Understanding Different Viewpoints

Understanding Different Viewpoints

Lesson 3 of 3 in this unit

  • Primary
  • Year 5 - 6
  • Humanities and Social Sciences
  • Civics and Citizenship
  • Environmental
  • Energy
  • ...

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

Lesson Plan
Teacher Content Info
Clean Energy Talking Tips Poster
Role-Play Guide 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
  • 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 ThinkingDigital LiteracyLiteracyPersonal 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

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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