinformation, and misinformation about renewable energy. Using facts gathered from their research, they will use their creative thinking skills to create a social media prototype debunking a common myth.

Learning intentions:

Students will...

  • analyse concerns about renewable energy sources
  • create resources to address misinformation and disinformation.

Success criteria:

Students can...

  • sort concerns into truth, misinformation and disinformation
  • design a social media post to educate others about clean energy.

Lesson guides and printables

Lesson Plan
Teacher Content Info

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, 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 ThinkingDigital LiteracyIntercultural UnderstandingLiteracyPersonal and Social Capability 

Cross-curriculum priority: Sustainability 

Level of teacher scaffolding: Low - this lesson is student-led and requires minimal teacher scaffolding.

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.

Resources Required

  • Blank Paper
  • Pens
  • Student devices
  • Sticky notes

Additional Info

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

lesson saved in resources

Save

Download

Share

More from this unit

See all
  • Lesson 1 of 3
  • Free
  • ...

How Do Energy Sources Work and How Are They Misunderstood?

  • Primary
  • Year 5 - 6
  • Science
  • Physics
  • Environmental
  • Energy
  • Lesson 2 of 3
  • Free
  • ...

Exploring Offshore Wind

  • Primary
  • Year 5 - 6
  • Science
  • Physics
  • Environmental
  • Energy
See all

Related content

Loading content...
Loading content...
Loading content...
Loading content...