Weather Makers - Creating a shared climate future

Australian Curriculum content descriptions:

Year 9 Science:

• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)
• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Year 9 English:

• Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
• Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
• Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
• Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
• Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 Science:

• Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Year 10 Geography:

• The human-induced environmental changes that challenge sustainability (ACHGK070)
• The environmental worldviews of people and their implications for environmental management (ACHGK071)
• The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
• Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
• Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)

General capabilities: Critical and creative thinking, Personal and social capability, ICT capability.

Cross-curriculum priority: Sustainability OI.3, OI.5.

Time required: 60 mins.

Level of teacher scaffolding: Low – oversee activity.

• Internet
• Student Worksheet

Cool Australia would like to acknowledge:

• Tim Flannery
• David Harding, Rose Iser, Sally Stevens
• Text Publishing and Purves Environmental Fund
• Climate Council