102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis
Assignment Contents

Original Lesson Plan .......................................... 2Error! Bookmark not defined.

Lesson Plan Analysis........................................................................................43
Modified Lesson Plan ........................................ Error! Bookmark not defined.7
Academic Justification ....................................................................................13
References ...................................................... 15Error! Bookmark not defined.
Learning Portfolio Web Link ............................ 16Error! Bookmark not defined.
Appendix…………………………………………………………………………………………………….17
 Original Lesson
Activity Introduction
Quick summary: This Changes Everything includes a book by Naomi Klein and film by Avi
Lewis. The texts join the dots between climate change, economic systems and the power of
community action. This lesson introduces students to the themes of climate change and
capitalism by viewing the This Changes Everything trailer. Students then explore the
connections between climate change and capitalism.
Learning goals:

 Students will recognise the tension that exists between

 economic growth and environmental challenges, especially climate
change.
 Students build their thinking and questioning skills.
 Students think critically about the themes presented in This Changes Everything.

21st century skills:

Advice for teachers: This unit is designed to help year 9 and 10 students to look critically at the idea of
how our economic system’s push for continual growth impacts both the environment and quality of life for all
people. Excerpts from the This Changes Everything book and documentary film are used as starting points
throughout the lessons to spark discussion, and to put a human face on complex issues through case studies
and in-depth analysis. Parts of this unit is suitable for the following learning areas: Geography, Economics and
Business, Civics and Citizenship, English and Environmental Science. These lessons can be used to integrate
the Cross-curricular priority of Sustainability into your learning area. Each lesson is designed to stand on its
own; you can easily pick and choose what learning activities best meet your curricular goals.

Australian Curriculum content descriptions:

Year 10 Science

 Global systems, including the carbon cycle, rely on interactions involving the biosphere,
lithosphere, hydrosphere and atmosphere (ACSSU189)

Syllabus outcomes: GE4-2, GE4-3, GE4-4, GE4-5, GE5-2, GE5-3, C5.2, C5.3, C5.4, EN5-
1A, SC5-12ES.
General capabilities: Critical and Creative Thinking, Ethical Understanding.
Cross-curriculum priority: Sustainability OI.1, Sustainability OI.2.
Relevant parts of Year 10 Science achievement standards: Students describe and analyse
interactions and cycles within and between Earth’s spheres.
Topic: Climate Change, Sustainability, This Changes Everything.
Unit of work: This Changes Everything.
Time needed: 45 mins.
Level of teacher scaffolding: Low – allow students to explore the topic independently.
Resources required: Laptops, device capable of presenting a video to the class – Film
clip: This Changes Everything trailer. Student Worksheet – one copy per student OR
computers/tablets to access the online worksheet.
Digital technology opportunities: Digital sharing capabilities.
Key words: Climate change, environmental health, economic growth, global economy, This
Changes Everything.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line
with changes to the Australian Curriculum.

Worksheets:
A full version of work sheet are provided in the appendix on page 16 or by clicking on the link
below:

file:///C:/Users/Rimah/Downloads/This_Changes_Everything_8211_Climate_Change_Versus_Capita
lism_8211_Years_9_038_10_Teacher_Worksheet.pdf

https://www.coolaustralia.org/worksheet-view/student_worksheet/51679/?access_key=

Sources:
This lesson has been obtained from Cool Australian Education website for full version of the lesson
please go to https://www.coolaustralia.org/activity/this-changes-everything-climate-change-versus-
capitalism-flipped-classroom-years-9-10/?login=yes
 Lesson Plan Analysis
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: Through the message of the worksheet video the students are to obtain
5 different opinions and beliefs. However, this changes everything, climate change versus
capitalism does not emphasize each individual aspect.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No, although there is a strong correlation between capitalism, and economics
5 in relation to Indigenous and Torres Strait educational issue.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: The lesson consists of different activities in which students are encouraged to
5 participate in several ways.

1.6 Strategies to support full participation of students with disability

1–2–3–4– Comments: Even there is a scope for this, especially within a school with a strong
5 educational inclusion program. The lesson does not demonstrate any knowledge and
requirement that supports students with disability

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: The outline of the lesson clearly states where the learning is up to and shows
5 its relevance to other lessons within the same unit and student’s prior knowledge.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: Overview of the lesson concept through informal oral questioning of students
5 and class discussions. Students personal reflection and experience in which the context of
critical thinking is advanced.

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: Multiple resources such as digital technology opportunities (laptops, online
5 worksheet) incorporating ICT such as quizzes, online recourses are available for students
which increases their engagement with the lesson outcome.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: the lesson consists of different sets of challenges that aims to encourage
5 student’s better understanding of the concept of climate change and capitalism.
 3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: there is a gradual presentation of the lesson concept through introducing
5 students’ prior knowledge and moving to a more profound understanding via the material
provided in the lesson.
3.3 Use teaching strategies
1–2–3–4– Comments: Although in the beginning and end of the lesson inquiry base learning are used
5 the rest of the lesson appears to be the teacher is leading strategies (banking concept)

3.4 Select and use resources

1–2–3–4– Comments: A wide range of resources have been illustrated including the use of ICT
5 however, considering that this is science lesson it is important to knowledge that the
resource been use gives the student an over view of the issues.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4– Comments: No integration of group work, all questions require individual response.
5 Grouping the student to answer the question may enhance student’s participation.
4.2 Manage classroom activities
1–2–3–4– Comments: the flow of the lesson provides a clear instruction for the teacher to establish
5 an organize and managed class.

4.3 Manage challenging behaviour

1–2–3–4– Comments: no specific instruction in containing challenging behavior are given especially
5 taking in count that there is no limitation of students’ number to attend the activity.

4.4 Maintain student safety

1–2–3–4– Comments: Even that the lesson targets a variety of subjects, there is no use of equipment
5 besides ICT that require students’ safety insurance.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: in the second part there are
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: Informal in the begging of the lesson the teacher gauged students existing
5 knowledge to assess their understanding. Also at the end by using student responses to
question in the work sheet.
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: Unspecific provided to students in form of class decision or to individual via
5 marking the worksheet.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: there are clear instructions and references in regarding student’s previous
5 knowledge about the topic. However, its essential in such complex topic to have solid
revision to main ideas surrounding the issues covered in activity.

1.2 Deep understanding

1–2–3–4– Comments: the oral conversion of teacher and the class provides the students with an
5 opportunity to demonstrate their understanding and opinions in relation to key concepts
of the lesson.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Although student’s reflection upon watching the trailer may allow for multiple
5 perspectives and assumptions it seems to be scaffold to obtain certain outcomes.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: inviting the students to critically think and explore the tension that exist
5 between economic growth and climate change definitely involve high order thinking.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Several terminologies are used in the lesson that can be categories as
5 metalanguage this includes capitalism, sustainability, global economy and global warming.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: throughout the lesson ongoing communication between the teacher and
5 students is observed. Small group discussions could promote better engagement.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Considering this lesson can be applied in different KLA. This lesson needs to be
5 more explicit to cover different ideas than related to main idea of the lesson.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Allowing the students to express their knowledge during class discussions
5 mentioned at the beginning and end of the lesson potentially creates an environment that
supports student engagement. illustrating class into group work may be more efficient in
engaging students toward learning.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: The lesson worksheet articulates high expectation in relation to critical issues
5 and how the question set ups students clear understanding.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Teacher starts the class conversation by rising different terms related to the
5 two-main concepts covered in the lesson. This in turn enhances student’s confidence to
shear their prior knowledge.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Most parts of the lesson are explicit where students are required to follow
5 certain activities. Minimal scope is given for student self-regulation.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: The lesson acquires two set of students’ performances, orally via class teacher
5 interaction and by filling the worksheet. Although the class conversation in the first activity
gives some freedom for students the rest of activities tend to enforce the student to specific
direction.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson appears to build on prior knowledge especially taking in account the
5 lesson summary that aims to structure students overall understanding of the unit outcome.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Some strong and valuated culture knowledge is recognized in the part B (clip).
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Clear integration of the lesson concept to be utilized into different curricular.
5 In relation to science
 3.4 Inclusivity
1–2–3–4– Comments: the term itself is not mentioned in the lesson however, there are scopes in
5 some element of the lesson to involve societies and cultures different to students especially
in the context related to capitalism and climate change.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Different sections emphasize the connection between the students in the
5 classroom and issues observed outside the world.

3.6 Narrative
1–2–3–4– Comments: narrative technique can be highly displayed through the class conversation or
5 the clip introduced in part B of the lesson.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 3.4 Select and use resources.
Islander students.
QT model
1) 2.5 Students’ self-regulation. 2) 3.3 Knowledge integration

Lesson Plan modification

Topic area: Science Stage of Learner: Stage 5 Syllabus Pages: ACSSU189

Understanding / Earth and space
sciences

Date: 9/05/2017 Location Booked: classroom Lesson Number: 3 /4

Time: 60 minutes Total Number of students Printing/preparation Laptops,

25 device capable of presenting a
video to the class – Film clip:
This Changes Everything trailer.
Student Worksheet – one copy
per student OR computers/tablets to ac
the online worksheet.
An online access to a quiz activity.
Hand out paper to students
group activity and group project.
 Outcomes
Syllabus outcomes
(CS5-ES13) Explains how
scientific knowledge about
global patterns of geological
activity and interactions
involving global systems can
be used to inform decisions
related to contemporary
issues.
ACSHE160, ACSHE194
Using scientific knowledge to
study certain approaches in
relation to interaction
between atmosphere,
biosphere, hydrosphere and
lithosphere.
LW2, section E
assess ways that Aboriginal
and Torres Strait Islander’s
cultural practices and
knowledge of the
environment contribute to
the conservation and
management of sustainable
ecosystems.
Cross Curriculum themes & General
capabilities
Organising ideas
Sustainability OI.1, OI.2.
1.The biosphere is a dynamic system providing conditions that
sustain life on Earth.
Assessment Students learn about Students learn to
Lesson assessment  Students will recognise
1. informal Students will have the the tension that exists
assessment students opportunity to revise between economic
are asked to join an previous lessons and growth and
online Quiz. incorporate their environmental challenges,
understanding into the especially climate change.
current lesson.  Students build their
2. Informal --Different aspects of the thinking and questioning
assessment students topic. skills.
are invited to share .  Students think critically
their understanding of about the themes
capitalism and global presented in This Changes
climate change team Everything.
used in the lesson.  Students will able to
3.Worksheet Formal enhance the awareness of
assessment student is Global complexity of the idea global change across the
asked to reflect on surrounding climate change. community.
changes everything  SC5-5WS produces a plan
clip. to investigate identified
Syllabus questions, hypotheses or
SC4-15LW, SC5-15LW problems, individually and
3. invite students to • explore ways that the collaboratively.
form groups of 3-4 to introduction of plant or  ST1-9ES identifies ways
extend their animal species, eg rabbits that people use science in
knowledge by applying and boneseed, has affected a their daily lives to care for
an investigation local ecosystem the environment and the
project. The aim for • participate in an Earth’s resources
students to research investigation to reduce the
the relation between effect of human activity on
each concept an environment, eg tree
discussed in the lesson planting in the school or local
and come up with environment
effective solution to
reduce global warming
and climate change
which can be present
in the next class. This
can be in the future
developed to
encounter not only the
classroom in fact the
school community can
benefit to learn about
the concept covered in
the lesson.
Explicit subject specific concepts and skills
This Changes Everything – Climate Change Versus
Capitalism is designed to help year 9 and 10
students to look critically at the idea of how our
economic
system’s push for continual growth
impacts both the environment and quality of life for
all people. Excerpts from the This Changes
Everything book and documentary film are used as

2. All life forms, including human life, are connected through
ecosystems on which they depend for their wellbeing and
survival. All life forms, including human life, are connected
through ecosystems on which they depend for their wellbeingParts of this unit is suitable for the following
and survival.
Time Teaching and learning
actions
Intro Part A:
5 introduction to the lesson.
Minutes Part B:
Revision of online quiz.
Example of Questions
1. Which of these natural events
affect the climate?
2. What does carbon intensity
measure?
3. How much has the atmospheric
amount of carbon dioxide risen
since 1900, causing climate change
4. Climate is
5. Which of the following gases
does not trap heat?
6. Carbon dioxide is the most
effective at trapping heat near the
Earth's surface
15
Minutes Part B: Capitalism and Climate
Change - What Do They have in
Common.
draw large Venn Diagram on the
board and label the left side
'climate change' and the right side
'capitalism' and ask student to
shear their accomplished
knowledge to fill the circles and
think critically about the common
them sheared by each.
Part C:
starting points throughout the lessons to spark
discussion, and to put a human face on complex
issues through case studies and in-depth analysis.
learning areas: Geography, Economics and Business,
Civics and Citizenship, English and Environmental
Science.All life forms, including human life, are connected through ecosys
for their wellbeing and survival.
Organisation Centred
T/S
Teacher: The teacher welcomes the students and explains Student
what they will be covering during class and what kind of
activities they will be doing. The teacher then invites each
student to pick a smart device and instructs the student
through the online web. The teacher then provides the
students with online pin.
Student: apply teacher instructions and log into the quiz.
Resources: online website; pin 6344616
https://create.kahoot.it/#user/9a9ada51-679c-4736-a97a-
7c5463d56fc4/kahoots/created
Teacher: Teacher
1. Invite students to share their knowledge on
climate change first, while you record keywords in
the appropriate side of the Venn Diagram. Some
examples of keywords might be: global warming,
floods, drought, carbon dioxide, weather, resource
use, coral bleaching, bush fires, carbon tax,
humans.
2. Ask the students to share their knowledge on
capitalism, recording keywords in the other side of
the Venn Diagram. This concept might be a bit
trickier for students, so use some of these
keywords to initiate conversation: profit, money,
private wealth, rich, poor, winners, loser,
consumption, stuff, resources, economic systems,
private ownership, humans.
3. Invite the student to add any term correlate with
both topics.
Student: Shear pervious knowledge in form interaction.
Resources:
Teacher:
20 1. This Changes Everything Set the connection to web site. After watching the clip
Minutes video initiate a discussion about the main message demonstrated
2. Climate Change Explained in the clip.
video and class Introduce students to the second video and Based on the
discussion. information in the video, allow the student to connect the
cause of climate change, power and environment
sustainability.

Student: watch the video and then reflect on the content

presented by making statement about the significance of the
issues.

Resources:
1. This Changes Everything - Global Trailer
(https://vimeo.com/137514489)
Teacher/ Student’s worksheet.
2. YouTube clip.
https://www.youtube.com/watch?v=ifrHogDujXw

5 Worksheet activity (appendix)
Minutes
Reflection
15 Part A: Traditional Fire
Minutes Management excerpt - Traditional
Knowledge and Climate Science
series.
LW2, section E
assess ways that Aboriginal and
Torres Strait Islander peoples'
cultural practices and knowledge of
the environment contribute to the
conservation and management of
sustainable ecosystems.
Part B:
Group projects:
Title
Climate changes and capitalism
reduction, new generation new
future.
ACSHE160, ACSHE194
Using scientific knowledge to study
certain approaches in relation to
interaction between atmosphere,
biosphere, hydrosphere and
lithosphere.
Teacher: Students
Direct student to the questions on the Student Worksheet.
These questions are designed to encourage students to dig
deeper into the themes presented in the trailer and for
students to think about their personal reaction to the
themes presented in the clip.
Student:
Relating to content covered in the lesson students asked to
response to questions in the worksheet.
Resources:
printed worksheet provided by the teacher.
Teacher: Students
Part A drag student’s attention to explore Aboriginal
people’s own justification and perspective around climate
change. Students are acquired to watch a video that explains
how Aboriginal people are justifying a core element in their
culture (cool fair technique) to reduce carbon effect on the
environment
Part B - To establish a long-term engagement from students
teacher may elevate this class to next level by forming the
class into groups. Inviting student to choose a them
presented in the lesson and develop a project that give them
a sense of ownership this project then can be presented at
the end of the unit.
Student take a chance to produce a project that aims to
introduce existing or creating and inventing an approach to
reduce carbon emissions or any other sources that have a
significance influence on climate change.
Resources:
Part A- YouTube clip
https://www.youtube.com/watch?v=gLzzLQFKhwc
Part B – project details to each group hand in by the teacher.

Conclusion Teacher:

Student:
Resources:
 Reflection
What have I learned about the teaching and learning process when preparing this lesson?

During evaluation of the lesson plan I found it riveting to incorporate two elements into the
modified lesson. The first component is to include Aboriginal culture and perspective towards
climate change and capitalism. However, finding the resources that emphasize Aboriginal act
was extremely difficult and time consuming. Many research papers and media contexts
demonstrate nature relation and not necessarily indicate how Aboriginal people deal with
today’s nation stress in relation to climate change. In contrast integrating ICT into the lesson
was much easier especially considering many forms of learning in delivered via ICT.

The next challenge was to achieve a learning plan capable of targeting a different style
learner. Since this lesson is designed for stage 5 science it was crucial to consolidate a lesson
plan in which variety of activities are introduced to achieve student’s engagement, self-
regulation and sense of ownership.
Upon reflection, I found this assignment comprises many challenges however, after
completion I become aware to critically evaluate different aspects of any given topic I may
teach in future. Moreover, it allowed me to understand the most efficient way to
demonstrate the standard and quality teaching model into profound teaching practices.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC5-5WS produces a plan to investigate identified questions,
hypotheses or problems, individually and collaboratively
SC5-8WS applies scientific understanding and critical thinking
skills to suggest possible solutions to identified problems
ACSHE160, ACSHE194 Uses scientific knowledge to study certain approaches in
relation to interaction between atmosphere, biosphere,
hydrosphere and lithosphere.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

Certainly, the lesson activities are mainly based in the class. The only risk factor that may
arise is un safe use of ICT. Therefore, it is essential that all students follow appropriate safety
procedures when using ICT equipment.
Academic Justification
This Changes Everything – Climate Change Versus Capitalism (Cool Australia, 2017). The lesson
provides an inclusive structure to build students learning and understanding of complex issues our
nation face. However, observing the Australian Professional Standard for Teachers (AITSL, 2016) there
is scope for some improvements. Standard 1.4 (Strategies for teaching Aboriginal and Torres Strait
Islander students). As argued by (Keddie, Gowlett, Mills, Monk, & Renshaw, 2012) there has been a
significant awareness across Australian education and Australian Assessment Reporting Authority
toward Aboriginal culture. This is highly recognized in culture inclusion section of the national goals
for education framework. Predominantly the framework in which the educational system is required
to evaluate the historical aspects of Aboriginal people. In addition, implanting appropriate
understanding of the culture practice in young students via integrating Aboriginal context across
teaching practices (Keddie, Gowlett, Mills, Monk, & Renshaw, 2012).

Aikenhead (2001) Pointed out that there are a high number of Indigenous student who withdraw from
school before reaching year 11 due to experiencing alienation and discouraged and event if the
student continued in school they often show resistance to education (Aikenhead, 2001). To minimize
such dilemma, it is important that school community builds strong culture collaboration across school
community and more specifically in class practices. This can be applied via integrating culture
perspective into class content (Harrison, & Greenfield, 2011). Furthermore, the teacher needs to be
explicit in a way they deliver the content to students from non-dominant culture and able them to
engage and apply learning skill. Rahman (2013) demonstrated the results from a study conducted by
Hudspith (1996). The study indicated that when the teacher works effectively and efficiency in the
way she advanced and supports Aboriginal student and their culture within class activity. The
consequences from this act showed to dramatically improve students’ academic achievement
(Rahman 2013). Indeed, the use of the video in the lesson may influence the sense of belonging from
non-dominant culture. It may also promote an appropriation from dominant culture student toward
Aboriginal act to save the climate.

The second element was also used very superficially in the original lesson. Standard 2.6 (Information
and Communication Technology ICT). Although the lesson contains a very condensed and formative
video clip hooking student thinking about the main terms used in the lesson. Such complex issues
require multiple ICT to achieve student understanding and confident of reaching lesson outcomes.
researchers suggested that using ICT as a tool in moderate manner contribute positive outcome and
high academic achievement (Skryabin, Zhang, Liu, & Zhang, 2015). Therefore, involve students in
multi-model online activity will help them think deeply and critically to establish sense of ownership.

The last two modification applied to standard 2.5 (self-regulation) and 3.3 (knowledge integration). In
respect to NSW quality teaching model (Gore, 2007; Ludwig & Gore, 2003) the improvement was
essential to enhance long-term intellect responsibility toward our climate as individual whom act may
have an influence on the whole nation.

Allowing students to take the lesson to next level where they will able to add new concept or modify
the existing one. Students will also able to drive their own learning and organising their ideas into
schemas. Using project based learning students will capable of driving their own learning style, use
multiple resources, become more proficient communicators and more importantly students will utilise
hypothesis and illustrate problem solving ability. This aspect is pronominally impotent in this the
lesson, therefore, it is crucial that each group is given the freedom to choose the area of investigating
that are highly compatible with their learning strategies. According to (Cheema & Kitsantas (2014)
learning style of students correspond to individual’s preference of learning strategies. As results
students acquire to obtain an understanding of learning styles and self -regulation (Cheema &
Kitsantas, 2014). In reference to modified lesson, students should be invited into environment where
they can engage with learning and relates their acquisition of competence, plan the resource and
conveyed their learning outcome the way they prefer

In conclusion, the original lesson plan provides the students a comprehensive into the topic of climate
change and how human activity negatively impact the environment across the nation. The lesson
achieved scaffolding most of the standard comprised in the Australian Professional Standards for
Teachers and the Quality teaching model. However, the original lesson seems to lack incorporating a
few standards from both sections. The modification of the lesson enables structuring the lesson in the
way it becomes more compatible with the standards. In addition, modification will enhance students
from different culture and learning style to engage and gain effective long term environment
evaluation.
References
Aikenhead, G. (2001). Integrating Western and Aboriginal sciences: Cross-cultural science
teaching. Research In Science Education, 31(3), 337-355.
http://dx.doi.org/10.1023/a:1013151709605

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

BOSTES. (2016). Learning across the curriculum. http://syllabus.nesa.nsw.edu.au/science/science-

k10/learning-across-the-curriculum/.

Cheema, J., & Kitsantas, A. (2014). Predicting high school student use of learning strategies:
the role of preferred learning styles and classroom climate. Educational Psychology,
36(5), 845-862. http://dx.doi.org/10.1080/01443410.2014.981511

Cool Australia. (2017). This Changes Everything – Climate Change Versus Capitalism. Cool Australia.
Retrieved 8 May 2017, from https://www.coolaustralia.org/activity/this-changes-everything-
climate-change-versus-capitalism-flipped-classroom-years-9-10/?login=yes

Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge
and perspectives in classroom pedagogies. Critical Studies In Education, 52(1), 65-76.
http://dx.doi.org/10.1080/17508487.2011.536513

Keddie, A., Gowlett, C., Mills, M., Monk, S., & Renshaw, P. (2012). Beyond culturalism:
addressing issues of Indigenous disadvantage through schooling. The Australian
Educational Researcher, 40(1), 91-108. http://dx.doi.org/10.1007/s13384-012-0080-x

Ludwig, J. & Gore, J. (2009). Quality Teaching in NSW public schools: A classroom practice guide.
http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf.

Rahman, K. (2013). Belonging and learning to belong in school: the implications of the hidden
curriculum for indigenous students. Discourse: Studies In The Cultural Politics Of
Education, 34(5), 660-672. http://dx.doi.org/10.1080/01596306.2013.728362

Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage
influence student achievement in reading, mathematics, and science. Computers &
Education, 85, 49-58. http://dx.doi.org/10.1016/j.compedu.2015.02.004
Learning Portfolio Web Link
http://reyom.weebly.com/

‘
Appendix

This Changes Everything – Climate Change Versus Capitalism –

Years 9 & 10

Teacher Preparation
Overarching learning goal: Student increase their
understanding of the terms 'capitalism' and 'climate change'
and explore the relationship between the two concepts.

Teacher content information: This Changes Everything

explores the complex relationship between humans and our
environment, and in particular how our economic system’s
push for continual growth impacts both the environment and
quality of life for all people. Both the book and the film
present powerful portraits of communities on the front line of
both fossil fuel extraction and the climate crisis it is driving,
from Montana’s Powder River Basin to the Alberta Tar Sands, from the coast of South India
to Beijing and beyond.

This Change Everything is a vehicle to discuss the climate crisis as an opportunity; an

opportunity for a new economic model that accounts for both people and the planet in a
just and sustainable way. It is through this context that the possibilities for hope and
optimism amidst the climate crisis are explored. Teachers and students are critical to this
conversation. After all, it will be young people who will inherit the world we have created,
who will become the leaders tackling the many challenges and who will reinvent a different
future.

This Changes Everything - Global Trailer (https://vimeo.com/137514489)

Additional information:

This Changes Everything - Welcome message

About This Changes Everything
This Changes Everything - Using these lessons
This Changes Everything - Resources

To arrange for a screening of the This Changes Everything movie, please click here. The
book is available to purchase here.
Teaching sequence
15 minutes - Part A: Capitalism and Climate Change - What do They Have in Common?
20 minutes - Part B: This Changes Everything

10 minutes - Reflection

Work through this resource material in the following sequence:

Part A: Capitalism and Climate Change - What do They Have in

Common?
Preparation: Before watching the This Changes Everything trailer in Part B it is important to
establish students' prior knowledge of capitalism and climate change. You can use the
following activity to quickly gauge individual students' knowledge and provide feedback
about the entire class's level of understanding of climate change and capitalism.

Step 1. This activity involves whole class teaching time. Draw a large Venn Diagram on the
board and label the left side 'climate change' and the right side 'capitalism' (see example
below). Ask students to spend a minute recalling where they have heard these terms and
what each might relate to. Encourage students to adopt an open mindset, meaning that
they are to think openly and that there's no right or wrong answer at this stage.
Step 2. Invite students to share their knowledge on climate change first, while you record
keywords in the appropriate side of the Venn Diagram. Some examples of keywords might
be: global warming, floods, drought, carbon dioxide, weather, resource use, coral
bleaching, bush fires, carbon tax, humans.

Next, invite students to share their knowledge on capitalism, recording keywords in the
other side of the Venn Diagram. This concept might be a bit trickier for students, so use
some of these keywords to initiate conversation: profit, money, private wealth, rich, poor,
winners, loser, consumption, stuff, resources, economic systems, private ownership,
humans.

If required, you may want to share the following definitions of both terms with your
students:

Step 3. Ask students if there are any commonalities or overlaps between the two terms
and add them to the overlapping center of the Venn Diagram. For example, do any of the
keywords appear on both sides of the Venn Diagram? There may be other keywords that
occur to students that you can add. Some examples might include: humans, systems,
change, resources, carbon emissions.

Hot tip: Repeat this activity at the end of the unit to assess students' understanding.

Part B: This Changes Everything

Step 1. As a class watch the trailer of This Change Everything. This can also be found on the
Student Worksheet.
This Changes Everything - Global Trailer (https://vimeo.com/137514489)

Step 2. As a class, reflect on the trailer by inviting students to shout

out single words that represents how they feel after watching the trailer.

Step 3. Next, direct student to the questions on the Student

Worksheet. These questions are designed to encourage students to dig deeper into the
themes presented in the trailer and for students to think about their personal reaction to
the themes presented in the clip.

Reflection
1. Invite students to complete the 'Connect Extend Challenge' routineon the Student
Worksheet. This routine helps students make connections between the concepts of
climate change, capitalism and the trailer of This Changes Everything. Ask students to
respond to these three questions (also available on the Student Worksheet):

How is the clip connected to climate change and capitalism? What new ideas
extended or pushed your thinking in new directions?
What is still challenging or confusing for you? What questions do you have?

2. Repeat Part A: Capitalism and Climate Change - What do They Have in Common?
the end of the unit to assess students' understanding.

Take it further/Extension
1. This tuning in lesson is designed to establish prior knowledge andhook students into
the the themes of the This Changes Everything Unit. Select other lessons from the Finding
Out Lessons to support students to discover more themes.

2. Arrange a screening of This Changes Everything at your school. This is a great way to
raise awareness in your local community and connect with parents and local businesses.
Encourage your students to organise the screening: this gives students a sense of
ownership and helps them to develop their project planning skills. Often when students
have been involved in raising awareness of issues they feel passionate about, they feel
more empowered to take action later in life. Follow this lesson plan: How to Make Change.
This Changes Everything – Climate Change Versus Capitalism –
Years 9 & 10

Thought starter: To change everything, do we

need everyone to change?

This Changes Everything - Global Trailer (https://vimeo.com/137514489)

After watching the clip, answer the following questions:

1. In your own words, describe what you saw in this clip:

2. What does this clip make you think about?

3. Do the themes presented in the clip relate to your own life? If yes,which themes?

4. In the context of this film, what do you think of the statement:

"Change, or be changed"?

5. If you could reinvent a different future, what would it look like?

 6. In the trailer Naomi Klein says: “'Ive spent six years wanderingthrough the wreckage
caused by the carbon in the air, and the economic system that put it there”. In what
way was it our economic system that caused carbon to be put in the air?

Reflection
Again consider the clip you watched earlier and complete the 'Connect Extend Challenge'
questions below:

What is still challenging or confusing for you? What

questions do you have?

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3.
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