Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: A change in energy

20 minutes

Find Out: Energy sources through time

25 minutes

Take Action: The future of energy

5 minutes

Reflection: Think, pair, share

Learning intentions

Students will:

explore the history of energy use globally
understand how shifts in energy sources have influenced societal and environmental changes over time.

Success criteria

Students can:

create a timeline of energy use
reflect on personal choices on energy usage and what Australia’s energy landscape may look like in the future.

Tune In: A change in energy

Step 1

Ask students to sit in a circle. In the middle of the circle, place 3 or more pictures of items, such as a fan, a plant, and a toy car. Initiate a discussion by asking students what these 3 things have in common.

Depending on student answers, you may need to provide a hint such as ‘they all use something’.

Step 2

Explain to the students that each of these things uses energy. Direct students to turn to their elbow partner and use the thinking routine Think, Pair, Share to discuss the types of energy they use in their everyday lives.

Step 3

Pose this question to the class:

Is the energy we use today any different from what our ancestors used? If so, how and why?

Invite students to share their responses with the class. Explain to students that how we produce and use energy has significantly changed throughout history.

Find Out: Energy sources through time

Step 1

Watch the following video with students

An overview of Australia’s energy network (youtube.com/watch?v=taB2_zI7qVc)

Step 2

After viewing, reinforce to students that different energy sources are used in Australia, starting with First Nations energy practices and moving through wood, coal, oil, gas, and renewable sources.

You may like students to discuss how they believe the change in sources has impacted society and the environment, and where their beliefs may have come from. Allow students to question and challenge each other on the credibility of these beliefs.

Step 3

Using the first element of the thinking routine, Projecting Across Time (https://pz.harvard.edu/sites/default/files/Projecting%20Across%20Time.pdf), give each student a copy of the activity sheet. Their task is to create a timeline of Australia’s energy history. They will require scissors to cut out each card to make their timeline on a piece of poster paper or workbook.

Each box of the activity sheet includes a photo, a key event (such as the discovery of coal), approximate dates, and examples of this energy source’s usage in everyday life.

Take Action: The future of energy

Step 1

Using the second element of the thinking routine, Projecting Across Time (https://pz.harvard.edu/sites/default/files/Projecting%20Across%20Time.pdf), initiate a class brainstorm using a whiteboard. Ask students to imagine what Australia’s future energy landscape may look like.

Step 2

Add student responses and insights to the whiteboard as they contribute to the discussion. To generate critical and creative thinking from your class, use the following sentence starters:

Energy sources

In the future, Australia's energy might come from...
Imagine if we could harness energy from...
What if every home had its own...

Technology

Picture a city where all the buildings are powered by...
In 50 years, our cars might run on...
Imagine if we could store energy in...

Environment

How might climate change affect Australia's energy needs?
What if we could turn environmental challenges into energy opportunities?
Imagine a world where energy production has zero impact on...

Innovation

What if we could generate energy from...
Imagine a device that could convert... into usable power
What new energy technologies might be invented by...

Lifestyle

How might our daily lives change if energy was...
Imagine if every Australian household could...
What if energy was as easy to share as...

Challenges

What energy problems might we face in the future?
How could we overcome the challenge of...
Imagine solutions for powering remote areas using...

Learning support: Provide additional scaffolding during the timeline activity and group discussions.

Step 3

Allow students 2 minutes to read through all responses on the whiteboard. Next, provide students with sticky notes. Instruct students to write a short personal pledge on their sticky note on how they plan to contribute to sustainable energy practices.

Select an area of the classroom where students can display their personal pledges!

Learning extension: Have students add their predictions for future energy sources to their digital timelines. Encourage research into specific aspects of Australia's energy history or future possibilities.

Reflection: Think, pair, share

Recap the key points of the lesson. Ask students:

What surprised you about the history of energy use in Australia?
How do you think our energy use will change in the future?
What can we do to ensure a sustainable energy future?

The History of Energy Use in Australia

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The History of Energy Use in Australia

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