Lesson summary
Students will respond to statements about clean energy by reflecting on their individual viewpoints and possible origins. They will use role-play to rehearse and practise the skills required to participate in open diplomatic discussions, and apply these conventions to participate in a scaffolded debate on clean energy.
Learning intentions
Students will:
- identify their own viewpoints, and where they come from, in relation to clean energy
- organise information and participate in democratic discussion through a scaffolded debate.
Success criteria
Students can:
- use conversation tips for conversing about the climate
- represent different stakeholders in the community.
Lesson guides and printables
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
- communication
- community engagement
- empathy
- enterprise
- ethical understanding
- social skills
Curriculum Mapping
Australian Curriculum (v9.0) content description:
Year 5, HASS
Students learn to:
- present descriptions and explanations, drawing ideas, findings and viewpoints from sources, using relevant terms and conventions (AC9HS5S07).
Year 6, HASS
Students learn to:
- present descriptions and explanations, drawing ideas, findings and viewpoints from sources, using relevant terms and conventions (AC9HS6S07).
Relevant parts of Year 5 HASS achievement standards: Students select ideas and findings from sources and use relevant terms and conventions to present descriptions and explanations.
Relevant parts of Year 6 HASS achievement standards: Students select and organise ideas and findings from sources and use a range of relevant terms and conventions to present descriptions and explanations.
NSW Syllabus outcomes:
A student:
- creates written texts to communicate ideas and understanding about people, places and events of the past and the present (HS3-CWT-01).
General capabilities: Critical and Creative Thinking, Digital Literacy, Literacy, Personal and Social Capability
Cross-curriculum priority: Sustainability
Level of teacher scaffolding: High - the teacher will be required to scaffold and facilitate a debate between students.
UN Sustainable Development Goals
- 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
- Role-play guide activity sheet
- Tips for talking about clean energy poster
- Pens
- Sticky notes
- Timer
Additional Info
Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.
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