Wind farms
Focus Questions
1.
2.
3.
4.
5.
6.
7.
Illustrate an aspect of the BtN story.
How do most power plants generate electricity?
How do wind farms work?
What are the disadvantages of wind farms?
What is a renewable resource?
What are the advantages of wind farms?
Why are some people opposed to wind farms? Explain whether you think it is
a sound argument.
8. Would you be happy to have a wind farm close to your house? Explain your
answer.
9. Should more effort be made to harness energy from alternative sources? Why
or why not?
10. What do you understand more clearly since watching the BtN story?
EPISODE 21
11TH AUGUST 2009
Learning Area
Science
Key learning
Students will
explore the
significance of
wind power as an
energy source.
Is wind power essential to our future?
Begin with a class discussion about different energy sources. Create three headings;
fossil fuels, renewable and nuclear. Ask students to brainstorm what they know
about each including the impact on the environment.
Ask students to write what they think the meaning of each of the following
word/phrase is:






Fossil fuels
Climate change
Renewable energy source
Wind farm
Generator
Turbine
Swap definitions with a partner and ask them to add to or change the definition.
Check these against the dictionary definition or another source. Ask students to
write a summary of the BtN story using all the key words.
Students find out how a wind turbine works at the following interactive
http://www.windpower.org/en/kids/intro/build.htm Create a short information
report explaining how wind turbines work and include details of factors that affect
their performance.
Working in groups of 3-4, ask students to revisit the BtN story (watch the story
online or use the transcript from the BtN website). What issues were raised in the
story? Who is affected? How could the effects be reduced or minimised? There are
© ABC 2008
.
some relevant web links at the end of this activity to support students with their
research. The groups’ findings can be published in one of the following ways:




Oral presentation
Short video
Desktop publish
Mind map
Reflection
Has your thinking about alternative energy sources changed? Explain your answer.
Further investigation
Develop an argument either for or against one of the following statements:
Wind power is essential to our future.
Wind farms are aesthetically attractive.
More effort should be made to harness renewable energy sources.
 Related Research Links
ABC Stateline – Bungendore’s winds of change
http://www.abc.net.au/stateline/act/content/2006/s2630531.htm
ABC Science – Smart wind turbines to change shape
http://www.abc.net.au/science/articles/2009/05/27/2582065.htm
New South Wales Department of Planning – Capital Wind Farm
http://majorprojects.planning.nsw.gov.au/files/24989/B1%20CWF%20Project%20
Community%20Brochure%20March%202005.pdf
Wind power – Assemble a wind turbine
http://www.windpower.org/en/kids/intro/build.htm
Kidcyber – Wind energy
http://www.kidcyber.com.au/topics/windenerg.htm
Energy Australia – Wind – Energy kids
http://www.energykids.energyaustralia.com.au/renewable_energy/wind
Bag ban
© ABC 2008
Plastic supermarket shopping bags have now been
banned in South Australia but will other states
follow?
EPISODE 11
Focus Questions
1.
2.
3.
4.
5.
Where in Australia have plastic supermarket bags been banned?
What are the advantages of plastic bags?
How many are used in Australia each year?
Why were they banned?
Draw a picture that shows the environmental impact plastic shopping bags can
have.
6. What is the argument for paper bags not being the main alternative to plastic?
7. What are the alternatives for shoppers where plastic bags have been banned?
8. What are the disadvantages of the ban?
9. Do you think there should be a ban on plastic bags?
10. What do you think should happen next?
12TH MAY 2009
Learning Area
Society and
Environment
Key learning
Students will
explore the pros
and cons of
banning plastic
supermarket bags.
Should supermarket plastic bags be banned?
Students will be exploring the pros and cons of the plastic supermarket shopping
bag ban and developing an argument for or against the ban. Divide the class in half
– those speaking in favour of a ban and those speaking against the ban. Begin with
a class brainstorm about the advantages and disadvantages of plastic supermarket
bags. Ask students to brainstorm the alternatives and the pros and cons of each.
Record their responses. In addition to the questions raised from the brainstorm,
students can use the following key questions to guide their research:

How much pollution is caused by supermarket shopping bags?

What is the impact of other plastic products and packaging on the
environment?

What is the environmental impact of the alternative shopping bags?

Is the issue the plastic bag or the way it’s handled, disposed of and
recycled?
Encourage students to think about how they record information when researching
using the internet. Some different strategies include:
 a plus, minus and interesting chart (helps students to organise information
using a more structured approach)
 skinny notes (record key words and then use these to rewrite the
information in their own words)
 Inspiration software using the RapidFire organiser (key words can be
recorded during the research process then rewritten in the student’s own
words)
© ABC 2008
.
When students have completed their research, ask them to list their arguments in
point form on paper. When they have done this, ask them to choose the five best
points that will form the basis for their debate.
Students will write in point form, their debate on cards that fit into the palm of their
hand. Their debate needs to have an introduction (introducing the topic), middle
(five main points) and a conclusion (restating their position). They can then debate
the topic with another student.
Reflection
Ask students to think about how difficult it was to think of arguments to support
their case. Do they think they could have created a stronger argument if they were
speaking for the opposing view?
Further investigation
Find out what other people think about the plastic bag ban. Survey parents, teachers,
students and family members to get their opinions. Share the results with the rest of
your class.
 Related Research Links
ABC News – Plastic bag ban begins
http://www.abcscience.net.au/news/stories/2009/05/04/2559631.htm
ABC News – Nation urged to follow SA bag ban
http://www.abcscience.net.au/news/stories/2009/05/04/2559886.htm?section=justin
ABC Behind the News – Plastic bags story
http://www.abc.net.au/news/btn/story/s2227446.htm
ABC Science – No bags, thanks!
http://www.abc.net.au/science/features/bags/default.htm
KESAB – SA Plastic shopping bag ban
http://www.kesab.asn.au/index.php?page=plastic-shopping-bags
Government of SA – BYO bags
http://www.byobags.com.au/Home.mvc
NBC – Battle of the bags
http://www.msnbc.msn.com/id/23358591/
Recycling
© ABC 2008
Imagine getting paid for your rubbish. That’s what
happens in South Australia and in a few months the
refund on bottles and cans is going to be increased to
10 cents.
Focus Questions
1]
2]
3]
4]
5]
6]
7]
8]
9]
10]
What is happening to the refund on cans and bottles in South Australia?
Where do most bottles and cans end up?
How are steel and aluminium cans separated at the recycling centre?
What do environmental groups think should be done?
How have business groups responded to the plan?
What is your opinion of the plan?
What else could be done to encourage people to recycle?
How does waste impact on our environment?
Apart from recycling, what other ways can waste be reduced?
How has your thinking changed since watching the BtN story?
The three R’s in your school
Clarify what students understand by the following key words:

Reduce

Reuse

Recycle

Waste reduction
How does reducing, reusing and recycling impact on the environment? Students
will be investigating ways to reduce waste in their school. Hold a class discussion
about how waste is produced in the community and what happens to it. Now ask
students to think about what happens at a school level. Ask students to generate
some questions about what happens to waste at their school. Some possible
questions include:
Why is it important for schools to support waste reduction?
How is recycling encouraged in the playground, classrooms and school administration?
Is waste reduction encouraged/supported in the school? How does this happen?
What materials are reused?
What else could the school do to support the three R’s?
The student generated questions will form the basis for their research into waste
reduction in their school. Students will need to interview school staff members –
Principal, Deputy Principal, teachers, cleaners etc, to determine what happens to the
© ABC 2008
EPISODE 20
5TH AUGUST 2008
Learning Area
Society and
Environment
Key learning
Students will
develop a deeper
understanding of
what waste
reduction is and
changes that can
be made at a
school level.
Key words
Reduce
Reuse
Recycle
Waste reduction
Environmental impact
Students can investigate waste
reduction in other schools or
workplaces to get ideas.
There are some weblinks at the
end of this activity sheet to
support students’ research.
waste in their school. Students can then determine what they think needs to be done
to reduce waste and develop a proposal or action plan to go to SRC, school
leadership or the Governing/School Council.
Further investigations
Research the environmental, social and financial costs and benefits of recycling.
Interview an elderly person to discover how shopping (packaging) has changed over
time.
Students create a guide for kids about the three R’s (reduce, reuse, recycle) with
information about how they can make a difference.
 Related Research Links
ABC 730 Report – Recycling
http://www.abc.net.au/7.30/content/2008/s2287158.htm
Planet Ark website - Recycling tips
http://www.recyclingnearyou.com.au/education/25-things-to-re-use.cfm
Recycle now - Why recycling matters
http://www.recyclenow.com/why_recycling_matters/why_recycling.html
Wipe out waste website
http://www.wow.sa.gov.au/
KESAB – Fact sheets about aluminium cans
http://www.kesab.asn.au/uploads/File/Fact%20Sheets%20%20Aluminium%20and%20Aluminium%20Cans.htm
KESAB – Waste reduction tips
http://www.kesab.asn.au/uploads/File/Fact%20Sheets%20-%20Waste%20Tips.htm
© ABC 2008
Hybrid cars
With petrol prices rising, alternative energy sources
for cars are being explored. Recently, the
Government announced that a hybrid vehicle would
be built in Australia.
EPISODE 16
17H JUNE 2008
Learning Area
Society and
environment
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What was the main point of the story?
Why are alternatives to fuel powered cars being investigated?
What is a disadvantage of an electric motor?
What is a hybrid car?
In your own words, describe how a hybrid engine works.
What are the benefits of hybrid cars?
What agreement has the Government made with Toyota in Japan?
List the disadvantages of hybrid cars?
What are some other car technologies on the horizon?
10. What do you think the Government should be doing to support petrol
alternatives?
English
Key learning
Students will
identify
alternative energy
sources for future
cars and create an
advertising
brochure.
Key words
What will be the car of the future?
Students will create a brochure advertising the car of the future. The brochure will
need to include what the issues are with petrol/diesel powered cars, what the best
alternative energy source is for powering cars and why.
Students begin with a partner discussion about what they know about alternative
energy sources for cars. Ask them report back to the class with what they know.
They can then generate key questions to research in order to determine what
alternative fuel source is best to power the car of the future. Some possible
questions include:
What are the issues with continuing fossil fuel use?
What types of alternative energy sources are being developed for future cars?
What are the advantages and disadvantages of each?
When students have a clear understanding of what the alternatives are and the
advantages and disadvantages of each, they can make a decision about what the car
of the future could be. They can then create their brochure. The following website
© ABC 2008
Fossil fuel
Hybrid
Emissions
Energy source
Internal combustion
Hydrogen
Solar
There are some web links at
the end of this activity sheet
that may help students with
their research.
explains how to create a brochure using Microsoft Publisher.
http://www.teachersintouch.net/lesson/plans/primary/exhibiting-art.asp
Further investigations
Research the amount of emissions a hybrid car produces compared with a petrol
vehicle.
Create a labelled diagram that shows how a hybrid engine works.
Use the online puzzle maker to create a word search or crossword about energy.
http://www.awesomeclipartforkids.com/crossword/crosswordpuzzlemaker.html
 Related Research Links
ABC News – Car makers will be forced to follow hybrid lead
http://www.abc.net.au/news/stories/2008/06/10/2269918.htm
ABC News – Prime Minister announces $35 million boost for Victorian Toyota
factory
http://www.abc.net.au/news/stories/2008/06/10/2270666.htm
ABC News – Holden urged to follow Toyota hybrid lead
http://www.abc.net.au/news/stories/2008/06/10/2270108.htm
Howstuffworks website – How hybrid cars work
http://www.howstuffworks.com/hybrid-car.htm
A student’s guide to alternative energy sources for cars
http://www.energyquest.ca.gov/transportation/index.html
Hybrid cars pros and cons
http://www.physorg.com/news10031.html
Choice magazine – hybrid cars
http://www.choice.com.au/viewArticle.aspx?id=104663&catId=100462&tid=10000
8&p=2&title=Hybrid+cars
© ABC 2008
Solar subsidies
Solar power seems to have a lot going for it. It
doesn’t contribute to climate change and it’s a
renewable source of energy. So why are so few
people in Australia choosing solar power?
EPISODE 10
6TH MAY 2008
Learning Area
Science and
Society and
Environment
Focus Questions
1]
2]
3]
4]
5]
6]
7]
8]
Describe what is happening at Mawson Lakes School.
What are some advantages of solar power?
What are solar cells made from?
How are they made?
Why aren’t more people installing solar cells to generate energy?
Why is it difficult for solar power to compete with coal?
What happened at Pittwater High School in Sydney?
What are some people saying the Government should do to encourage solar energy
use?
9] Why is it difficult for solar power to compete with coal?
10] Do you think the Government is doing enough to encourage people to solar power?
Explain your answer.
Is the sun the answer?
Students will conduct a simple experiment that explores how solar energy converts
to heat energy. Ask students to make some predictions about what they think might
happen before they begin the experiment.
1] Place a balloon over the opening of each drink bottle. Make sure it is a tight fit.
2] Put the bottles in a warm, sunny place or under a heat lamp (make sure the bottles
are the same distance from the lamp).
3] Record how long it takes to see a change in the balloons.
What happened to the balloons?
Why do you think it happened?
What do you think would happen if the bottles were painted different colours?
What is renewable energy?
Ask students to come up with a description of what renewable and non-renewable
energy is. Working in pairs, students share their definitions.
© ABC 2008
Key learning
Students will
develop an
understanding of
how the sun is
used to generate
energy and what
renewable energy
is.
Students will need the
following to conduct the
experiment:
2 plastic drink bottles – 1
painted black the other
wrapped in aluminium foil
2 balloons
Heat lamp
Students now need to research what renewable and non-renewable energy is and
add to or change their own definitions. What are some other renewable energy
resources other than solar energy? Students share their findings with the class.
Further investigations
Do a solar audit of the school. Explore whether solar power is used in the school or
classrooms.
Create a poster or advertising brochure persuading people to use solar power.
The answer is solar power. What are five questions?
Investigate which regions of the world would be best for generating solar power?
 Related Research Links
Labor Governments solar plan for schools
http://www.abc.net.au/news/stories/2007/10/26/2071678.htm?site=elections/federal
/2007
ABC Catalyst website – new solar cells could be cheaper
http://www.abc.net.au/catalyst/stories/s1865651.htm
Solar in schools – Victorian government website
http://www.sustainability.vic.gov.au/www/html/2398-solar-in-schools.asp
Using solar in schools to help reduce carbon emissions
http://www.solarschools.net/nsw/about.aspx#
About solar energy
http://www.kidcyber.com.au/topics/solar.htm
Time magazine for kids – information about solar energy
http://www.timeforkids.com/TFK/kids/ns/article/0,28391,90777,00.html
© ABC 2008
Plastic bags
Each year Australia uses around 4 billion plastic
shopping bags, many of which remain in the
environment. So what is being done about it?
Government ministers met recently to discuss
whether plastic supermarket bags should be banned.
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How many plastic shopping bags do Australians use each year?
Where do most of the bags end up?
Why are plastic bags harmful to the environment?
Explain what can happen to particles of plastic?
What are some advantages of plastic bags?
What was decided at the recent meeting of Government Ministers?
Which state is banning plastic bags from next year?
What is Victoria going to do?
What has been the response to this?
Do you think plastic bags should be banned? Explain your answer.
How many bags?
EPISODE 9
29TH APRIL 2008
Learning Area
Studies of Society
and Environment
Key learning
Students will
consider their own
plastic bag use
and look at ways
to reduce use.
S
Students will be reflecting on their own plastic shopping bag use. Ask students to
estimate how many plastic bags they would accumulate over the period of a week.
Students will then design and conduct a survey to find out:
How many plastic bags they have at home
How many plastic bags they collect over the period of a week
How many plastic bags are reused
How many are recycled
How many alternatives to plastic shopping bags they have (calico, `green
bags’ etc)
Students will then collate data from the whole class, analyse and draw conclusions
about plastic bag use in their community. Discuss with students what action they
could take to reduce the use of plastic bags in their community.
© ABC 2008
Consider the campaign to take
action and increase awareness
of plastic bag use

Refuse

Reduce

Reuse

Recycle
Further investigations
Investigate what initiatives there are locally or globally to reduce plastic bag use? Are
they working?
Debate the advantages and disadvantages of plastic shopping bags. Divide the class
into different stakeholder groups – consumers, retail industry, environmental groups and
plastic bag manufacturers.
Explore the environmental impacts of plastic bags Create an artwork that represents
this.
Investigate what the public attitudes to plastic bags are by conducting interviews with a
range of people from the community.
 Related Research Links
ABC Lateline transcript and video – Government won’t phase out plastic bags
http://www.abc.net.au/lateline/content/2007/s2220450.htm
ABC News – Phasing out of plastic bags
http://www.abc.net.au/news/stories/2008/04/17/2219104.htm
ABC News – Toxic legacy of plastic bags
http://www.abc.net.au/news/stories/2008/01/25/2146339.htm
Frequently asked questions about plastic bags
http://www.sustainability.vic.gov.au/www/html/2463-frequently-askedquestions.asp#anchor2467
Department of Environment article on rubbish being dumped in oceans
http://www.environment.gov.au/settlements/publications/waste/bin-it/index.html
Clean up Australia website – plastic bags in schools
http://cleanup.org.au/au/Kids/plastic-bgas-in-schools.html?kw=plastic%20bags
© ABC 2008
Carbon emissions
The Australian Government has released its plan to
help tackle climate change. The carbon pollution
reduction scheme makes people pay for their
pollution.
Focus Questions
EPISODE 18
22ND JULY 2008
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the Garnaut report and what did it find?
What is the carbon pollution reduction scheme?
How does carbon trading work?
What have opponents of the scheme said?
How will consumers be affected?
What support is the Government going to offer certain groups?
What do supporters of the scheme say?
Do you think that the scheme is fair? Explain your answer.
What other ways could the Government encourage people to reduce carbon
emissions?
10. What do you think should happen next?
Choose a task
Students will research information about carbon emissions based on the activities
they choose. Negotiate with students how many activities they will need to
complete.
Remember and understand
Create a 10 question and answer quiz about carbon emission facts.
Brainstorm all of the climate change words you know and write a definition for each word.
Apply and analyse
Should people pay more to help reduce carbon emissions? Outline the different perspectives
on the issue.
What impact do you make on the environment? Use the energy challenge checklist to
analyse your energy usage at home. Set yourself a weekly goal to reduce your energy costs.
© ABC 2008
Learning Area
Society and
Environment
Key learning
Students will
develop a deeper
understanding of
the issues
associated with
carbon emissions.
Develop an environmental action plan for your school with a focus on reducing carbon
emissions.
Evaluate and create
Predict what will be the attitude of governments to environmental issues in 50 years from
now. How different will they be from today?
Create a response to the following question: How much are you prepared to change the way
you live to show that you care about the environment? Display your response in an
interesting way.
Develop an effective advertising campaign promoting people paying more to reduce carbon
emissions.
 Related Research Links
ABC 730 Report – Government releases green paper on climate change
http://www.abc.net.au/7.30/content/2008/s2305816.htm
ABC News – Schools urged to reduce environmental footprint
http://www.abc.net.au/news/stories/2008/06/05/2266087.htm
Department of Climate Change website – information about carbon emissions
http://www.greenhouse.gov.au/
Nova Science website – Carbon emissions trading
http://www.science.org.au/nova/054/054key.htm
Take the energy challenge checklist
http://www.sedo.energy.wa.gov.au/pdf/energy_challenge_check_list.pdf
Teachers toolkit website – explanation of carbon trading
http://www.teacherstoolkit.net.au/newsletters/issue_7/newsletter_07.html#tt10
© ABC 2008