The Reality of Clean Energy Adoption

The Reality of Clean Energy Adoption

Lesson 2 of 4 in this unit

  • Secondary
  • Year 9 - 10
  • Science
  • Human Endeavour
  • Environmental
  • Energy
  • ...

Lesson summary

Students will identify the barriers and strategies to adopting clean energy. They will explore and analyse real-world case studies of Australians invested in clean energy adoption. Students will create a scientific communication piece to summarise their findings.

Learning intentions:

Students will...

  • investigate barriers to adopting clean energy practices
  • report the progress of communities that are overcoming these barriers.

Success criteria:

Students can...

  • identify social, economic and political barriers to clean energy adoption
  • write a scientific communication piece about the reality of clean energy adoption.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info
Timeline of Unleaded Petrol Activity Sheet

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

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

  • critical thinking
  • collaboration
  • communication
  • community engagement
  • digital literacy
  • global citizenship

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 9, Science

Students learn to: 

  • analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society (AC9S9H03).

Year 10, Science

Students learn to: 

  • analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society (AC9S10H03).

Relevant parts of Year 9 Science achievement standards: Students analyse the different ways in which science and society are interconnected.

Relevant parts of Year 10 Science achievement standards: Students analyse the key factors that influence interactions between science and society. 

NSW Syllabus outcomes:

A student:

  • evaluates current and alternative energy use based on ethical and sustainability considerations (SC5-DIS-01).

General capabilities: Critical and Creative ThinkingDigital LiteracyLiteracyPersonal and Social CapabilityEthical Understanding 

Cross-curriculum priority: Sustainability 

Level of teacher scaffolding: Medium - the teacher will be required to facilitate class discussions.

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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