Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: The whisper chain

15 minutes

Find Out: Words that matter

30 minutes

Take Action: Video credibility

5 minutes

Reflection: Sharing is caring

Learning intentions

Students will:

understand how to source credible information
learn from community experts on clean energy.

Success criteria

Students can:

use topic-specific vocabulary
create an informative video on clean energy to share with multiple audiences.

Tune In: The whisper chain

Step 1

Ask students to sit in a circle. Whisper an ‘interesting fact’ to the first student, such as, ‘Scientists have discovered that wind turbines are causing global cooling by slowing down the Earth's rotation.’

This example works well as a provocation because it contains scientific-sounding language and absurd claims, and plays on existing misconceptions about renewable energy. It's specific enough to sound credible at first glance and creates an immediate "wait, what?" reaction that sparks curiosity.

Step 2

Ask students to pass (whisper) the "fact" around the circle until it reaches the final student. Request the last student to share what they heard.

This statement might transform into variations such as:

Wind turbines are changing the Earth's rotation.
Renewable energy is causing cooling.

Scientists found problems with wind power.

Step 3

Initiate a class reflection by asking students:

How did the message change?
What might this mean about information spread?
Why is it essential to spread accurate information about clean energy?
What are the positive impacts of clean energy knowledge?

Learning extension: Ask students to create a statement to be spread as a whisper. Ask them to predict some of the chain reactions from this statement.

Find Out: Words that matter

Step 1

As a class, watch the following video, which focuses on one of Australia’s largest community-owned solar farms in a region where the elected representatives oppose renewable energy (wind and sun).

Season 4 Ep4 GOOD NEIGHBOURS Goulburn NSW: “Communities + Solar Farms” (youtube.com/watch?v=nwYk9UOAXHQ)

Step 2

After viewing, encourage students to identify and discuss any language used within the video that may be considered fact and/or opinion, revisiting the skills and knowledge covered in the previous lesson.

Possible answers:

Language that may be considered factual	Language that may be considered opinionated	Mixed factual and opinionated language
• ‘We are in Goldin (Goulburn?), New South Wales.’ • ‘Ed is also one of the driving forces behind one of Australia's largest community-owned solar farms.’ • ‘On October the 22nd, 2020, we held the first public meeting in Goulburn.’ • ‘Within an hour, we had $500,000 pledged.’ • ‘We've now raised 3 mil[lion] from the local community.’ • ‘360 shareholders of the of the Cooperative’ • ‘A $400 investment is small.’ • ‘Whether you own 100,000 or 400 shares, you still only have 1 vote.’	• ‘It is very cool.’ • ‘Goulburn used to be known for the Big Merino and soon it's going to be known for the big renewables.’ • ‘This makes me emotional because it's an extraordinary story.’ • ‘That was beyond our wildest dreams.’ • ‘Bloody hell, what a wonderful community it is in which we live.’ • ‘It's so ethical it's ridiculous.’ • ‘Australia is about 30 years behind the rest of the world.’ • ‘Goulburn is probably about 30 years in front of the rest of Australia.’ • ‘We're very proud of it.’	• ‘All of our elected representatives at federal, state and local government level are vocally and actively against large renewable projects.’ • ‘I think they're representing a very loud minority of people who are against renewables.’ • ‘The Goulburn Community has been incredibly supportive and has put its money where its mouth is.’ • ‘Everybody knows renewable energy is the cheapest form of electricity.’ • ‘It shows that Goulburn is not a backward sort of country town.’

Learning opportunity: Encourage students to interview 3 school community members about the school and then use the transcripts to differentiate between factual statements and opinions. What patterns can they identify? Why do they think these patterns occurred?

Take Action: Video credibility

Step 1

Using the list below, model how to explore the website of an organisation that focuses on the clean energy sector. Identify to students how to:

look for author credentials and contact information
check for recent publication dates and regular updates
use fact-checking websites for verification
encourage critical thinking and questioning of claims
cross-reference information with multiple sources

Suggested organisations:

Australian Conservation Foundation - This organisation provides resources on understanding renewable energy sources.
Australian Renewable Energy Agency (ARENA) - This government organisation improves competitiveness and increases the supply of renewable energy in Australia.
Clean Energy Council - This organisation identifies resources on renewable energy sources like wind, solar, and battery technology.
CSIRO - This organisation discusses Australia's potential as a clean energy superpower and the benefits of renewable energy.
For Teachers for Students - This organisation offers facts about renewable energy sources used in Australia and lesson ideas.

Step 2

After modelling, briefly discuss the potential of renewable energy to protect the environment and support the economy. Invite students to explore 1 of the websites. Your students’ task is to source credible information from their selected website using their devices and note it on the Student Worksheet.

Step 3

Invite students to find a partner. In pairs, students write a short script using the activity sheet to film a short educational video similar to the one from The New Joneses example video above. Students will use the information they gathered from their website exploration in Step 2.

One student will be the interviewer, and the other student will be on camera as the interviewee. They will ask and respond to the following questions:

What is clean energy?
What are the benefits?
Why is it good for Australia’s future?
What are 3 facts about clean energy?

Follow your school policy on student-led video recording and the use of audiovisual materials.

Step 2

After modelling, briefly discuss the potential of renewable energy to protect the environment and support the economy. Invite students to explore 1 of the websites. Your students’ task is to source credible information from their selected website using their devices and note it on the Student Worksheet.

Step 3

Invite students to find a partner. In pairs, students write a short script using the activity sheet to film a short educational video similar to the one from The New Joneses example video above. Students will use the information they gathered from their website exploration in Step 2.

One student will be the interviewer, and the other student will be on camera as the interviewee. They will ask and respond to the following questions:

What is clean energy?
What are the benefits?
Why is it good for Australia’s future?
What are 3 facts about clean energy?

Follow your school policy on student-led video recording and the use of audiovisual materials.

Reflection: Sharing is caring

Students verbally discuss with whom they can share their informative videos, such as friends, family, sporting clubs, etc.

Spread the Word About Clean Energy

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

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