Home > Levels >

Years 11-12

Crafted for students in their final years of schooling, aged 16-18, these lessons will inspire young people to learn about, and connection with, environmental management of their local environment and waterways. The lessons are spread across different subjects of learning are supported with a screening of a film which serves as a case study and entry point into the learning of the themes within the film.

The Oyster Gardener

4hrs

The Oyster Gardener Media Studies

Engage your students in the film production process by watching the short documentary 'The Oyster Gardener'; a film about a Year 12 student and aspiring marine biologist, Jolie, who becomes involved in an oyster reef restoration project in her local river. Your students will also learn about how sustainability impacts all areas of productions.

Rachel's Farm

4hrs

Rachel's Farm (Secondary years 7-12)

Rachel’s Farm offers an exciting opportunity to engage students in learning about solutions to climate change, the importance of biodiversity, soil health, regenerative agriculture, farming, health and our food system - and the links between them all!

Food Security And Urban Farming – Geography – Years 9&10

1hr 38mins

Food security and urban farming (UK)

In this lesson, students will be immersed in, and connect with, the documentary film 2040, focusing on the topics of food security and urban agriculture. Students will explore the concept of food security by participating in a guided discussion around a food security video clip. They then explore the practice of urban farming as one solution to current and future food security challenges. Students will identify a potential site for an urban farm in their area, creating a proposal for this project to share with the class.

Food Security – Geography – Years 8&9

1hrs

Food security (UK)

In this lesson, students will be immersed in, and connect with, the documentary film 2040, focusing on the topics of food security. Students begin this lesson by looking at a range of future foods and thinking about why these foods may be popular in the future before being introduced to the topic of food security. Students participate in a jigsaw activity to share their research on key factors relating to food security. They then work collaboratively to develop an idea for ensuring food security for their community into the future and present their ideas to the class.

Sustainable transport and scatterplotts_year 11_option 1

3hrs

Sustainable transport and scatterplots (UK)

In this lesson, students will view excerpts from 2040 then access and evaluate statistical reports in the media and other places about sustainable transport of the future, and they will use the data to construct scatter plots, make comparisons and draw conclusions.

Solutions To Climate Change – Science – Year 10

2hrs 32mins

Exploring the themes of 2040 (UK)

In this lesson, students will be immersed in and connect with the documentary film 2040. Students begin by clarifying the key terms used in the 2040 documentary. They then work in groups to investigate some of the challenges for our future as identified in the documentary (including energy, transport, and food production). Students undertake research into their assigned challenge and then share their findings with the class. They then work in groups to brainstorm solutions to their challenge. Finally, students are invited to watch and reflect on the 2040 documentary film.

Tuning into the documentary_Years 7-11

1hrs

Tuning into the documentary (7-11, UK)

In this lesson, students will be immersed in and connect with the documentary film 2040 – it is a great lesson to conduct before watching the documentary in full.

Sustainable transport and scatterplotts_year 11_option 1

2hrs 57mins

Sustainable transport and scatterplots (US)

In this lesson, students will view excerpts from 2040 then access and evaluate statistical reports in the media and other places about sustainable transportation of the future, and they will use the data to construct scatter plots, make comparisons and draw conclusions.

Girls for the planet_maths_year 10

2hrs 19mins

Girls for the planet (US)

In this lesson, students will investigate the environmental benefits that arise from empowering women and girls. They will access statistics about the education of women and represent this data using back-to-back stem and leaf plots and histograms.They will also undertake an action that will inform the school community about what they have learned or how they can support the empowerment and education of girls around the world.

Educating Girls Doughnut

1hr 40mins

Doughnut economics case studies (US)

In this lesson, students will revise features of the circular flow and Doughnut Economic models from the previous lesson, 2040 – Comparing Economic Models – Economics – Grades 8 – 12, before exploring a real-world example of Doughnut Economics in action. Students will have the opportunity to investigate one of the five solutions presented in the 2040 feature documentary.

Comparing Economic Models – Economics – Years 9&10_option 1

1hrs

Comparing economic models (US)

In this lesson, students will explore the traditional circular flow economic model and evaluate the factors of the economy that are not considered. Students will then explore an alternative framework, as examined in the film, 2040 – ‘Doughnut Economics’. They will evaluate the similarities and differences between the two models.

Making Persuasive Speeches – English – Years 9&10

2hrs

Making persuasive speeches (US)

In this lesson, students will examine a persuasive text structure and apply it to the empowerment of women and girls. Students will be introduced to Monroe’s Motivational Sequence and will then create their own texts, utilising this structure, about the empowerment of women and girls.

1
2