Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: The National Energy Market

15 minutes

Find Out: Case study investigation

25 minutes

Take Action: A proposal for improving energy systems

5 minutes

Reflection

Learning intentions

Students will:

analyse how isolation shapes energy choices and challenges in remote communities
examine scientific responses (hybrid systems, microgrids) and their impacts on society and the environment
consider ethical and economic factors when evaluating energy solutions.

Success criteria

Students can:

compare different remote energy systems using evidence
describe the environmental, social and economic impacts of diesel vs hybrid energy systems
propose a scientific response that considers ethics and community needs.

Tune In: The National Energy Market

Step 1

Distribute the Student Worksheet to students and direct them to the first section titled The National Energy Market. Work as a class to read the text aloud. The aim of this is to give students an understanding of how electricity is generated and distributed, and to set the context for the energy inequalities explored later in this lesson.

Once complete, invite students to share any questions they have, and consider asking them to conduct online research to clarify any questions or misunderstandings.

Step 2

Share the following videos with students:

Video 1: Borroloola Community Solar Project

Borroloola Community Solar Project (vimeo.com/523678784?share=copy)

Video 2: The hidden crisis of prepaid energy in First Nations communities

The hidden crisis of prepaid energy in First Nations communities –(youtube.com/shorts/-eBlEesRx_s)

Step 3

Work as a class to brainstorm answers to the following questions. Explain to students that these challenges may stem from financial vulnerabilities faced by members of our community. As not everyone is comfortable sharing these vulnerabilities, students have a responsibility to discuss and describe these challenges respectfully and with empathy.

What challenges do you think these communities face in powering daily life?
What happens when power is expensive?
What happens when power is unreliable?
What might be different for families, schools, businesses and clinics?

Find Out: Case study investigation

Step 1

Break the class into pairs or small groups. Distribute the two factsheets:

Students should read, discuss and compare the two case studies in their groups. Using the table on the Student Worksheet, students should compare the two case studies and respond to the questions below the table.

Step 2

Engage students in a class discussion around their case study investigations. Pose the following questions:

How are these case studies similar?
How are these case studies different?
How do these case studies make you think about energy equality?

Then invite students to suggest any questions they still have about these case studies. These questions could be used to guide further investigation or for students requiring extension.

Take Action: A proposal for improving energy systems

Step 1

Students will now work in pairs to create a proposal for improving energy systems in Borroloola or Mumathumburru/West Island. The proposal should be based on scientific knowledge, but must also consider cultural and community knowledge. For example, how can cultural and community knowledge generate the best scientific options for the community?

The proposal must address the following points (also available on the Student Worksheet):

Technical solution based on scientific knowledge (for example, clean energy technologies such as microgrid, solar upgrade, battery installation).
Ethical considerations (for example, how energy costs create and exacerbate inequalities and deprive people of the ability to live on their homelands).
Environmental impacts (such as the impacts of diesel versus clean energy technologies on climate change).
Social and economic benefits (for example, having more money for other needs).

Students can present their proposal as a two-minute spoken pitch or an infographic.

The following rubric can be used to guide students and for assessment (also available on the Student Worksheet):

	Great - 5 points	Fair - 3 points	Not yet - 0-1 point
Proposal	The proposal addresses all the required points clearly and comprehensively.	The proposal addresses most of the required points. Some required points could be clearer.	The proposal fails to address most of the required points. The information presented is confusing and doesn't relate to the required points.
Balancing scientific and cultural information	The information provided in the proposal is based on scientific knowledge. This knowledge complements cultural and community knowledge.	The proposal includes some scientific knowledge. More consideration could be given to cultural and community knowledge.	The information provided in the proposal lacks scientific knowledge. Little consideration is given to cultural and community knowledge.
*Pitch only	The pitch is interesting, engaging and clearly delivered. The pitch stays within the 2-minute time limit.	The pitch is interesting, but the structure is somewhat confusing. The pitch is a little too long or too short.	The pitch is confusing or incomplete. The pitch is far too long or too short.
*Infographic only	The text is clear with no spelling or grammatical errors. The graphics are relevant and complement the text. The overall design is engaging.	The text is mostly clear, though it contains some spelling and grammatical errors. Not all the graphics are relevant to the text. The overall design is somewhat engaging.	The text is unclear, with many spelling and grammatical errors. The graphics are relevant. The overall design is lacking engagement.

Step 2

If time permits, invite students to share their proposals. Consider the following questions:

Did students come up with similar solutions?
How did students balance scientific knowledge with cultural and community knowledge?
Which solutions stood out and why?

Reflection

Invite students to share their responses to the following question, either through discussion or in writing:

Is it fair for remote communities to pay the highest prices for the least reliable energy?

Remote Energy Systems - Borroloola and West Island

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson

Remote Energy Systems - Borroloola and West Island

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson