KK SDG13 – Lesson Plan 2 – Discover & Explore Locally

Climate Action – Discover & Explore Locally Lesson Plan 2

Possible Subjects: Geography, English

Years: 3-6

Lesson: 2 of 3

Learning Outcome

Learning to independently research and present evidence that shows understanding of Australia’s role in Climate action. 


Definitions & Resources

Lesson Overview

In this lesson, students will be exploring local and national issues that are connected to climate change in Australia. This lesson will be a foundational block to creating the community project that forms the Kreative Koalas.

Tuning In – ‘What do students know about climate action?’

RECAP: Summary of previous lesson

Introduction (5 mins)
  • Ask students to reflect on the previous lesson. 
  • Select students to review and summarise the key points they learned.
  • Ask the students the following questions:
    • What do you remember of the previous lesson?
    • How much do you think climate change is affecting Australia?


  • Share the link onto the classroom board.
  • As you scroll through the information and dates, ask questions such as:
    • Can you describe what is happening? 
    • Explaining your understanding as to why the map is changing. 
    • Read and discuss the ‘Asia Pacific’ information.

EXTEND: Review

  • Split the class into 5 small groups and allocate the different regions (North America, South America, Europe, Africa, Polar Regions) for students to read together. 
  • Ask them to report back to the rest of the class their understanding of what they read.

Finding out – ‘Students investigate, research & plan

DO: Questionnaire

Teach/Model (5 mins)
  • Handout Resource #1 and give the students 5 mins to walk around and collect data.
  • After collecting data, discuss what students found. Create a class brainstorm of National and Local climate issues students can think of. Some examples might include: 
    • Food wastage at school 
    • Recycling capabilities 
    • Beach pollution 

(Note, at this point, the options might be limited or vague, which is to be expected. After the students complete the independent task, teacher can revisit this brainstorm and, with the help of the class, add to it to give more scope)

Extra Activity

WATCH: Understanding Climate Change

  • If the students need more context, watch the video and discuss.

WATCH & DISCUSS: David Attenborough: it’s ‘extraordinary’ climate deniers remain in Australian politics

Guided Practice (5 mins)
  • Show the class the following video:
  • Ask the class if they have ever heard the term “Climate Change Denier’. 
  • Discuss their responses. 
  • Explain that, in this task, they will be researching and compiling evidence of the issues being faced in Australia. 
  • CT to model research skills needed for age group (eg, how to word questions in google, or make notes in own words)

(If time allows it, the teacher can choose to split this lesson into 2 sessions:
Session 1: research (replacing the plenary time with an extension activity)
Session 2: students finalising research (followed by a longer plenary time presenting their work)

DO: Convince the critics

Independent (40 mins)
  • Ask the students to independently do a facts check research and reply to some of the most common climate change deniers arguments using the following template:
  • Have them answer the following questions in their presentation:
    • What is climate change?
    • How does it affect Australia specifically? 
    • Investigate one of the following issues and write a summary of your findings
      • Weather changes in Australia 
      • Droughts and floods in Australia 
      •  Bushfires and heatwaves in Australia
      • Impact on Environment – On land 
      • Impact on Environment – In the oceans and rivers
      • Impact on people – agriculture in Australia
      • Impact on people – health and housing in Australia
      • What is Australia doing to combat climate change? 
      • How can we help? 

Plenary Reflection (5 mins)

WATCH: World’s Largest Lesson Animation: Part 2

  • Share video and recap SDG 13 and the targets (discussed in previous lesson). 
  • Create 3 brainstorms, with the following titles in the centre of each: Invent, Innovate, Campaign and take initial ideas for each. 
  • (This will be used in lesson 3 for the final outcome of the KK program)


  • Young Farming Champions might also be introduced at the end of this lesson to introduce the students to the issues they are facing.

Extra Activities

DISCUSS: Wrap up questions

  • Ask the students the following questions to discuss as class/in small groups/in pairs:
    • What surprised you today, and why?
    • What’s the most important thing you learned today? 
    • What do you want to learn more about, and why?
    • When were you the most creative, and why do you think that is?
    • What made you curious today?

Additional Homework Activity

  • Have students write a persuasive speech based on their research findings as to why Australia must focus on climate change and how we can make a difference.