Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Thumbs up, thumbs down

20 minutes

Find Out: Fact versus opinion

25 minutes

Take Action: Credibility boosters

5 minutes

Reflection: Glow and grow

Learning intentions

Students will:

explore different viewpoints on clean energy

Success criteria

Students can:

understand the difference between fact and opinion
add credibility to statements.

Tune In: Thumbs up, thumbs down

Step 1

Display the Visual Explainer containing several headlines about clean energy, some biased and some neutral. Ask students to respond by visually holding their ‘thumbs up’ or ‘thumbs down’, indicating whether they agree or disagree with them.

Encourage students to use the FLICC model strategies learned in the previous lesson to help them decide whether they agree or disagree.

Step 2

Ask students to identify words that help persuade them during the thumbs up, thumbs down task. Read the suggested responses below to understand how each headline is positioned:

Persuasive and/or influencing language	Headlines 2, 4, 6, and 8 contain words and/or phrases designed to influence the audience's thinking.
Neutral and evidence-based language	Headlines 1, 3, 5 and 7 contain neutral and evidence-based language, which tends to use evidence through facts and statistics.

Find Out: Fact versus opinion

Step 1

Provide each student with a copy of the fact vs opinion activity sheet about renewable energy. For this task, students will require a highlighter and a pen to identify the language used in the passage.

Step 2

Instruct students to read the passage carefully. Ask them to highlight any words or phrases that indicate opinions (for example, ‘I believe,’ ‘it seems,’ ‘best,’ ‘worst’) and underline the neutral, evidence-based language used for facts.

Step 3

Share and discuss answers as a class. You can use the suggested responses to guide your discussion.

Highlighted opinion-indicating phrases

• ‘often considered the best solution…’
• ‘many people believe…’
• ‘too expensive for most families…’
• ‘it seems like they are not a viable option…’
• ‘fantastic option…’
• ‘some argue…’
• ‘can harm wildlife…’
• ‘critics claim…’
• ‘it seems clear’

Underlined neutral, evidence-based language

• ‘the initial cost of solar panels can be high…’
• ‘they save money over time through reduced energy bills…’
• ‘experts agree that they produce clean energy without polluting the air…’
• ‘wind power has been proven to create jobs and boost local economies…’
• ‘advancements in technology have made them more efficient than ever…’
• ‘data shows that transitioning to renewable energy is essential for a sustainable future…’

Take Action: Credibility boosters

Step 1

Provide small groups of 3-4 students with 1 of the opinion statement cards about renewable energy.

Step 2

Your students' task is to research their assigned opinion statement card using the fact-checking websites see listed below. They must find evidence, such as expert quotes or facts on the opinion statement. You may like to encourage students to use the Visual Explainer to support their research.

Fact-checking websites

• AllSides provides different perspectives on news stories. This site helps students understand media bias and presents information from multiple perspectives, which can be beneficial for teaching critical thinking about news sources.
• BBC New Reality Check provides reliable information. It offers clear explanations of various claims.
• Gigafact is a site that offers concise fact briefs, which makes it a good option for young audiences.
• Inoculation Science focuses on understanding misinformation through videos and games.
• Politifact focuses on political statements but also covers broader topics. This site is nonpartisan and provides a ‘Truth-O-Meter,’ which can engage students. It may be suitable for guidance, especially for understanding political statements.
• RMIT ABC Fact Check is a joint project that aims to fact-check Australian content.
• Skeptical Science provides clear, evidence-based responses to climate change misinformation.
• The Conversation FactCheck is an independent source focused on Australian issues.

Learning Support: Google Fact Check Tools is a user-friendly tool that could be used by students to verify claims quickly. It is suitable for younger students as it focuses on fact-checking without complex language.

Step 3

Instruct each group to rewrite its opinion statement as a fact, incorporating the evidence it finds.

Step 4

Invite each group to present its original opinion statement and revised facts to the class. Encourage discussion on how the groups found their evidence and why it adds credibility to their rewritten statement.

Learning extension: If your students are keen to learn more about people in the community who are supporting clean energy, students can write a case study on the community initiative, Hi Neighbour.

Learning opportunity: Hop onto SquizKids to watch the video sample of their NewsHounds podcast. Ask students why platforms like Squizkids are essential for young people.

Reflection: Grow and glow

Provide each student with a sticky note. On the sticky notes, students are to do a ‘glow’ and ‘grow’:

Glow - Students identify and record 1 thing they did well or learned during the activity. For example, ‘I found a reliable source to support the cost-effectiveness of solar panels over time.’

Grow - Students note 1 area they want to improve or explore further. For instance, ‘I want to learn more about different types of renewable energy sources beyond solar.’

Exploring Clean Energy

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Summary

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