Teacher preparation

教师准备

Overarching learning goal: Students understand that we experience nature on a sensory level as well as on an emotional level. They recognise that there are places in nature that are special to them because of their emotional response to them, and they explore these emotional responses through a vocabulary exercise. Students understand that many of the places that we love in Australia are at risk from climate change, and recognise that we can all take action to help protect these places from the impacts of climate change.

总体学习目标: 学生明白我们在感官层面以及从情感层面体验大自然。他们认识到，有些地方在本质上对他们是特殊的，因为他们对这些地方有情绪反应，并通过词汇练习探索这些情感反应。学生理解我们在澳大利亚喜欢的许多地方都承受气候变化的威胁，并认识到,我们都可以采取措施来帮助保护这些地方免受气候变化的影响。

Teacher content information: Earth Hour is a WWF-Australia initiative which has grown into the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of switching off the lights. Through this action, individuals, businesses, schools and communities join a visible statement of commitment to act on climate change. Participation remains a powerful reminder to our political leaders that there is ongoing concern and demand for the government to act on climate change.

教师内容信息: 地球一小时来自澳大利亚世界自然基金会倡议，已成长为世界上最大的社区驱动的地球环保活动。活动的中心是关灯的象征性的集体行动。通过这个行动，个人，企业，学校和社区加入一个可见的声明，承诺在气候变化问题上采取行动。参与对于我们的政治领导人仍然是一个强大的提醒，持续的关注和要求政府在气候变化问题上采取行动。

Visit the Earth Hour website to find out how you and your students can get involved.

浏览“地球一小时”网站,发现你和你的学生如何参与进来。

The IPCC

The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. It was created to:

provide policymakers (governments) with regular scientific updates about climate change;
highlight the impact climate change will have on the planet in the future; and,
offer some ideas about how to tackle the challenges of climate change's potential effects on the planet.

In 2021-22, the IPCC released their sixth assessment report. This is the most up-to-date physical understanding of the climate system and climate change.

The report makes a number of important points:

It is unequivocal that human influence has warmed the atmosphere, ocean and land.
Global surface temperature will continue to increase until at least mid-century under all emissions scenarios considered. Global warming of 1.5°C and 2°C will be exceeded during the 21st century unless deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades (B1). The report describes five possible climate futures, where #1 is not great and #5 is extremely bad. If we want to keep global warming at less than two degrees, which the IPCC says is the best-case scenario, we need to reduce our CO2 and greenhouse gas emissions significantly and start right away.

'Net zero' or 'carbon neutral' are terms that refer to achieving an overall balance between greenhouse gas emissions produced and greenhouse gas emissions taken out of the atmosphere. Getting to net zero means we can still produce some emissions, so long as we're doing something else to reduce the greenhouse gases already in the atmosphere at the same time, kind of like balancing a set of scales (more info).

Teaching sequence

20 minutes	Part A: Vocabulary exercise
20 minutes	Part B: Head outside into nature
30 minutes	Part C: Creating a 'Places you love' collage
30 minutes	Part D: Postcards of the places you love
10 minutes	Reflection

教学顺序

20分钟—A部分:词汇练习

20分钟 - B部分:融入自然

30分钟- C部分:创建“我爱的地方”拼贴画

30分钟- D部分:制作“我爱的地方”明信片

10分钟— 反思

Work through this resource material in the following sequence:

Preparation: Before beginning this lesson, ask students to compile 5 to 10 digital images of places in nature in Australia that they love. These can be places that students have already visited or would like to visit. These images don’t need to be striking; they can simply be special because of memories or how they make students feel. These can be images they or their family have taken or collected, or they can be sourced from the Cool Australia Earth Hour Toolbox or Google Images (remembering to record URL sources). Students should collect these images in electronic format so they can be uploaded on PicCollage (no prints!)

工作顺序:

准备:在开始这节课之前, 要求学生汇编5到10个他们喜爱的澳大利亚地方的电子图片。这些可以是学生们已经去过或想去的地方。这些图片不需要引人注目；它们可以只是因为记忆或他们如何让学生感觉而特殊的。图片可以来自他们或他们的家人拍照或收集, 也可以是来自Cool Australia地球一小时工具箱或谷歌图片URL(记住要记录网络来源)。学生应该收集这些图片在电子格式, 这样他们就可以上传PicCollage(无需打印!)

Part A. Vocabulary exercise

Step 1.

Introduce the following terms to students and ask them to think about what these words mean (definitions from Merriam-Webster):

Awe – Definition: a strong feeling of fear or respect and also wonder.
Wonder – Definition: something or someone that is very surprising, beautiful, amazing, etc.
Inspire – Definition: to make (someone) want to do something.
Marvel – Definition: one that causes wonder or astonishment.
Amaze – Definition: to surprise and sometimes confuse (someone) very much.
Astonish – Definition: to cause a feeling of great wonder or surprise in (someone).
Astound – Definition: overwhelmed with astonishment or amazement.
Blow one’s mind – Definition: to overwhelm one with wonder or bafflement.

A部分:词汇练习

步骤1. 介绍以下术语给学生, 让他们去思考词语定义(从新华词典定义):

敬畏——定义:在面对权威、庄严或崇高事物时所产生的情绪，带有恐惧、尊敬及惊奇的感受。

奇妙——定义: 产生稀奇，神奇巧妙；美妙（多用来形容令人感兴趣的新奇事物）的情绪，表现了人的惊羡之情。

感发——定义:感动启发

奇迹——定义: 不同寻常的事情，不平凡的事。

吃惊——定义: 人的一种心里反应，形容因为外界的刺激后感到惊讶

惊讶——定义:觉得很意外，很奇怪；惊异

震惊——定义:受到意外刺激而感到紧张、害怕或兴奋

茅塞顿开——定义:原意为心里好像有茅草堵塞着，现在忽然被打开了。现在形容闭塞的思路，由于得到了某种事物的启发，忽然想通了。

Record student ideas on the board and then share the definitions above. Ask students to demonstrate their understanding of these words by using two of these words in sentences (students can use their workbooks or the Student Worksheet to record their sentences).

记录学生的想法在黑板上, 然后分享上面的定义。通过用两个单词造句，让学生展示他们的理解这些词(学生可以使用手册或学生工作表来记录他们的句子)。

Step 2.

Ask students to describe how it feels to experience these vocabulary words.

How does it feel when you experience the emotions in these words? What other words could you use to describe these feelings?
What things make you experience these emotions?

Record student ideas on the board.

步骤2. 让学生描述经验这些词汇的感觉。

当你经历这些词的情感感觉如何呢? 还有其他什么词可以用来描述这些感受吗？
什么东西让你经历这些情感?

在黑板上记录学生的想法。

Part B. Head outside into nature

B部分融入自然

Students are going to head outside to experience nature. They should take a camera (phones or tablets are fine), a printed copy of the Rake thinking tool worksheet or if they are using tablets a digital copy of the Student Worksheet.

Note: This activity can be conducted on your school grounds in a place with natural features (vegetation, waterways, etc) or outside of the school grounds (for example at a park). Here is information on The Benefits of Spending Time in Nature.

学生要到外面体验自然。他们应该把相机(手机或平板电脑),一份Rake思维工具工作表复印件，或学生工作表的电子副本，如果他们使用的是平板电脑。

注意: 此活动可以进行你的学校操场或学校操场外的(例如在一个公园) 有自然特性(植被、水路等)的地方。更多信息参看在花时间在户外的好处。

Step 1.

Once you have found a good spot outside, ask students to spend five minutes standing, sitting or lying quietly in nature, absorbing the nature around them.

Step 2.

Students are to remain in nature while they complete the 'Rake thinking tool worksheet'. This thinking tool allows students to explore nature using seven different aspects - touch, smell, taste, sight, hearing, feelings (emotions) and thinking.

Step 3.

Students should then take photos of things they have experienced while sitting in nature that evoke some of the feelings discussed in the vocabulary exercise. If necessary, remind students of some of these words (awe, inspire, astound, wonder, amaze, marvel, astonish).

Step 4.

Ask students to return to the classroom.

步骤1. 一旦你找到了一个好地段, 要求学生花五分钟站，静静地坐下或躺在自然界中，吸收周围的大自然。

步骤2. 学生们留在自然时完成“Rake思维工具工作表”。这种想法工具允许学生探索大自然用七种不同的方面——触觉，嗅觉，味觉，视觉，听觉，感觉(情绪)和思考。

步骤3. 然后学生应该拍照他们经历过的东西, 在自然唤起的情感中讨论词汇练习。如果有必要, 提醒学生的这些话 (敬畏，感发，震惊，奇妙，吃惊，奇迹，惊讶)。

步骤4. 让学生回到教室。

Part C. Creating a 'Places you love' collage

C部分创建“我爱的地方”拼贴画

Back in the classroom ask students to view the photos of the places that they love (that they compiled before this lesson) and to select some of pictures that they took outside. If students need more images, they can use images from the Cool Australia Earth Hour Toolbox or Google Images (remind students to record sources).

Students should then pull together their images and create a collage (using PicCollage) of places in Australia that they have been to, want to go to or just love. Encourage students to use the words discussed in the vocabulary activity in their collage.

These collages can be printed or displayed for other students, teachers and parents to view.

回到教室让学生观看他们喜欢的地方的照片(他们在这节课之前汇编的)，选出一些他们在外面拍摄的图片。如果学生需要更多的图片, 他们可以使用图像从Cool Australia地球一小时工具箱或谷歌图片(提醒学生记录来源)。

学生们应该整理图像，创建一个拼贴画 (使用PicCollage)，内容可以是他们在澳大利亚去过、想去和爱的地方。鼓励学生在他们的拼贴画中使用讨论活动中学会的词汇。

这些拼贴画可以打印或展示给其他学生、老师和家长看。

Part D. Postcards of the places you love

D部分制作“我爱的地方”明信片

Step 1.

Introduce students to Earth Hour, explaining that Earth Hour encourages people to 'Switch off for the places we love'.

Explain to students that many of the places that we love around Australia (and around the world) are at risk from climate change. A change in climate may change these places forever, and so this year, we are all being encouraged to switch off our lights and take action to save the places that we love. Read students the following from the Earth Hour website:

"Earth Hour is shining the spotlight on the impact of climate change on the Places We Love. One of the things that makes Australia so great is the beautiful outdoor lifestyle we live. From beaches, rainforests and rivers, to snow-capped mountains, coral reefs and lakes, we have one of the most beautiful countries in the world. But the healthy, outdoors lifestyle we enjoy is under threat from rising temperatures and more extreme weather caused by carbon pollution - it only takes a small change in the climate to mess up the delicate balance of nature. That’s why we’ll be switching off to protect the Places We Love!"

How will climate change affect our favourite places? Ask students to spend several minutes looking through the information on the Earth Hour Choose Your Climate Future Website.

Ask students to consider how a change in climate might affect their favourite place.

步骤1. 向学生介绍地球一小时, 解释今年“地球一小时”活动的主题是“为我们爱的地方关灯”。

向学生解释，我们在澳大利亚和世界各地喜欢的许多的地方都受到气候变化风险。气候的变化可能会永远改变这些地方，所以今年我们都被鼓励去关掉灯，采取行动来拯救我们爱的地方。打开地球一小时网站，为学生读以下内容:

“今年“地球一小时”聚焦在气候变化对我们爱的地方的影响。我们美丽的户外生活方式正是让澳大利亚自豪的一件事。从海滩、雨林和河流, 雪山, 珊瑚礁和湖泊, 使得澳大利亚成为世界上最美丽的国家之一。但不断上升的气温和极端天气造成的碳污染，正在威胁我们享受的这种健康的户外生活方式——只需要一个小小的气候改变，就会打乱自然的微妙的平衡。这就是为什么在2016年,我们将关灯来保护我们爱的地方！”

气候变化将如何影响我们最喜欢的地方呢? 要求学生花几分钟浏览地球一小时选择你未来气候的网站，查找信息。

要求学生要考虑气候的变化会如何影响他们最喜欢的地方。

Step 2.

Students will now select one of their favourite places and design a postcard to send to someone with information about Earth Hour.

Students can use the following template or create their own: Earth Hour Blank Postcard Template. These can either be printed and an image drawn or glued on to the card and then written on, or edited (adding an image and text) using a desktop program.

Students should add an image (printing one of their own images) or draw a picture of their favourite place on the front of the postcard. They should then write a slogan or message about protecting this place. For example 'Rise up for the Reef' or 'Switch off for Swan Hill'.

On the back of the postcard they can write a message to the person they want to send it to explaining how they can get involved in Earth Hour.

步骤2. 现在学生选择他们最喜欢的地方之一，设计一个明信片，传递“地球一小时”信息。

学生可以使用: 地球一小时空白明信片模板或创建自己的。这些可以是印刷，手绘图或粘卡, 然后写在, 或使用桌面程序编辑(添加一个图像和文本)。

学生应该在明信片正面添加一个图像(打印照片)或画一幅最喜欢的地方的画。他们应该写保护这个地方一个口号或解释。例如“为礁石起义”或“为天鹅山关灯”。

明信片的背面可以留言到他们想要呼吁的人，解释他们如何参与“地球一小时”。

Step 3.

Take a photo of each postcard and create a display that can be presented during Earth Hour Schools Day.

步骤3. 拍下每张明信片，在学校地球一小时日那天办展。

Step 4.

Students can post or hand deliver their postcard to someone in their local community.

步骤4. 学生可以邮寄或亲手将他们的明信片的人送至他们的当地社区。

Reflection

反思

Ask students to complete the Reflection Activity on the Student Worksheet.

要求学生完成学生工作表上的反思活动。

Extension

拓展

Attach or project a map of Australia to the board. Ask each student to identify the location of their favourite place/s on the map and mark them on the map (using either small stickers or pens, depending on the map).
Invite older generations to come into the class and talk about their favourite places and how these places have changed over time.
Use this lesson to help your students plan their own Earth Hour Schools Day

Earth Hour - The Places You Love (LOTE)

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