KK SDG13 – Lesson Plan 3 – Engage & Take Action

Climate Action – Engage & Take Action Lesson Plan 3

Possible Subjects: Geography, Science, English

Years: 3-6

Lesson: 3 of 3

Learning Outcome

Learning to work together as a group to present potential solutions to climate change related challenges that farmers face in Australia.


Teacher Pack Resources

Lesson Overview

In the previous lessons, we discussed the impact of climate change on a global scale as well as the direct consequences in Australia.

Around the country, more and more farmers are facing challenges as a direct consequence of climate change, and are trying to adapt.

This lesson focuses on finding potential solutions to climate change related challenges faced by an Australian Farm Hand and member of the Young Farming Champions called Katherine. Students will explore a case study and create potential solutions as a group. The case study and profiles are based on real life experiences of people in these roles across Australia.

Note to Teachers

The structure for this lesson is designed to be approached differently to the previous lessons, depending on the time frame that is available to the teachers and schools. 

To allow for maximum creativity, we would suggest that, at minimum, this lesson be split into 3 sections, as follows: 

  • Part 1: Teacher input: An introduction to the case study.
    Approx 45 minutes to 1-hour.  
  • Part 2: Students work on case study, including: 
    • Research time
    • Plan for case study response 
    • Creation of final project presentation 
      See time frame explanation below for more information.
  • Part 3: Presentation of projects. 
    See time frame explanation below for more information.

Time Frame Information for Parts 2 and 3: As a teacher, the time frame for these elements are open to your choice. They can take place over the course of a day or a week or more. 

The key here is that you can choose how much time you give students to be creative and to explore, research and create solutions that are founded in a deep understanding of the issues.

Part 1 – Tuning In – ‘What do students know about climate action?’

RECAP & WATCH: Climate change impact on rural Australia

  • Display the word ‘rural’. Ask the students to discuss:
    • What does it mean? 
    • Create a class definition of the term, to display throughout the lesson

Support – for younger year groups, Have students work in pairs and find the meaning (using a dictionary). Come back together to share ideas and create a class definition.

Extension – for older year groups, have students create their own definition of the term first, on whiteboards. Come back together to share ideas and create a class definition. 

  • Ask the class what kind of jobs are available in rural settings?  
  • Ask the class to think about climate change, using the following questions to guide discussion:
    • What do they know about it?
    • What previous learning from the KK lessons can they recall? 
  • Show the class the following video:
  • Ask the class the following questions:
    • Can you think of any rural industries that are being affected by climate change in Australia?
    • What do you think their current and future challenges could be?

DISCUSS: Introducing the Young Farming Champions

  • Ask the students the following questions:
    • What do you think a Young Farming Champion is?
    • What kind of organisation might they work for?
  • Share the following video:
  • Explain that children will explore the Art4Agriculture Website. They will create a presentation describing the following: 
    • What is Action4Agriculture? 
    • What is its mission?
    • What is a Young Farming Champion? 
    • What are their roles? 

Support – for younger year groups, have students work in pairs or small groups to create their presentation together.  

Extension – for older year groups, have students work individually or in pairs to create their presentation together.  

For more information on the YFC, take a look at the teacher’s resources document.

Part 2 – Finding out – ‘Students investigate, research & plan

Guided Practice

RECAP: What is Action4Agriculture?

  • Ask the students to share with their partner who they think Action4Agriculture is and who the Young Farming Champions are.
  • Bring the class back to together and share.
  • Ask the children to read the class definition for ‘rural’ aloud, to recap understanding. 

EXPLORE: Case study part 1 – The impact of climate change on St Enochs Farm

  • Introduce the following case study to the class and ask the students to read through. 

Support – teachers may choose to read through the case study as a class, asking students to read sections aloud. Alternatively, have students work in pairs.

Independent task

REFLECT: Challenges and solutions

  • Split the class into groups and ask each group to answer the following questions:
    • What are the main issues that Katherine has been facing in the past years?
    • How could you link these issues to what you have previously learnt about climate change?
    • In your opinion, what could be done to overcome these climate related challenges? Please provide at least 3 potential solutions that you could present to Katherine for her to apply and use to face these challenges in the future. Your group may use any resources at your disposal.

Part 3 – Plenary & conclusion

DISCUSS: Solutions

  • Ask each group to present their findings to the rest of the class
  • Ask the class to select the 3 solutions that they think would be the most beneficial for Katherine to implement on the farm.

This second part of the case study is recommended to give the students a full understanding of the situation at St Enochs Farm and give them an opportunity to review the solutions they want to present to YFC.

EXPLORE & DISCUSS: Case study part 2 – Solutions implemented at St Enochs Farm

  • Present the students with the solution part of the St Enoch case study, and ask them to review it.
  • Ask the class the following questions:
    • Knowing what you now know about the solutions already implemented by Katherine and her family, do you think the solutions you came up with as a class will be helpful?
    • If yes, make your case! (take the students to the optional presentation activity below)
    • If not, discuss as a class and come up with new solutions to present.

Optional: Part 4 – Presentation to YFC

PRESENTATION: Make your case!

The delivery mode of these case study’s findings will vary depending on the resources available to your class and the possibilities and opportunities offered by your school. 

The presentation should focus on:

  1. Involving your local community
  2. Involving the Young Farming Champions (YFC)
  3. Encouraging the student’s creativity

Some examples of possible delivery modes include:

  • Organising an assembly at school with AFA and the YFCs
  • Recording a video and send it to AFA and the YFCs
  • Creating digital posters
  • Creating some original artworks (paintings, collages, songs, etc.) and organising an exhibition and invite your local community
  • Creating a blog or website relating the class’ experience and findings
  • Create a performance piece to explain the issues being faced and educate others on the solutions that might be available. 

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?

Extension Task

READ & REFLECT: Markwell Farm case study

  • Ask the students to read the following interview of Simon Gedda, owner of the Markwell beef cattle Farm in Queensland.
  • Ask the students to individually write their answers to the following questions:
    • Do you see any similarities between the issues faced by Katherine and Simon?
    • What do these challenges have in common?
    • Are there any solutions that you have previously provided for Katherine that could be useful on Simon’s property? 
    • Do you think any of the solutions implemented at Markwell could be applied on Katherine’s property?