Wind farm: Cool solutions


Copyright Education Services Australia

Resource title: Wind farm: Cool solutions

Digital resource identifier: L1341

Resource description
This learning object explores the historical context of human rights in Australia and how they have been upheld.

Stage of schooling: Lower Secondary

CCE focus: Government and Law 


Students use the information provided in the learning object to gather facts and opinions from a range of community members. They will look at the relationship between energy options, global warming and climate change and will consider issues of ecological sustainability, economic development, social responsibility, lifestyle and visual impact.

Opportunities for Civics and Citizenship learning

‘Wind farm: Cool solutions’ provides opportunities for students to:

  • explore a range of energy options and consider different views about the use of these energy sources

  • identify groups who are actively raising awareness about protesting against climate change and global warming and find out what they say

  • research current government policy about climate change and global warming

  • discuss the role and responsibility of the community in terms of addressing climate change

  • establish their own viewpoint in relation to issues around climate change and global warming. 

Ideas for the classroom

  • Divide the class into three groups and explain that each group will be exploring an energy option for the township of Hinton. (Group A is studying wind power, group B is studying solar power and group C is studying coal power.)

  • Each group is to nominate a scribe and a presenter.

  • Provide each group with a large sheet of paper and ask them to write issues. Suggest that they spread the issues around the page, allowing some space around each issue.

  • Ask groups to make notes about each issue. Notes can include, for instance, whether they think it is an important issue or not, the positives and negatives for each issue and the people who are affected by the issue.

  • Ask each group to present their findings and then vote as a class for the preferred energy option.