Teacher preparation

教师准备

Overarching learning goal: Students understand that we experience nature on a sensory level as well as on an emotional and intellectual level. They recognise that there are places in nature that are special to them because of their emotional response to them, and they understand that many of the places that we love in Australia are at risk from climate change. Students understand that we can all take action to help protect these places from the impacts of climate change.

学生明白我们在感官层面以及从情感层面体验大自然。他们认识到，有些地方在本质上对他们是特殊的，因为他们对这些地方有情绪反应。学生理解我们在澳大利亚喜欢的许多地方都承受气候变化的威胁，并认识到,我们都可以采取措施来帮助保护这些地方免受气候变化的影响。

Teacher content information: Earth Hour is a WWF-Australia initiative which has grown into the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of switching off the lights. Through this action, individuals, businesses, schools and communities join a visible statement of commitment to act on climate change. Participation remains a powerful reminder to our political leaders that there is ongoing concern and demand for the government to act on climate change.

教师内容信息: 地球一小时来自澳大利亚世界自然基金会倡议，已成长为世界上最大的社区驱动的地球环保活动。活动的中心是关灯的象征性的集体行动。通过这个行动，个人，企业，学校和社区加入一个可见的声明，承诺在气候变化问题上采取行动。参与对于我们的政治领导人仍然是一个强大的提醒，持续的关注和要求政府在气候变化问题上采取行动。

Visit the Earth Hour website to find out how you and your students can get involved.

浏览“地球一小时”网站,发现你和你的学生如何参与进来。

Hot tips:

最新信息：

Year 7 students should look at Australian places with water that they love; Year 8 students should look at Australian landscapes that they love.

7年级学生将看澳大利亚与水有关的地方; 8年级学生将看澳大利亚的风景。

Teachers can also bring a picture of an Australian place in nature that they love to share with students in the class discussion (Part B).

老师也能带来一个澳大利亚自然中一个地方的照片，并在课堂讨论与学生分享这张照片 (B部分)。

Teaching sequence

教学顺序

20 minutes	Part A: Head outside into nature
20 minutes	Part B: Class discussion and image analysis
20 minutes	Part C: How will climate change affect the places we love?
50 minutes	Part D: National Geographic article
10 minutes	Reflection

10-15分钟 — 准备（建议如下，在学生工作表上）
20分钟 — A部分: 融入自然
20分钟 — B部分: 课堂讨论，分析图片
20分钟 — C部分: 气候变化将如何影响我们爱的地方
50分钟 — D部分: 国家地理文章
10分钟 — 反思

Work through this resource material in the following sequence:

工作顺序

Preparation

准备

Before coming to this lesson, ask students to find two images (instructions also available on the Student Worksheet):

来这节课之前, 要求学生找出两张图片(也可以在学生工作表找到提示):

1. Students should find an image of an Australian place in nature that they love. Year 7 students should select a place that has water in it, while Year 8 students should select a landscape.

1. 学生应该找到一个他们喜爱的澳大利亚自然地点的图片。7年级学生应该选择一个有水的地方, 而8年级学生应该选择一个风景。

Images can be of places that students have already visited or would like to visit. These images don’t need to be striking; they can simply be special because of memories or how they make students feel. These can be pictures students have taken or students can use images from Google Images (remembering to record sources).

图像可以是学生们已经去过或想去的地方。这些图片不需要引人注目；它们可以只是因为记忆或他们如何让学生感觉而特殊的。图片可以来自他们拍照，也可以是来自谷歌图片 (记住要记录网络来源)。

2. In addition, students need to find one image of their parents or caregivers in a place they loved when they were young, and engage parents or caregivers in a discussion about this image using the following questions:

2. 此外，学生需要找出他们父母护着监护人年轻时喜欢的图片，并用以下问题吸引父母或监护人讨论图片：

Where was this image taken?
这张照片在什么地方拍摄的?
When did you go to this place? When was this image taken?
你什么时候去这个地方的呢?这张图片是什么时候拍摄的呢?
What did you love about this place?
你喜欢这个地方什么呢?
Have you been back to this place and how has this place changed since you were there?
你回到过这个地方吗？与你当初在那相比，这个地方有什么变化吗?
What places did you love when you were my age?
你在我这个年纪的时候，你喜欢什么地方呢?

Students should record answers in their workbook and be prepared to share answers in a class discussion.

学生应该在他们的工作簿上记录答案, 准备课堂讨论分享答案。

Teachers can also bring a picture of an Australian place in nature that they love to share with students in the opening class discussion.

老师也能带来一个澳大利亚自然中一个地方的照片，并在课堂讨论与学生分享这张照片。

Note: Images can be in either hard copy or electronic formats.

注意：图像可以是纸质也可以是电子版。

Part A. Head outside into nature

A部分融入自然

Step 1. Explain to students that they will now head outside in the schoolyard or a local park to experience nature and observe their responses to it. They will be participating in a mindfulness walk through the nature at their school, observing how their body experiences the nature that they pass through.

步骤1. 向学生解释, 他们将在校园或当地的一个公园体验大自然, 观察他们的反应。他们将参与有意识地在学校走进大自然，观察他们身体对周边自然的反应。

If appropriate and possible, it is great to do this with bare feet. You can even dampen some areas in advance to create more sensory contrasts!

如果适当和可能，光着脚走会很棒。你甚至可以提前弄湿一些地区以创建更多的感官对比!

Some guidelines to follow in this activity include:

一些跟进活动的指导方针包括:

This activity is like a ‘moving meditation’. It is done in silence, so that all students can absorb and be absorbed by what they are experiencing.
这个活动就像一个“移动冥想”。它是在沉默中进行, 所以所有的学生都可以被他们的经历吸收和发散。
It is necessary to observe each other's space during this walking meditation (allowing everyone to enjoy their own space and their own peace). So when walking, keep a comfortable distance.
在这行走冥想中需要观察对方的空间(允许每个人都享受自己的空间和自己的和平)。所以当散步时, 保持舒适的距离。
Walk in a mindfully spaced, single line. Students will need to walk silently in wonder to connect with all of their senses, noticing the tones and shades of green in vegetation; the verticals of tree trunks; the patterns in bark/leaves; the sounds of grasses and leaves moving in the wind; the sounds of birds; the touch of air on skin; the sound of feet on grass, dirt, or paving; and sensations through the body as students move and breathe.
走在用心保持间隔的一行。学生需要静静地走，用他们所有的感官思想漫游，注意绿色植被的色泽和光影，树干的垂直；树皮和树叶的模式；草和树叶在风里的声音，鸟的声音，皮肤的接触空气，脚在草地上的声音，污垢，或铺平道路, 学生移动和呼吸是身体接触的感觉。

Before heading outside, share this quote: "The real voyage of discovery consists not in seeing new landscapes, but in having new eyes" - Marcel Proust.

在出门之前，分享这句话:“真正的发现之旅不在于发现新的风景，而是在拥有新的眼睛。”——马塞尔·普鲁斯特。

Step 2. Back in the classroom, invite students to share their reflections and feedback. Use the following questions to guide discussion:

步骤2. 回到教室后, 邀请学生分享他们的反映和反馈。使用下面的问题来引导讨论:

How do you feel now that you are back in the classroom?
回到教室后，感觉如何呢？
How has the time in nature affected how they feel? What emotive words can they use to describe how they felt before, during and after the walk?
在自然中的经历如何影响她们的感受？他们想用什么情感词汇描述他们散步前、中和之后的感受？
What sensations did you experience on the walk? (Think of the senses and what each sense experienced on the walk.)
你在散步时经历了什么感觉吗?(想想感官和散步中的每个感官体验。)
Look back at the quote: how does this quote relate to what you experienced on the walk?
回想引用：马塞尔·普鲁斯特的话与你散步中的体验有何联系呢？
What else did you notice on the walk that you would like to share?
在散步中，你注意到什么其他的想要分享的吗?

Part B. Class discussion and image analysis

B部分课堂讨论和图片分析

Step 1. Begin by engaging your students in a class discussion about the photos of their parents or caregivers that they collected. Ask students to share the answers to the questions associated with collecting these images:

步骤1. 首先吸引你的学生在课堂上讨论他们收集的他们的父母或监护人的照片。让学生分享与收集这些图片相关的问题的答案:

Where was this image taken?
这张照片在什么地方拍摄的?
When did you go to this place? When was this image taken?
你什么时候去这个地方的呢?这张图片是什么时候拍摄的呢?
What did you love about this place?
你喜欢这个地方什么呢?
Have you been back to this place and how has this place changed since you were there?
你回到过这个地方吗？与你当初在那相比，这个地方有什么变化吗?
What places did you love when you were my age?
你在我这个年纪的时候，你喜欢什么地方呢?

In addition, ask students to compare their parents/caregivers images and experiences of these places with their own experiences and image, and to speculate on the following:

此外，要求学生比较他们自己与他们父母/监护人有关这些地方的照片和经历，并作如下推测：

How are they different?
喜爱的地方是如何不同呢?
How are they similar?
喜爱的地方是如何相似呢?
Have any of the places the adults visited changed dramatically and how?
你们长辈去过的任何地方是否发生了巨大的变化？如何变化的?
Do you think older or younger people value these places more or less and why?
你觉得长辈或年轻人们为什么或多或少重视这些地方?

Step 2. Share the following images with students (or ask them to view them on the Student Worksheet): Earth Hour 2016 - Place We Love - Images

步骤2. 分享以下给学生（或要求他们读学生工作表）地球一小时2016-我们爱的地方-图片

Students should think up three emotive words to describe their responses to each image. They can add these to the Student Worksheet.

学生应该想出三个感情的词语来形容他们对每个图像的反应。他们可以把这些添加入学生工作表。

Once complete ask students to share their words and write these words on the board.

完成后要求学生分享他们的词语，将词语写在黑板上。

The images are of the following places:

图片是下列地点

Twelve Apostles, Victoria
Kata Tjuta, Red Centre
View from a rock in the Top End
Windjana Gorge National Park, The Kimberley

十二使徒, 维多利亚
卡塔丘塔岩石阵, 红色中心
从高处岩石的俯视的景色
Windjana峡谷国家公园, 金伯利

Step 3. Using the instructions on the Student Worksheet, ask students to return to the image of their special place in Australia. Ask them to respond to the following questions (also available on the Student Worksheet):

步骤3. 使用学生工作表上的指令, 让学生回到自己在澳大利亚喜爱地点的图片。要求他们回答下列问题(也在学生工作表中):

How does this image make you feel? Think of three emotive words to describe your response to this image and place.
How does your response to the image of your special place compare to the other images looked at earlier (Twelve Apostles, etc)? How does having a personal connection to a place affect your response?
Describe why you love this place.
What do you think is the value of this place? How do you and other people value this place?

这张图片让你感觉如何? 想三种感情的词汇来描述你对这幅图像和地方的反应。
你对你的特别地方与早些时候看其他的图片 (十二使徒,等等)反映如何不同? 与一个地方有个人联系是如何影响你的反应呢?
描述你为什么喜欢这个地方。
你认为这个地方的价值是什么? 你和他人怎么评价这个地方?

Part C. How will climate change affect the places we love?

C部分气候变化如何影响我们爱的地方？

Step 1. Introduce students to Earth Hour, explaining that this year the theme of Earth Hour is 'Switch off for the places we love'.

步骤1. 向学生介绍地球一小时，解释今年地球一小时的主题是“为我们爱的地方关灯”。

Explain to students that many of the places that we love around Australia (and around the world) are at risk from climate change. A change in climate may change these places forever, and so this year, we are all being encouraged to switch off our lights and take action to save the places that we love. Read students the following from the Earth Hour website:

"This year Earth Hour is shining the spotlight on the impact of climate change on the Places We Love. One of the things that makes Australia so great is the beautiful outdoor lifestyle we live. From beaches, rainforests and rivers to snow-capped mountains, coral reefs and lakes, we have one of the most beautiful countries in the world. But the healthy, outdoors lifestyle we enjoy is under threat from rising temperatures and more extreme weather caused by carbon pollution - it only takes a small change in the climate to mess up the delicate balance of nature. That’s why in 2016, we’ll be switching off to protect the Places We Love!"

Ask students to think about how climate change will affect our favourite places. Students should spend several minutes looking through the information on the Earth Hour Climate Futures Website.

向学生解释，我们在澳大利亚和世界各地喜欢的许多的地方都受到气候变化风险。气候的变化可能会永远改变这些地方，所以今年我们都被鼓励去关掉灯，采取行动来拯救我们爱的地方。打开地球一小时网站，为学生读以下内容:

“今年地球一小时聚焦在气候变化对我们爱的地方的影响。我们美丽的户外生活方式正是让澳大利亚自豪的一件事。从海滩、雨林和河流, 雪山, 珊瑚礁和湖泊,使得澳大利亚成为世界上最美丽的国家之一。但不断上升的气温和极端天气造成的碳污染，正在威胁我们享受的这种健康的户外生活方式——只需要一个小小的气候改变，就会打乱自然的微妙的平衡。这就是为什么在2016年, 我们将关灯来保护我们爱的地方！”

让学生考虑气候的变化会如何影响他们最喜欢的地方。学生应该花几分钟浏览地球一小时选择你未来气候的网站，查找信息。

Step 2. Ask students to think about how climate change might affect their favourite places. Students should conduct a THINK PAIR SHARE activity in order to analyse the following questions.

步骤2. 要求学生思考环境变化如何可能影响他们爱的地方。学生应该实施“思考匹配分享”活动，分析以下问题

Note: THINK PAIR SHARE requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Students may then amend their original answers based on what they discussed with their classmates.

注意：“思考匹配分享”要求学生（1）独立思考主题或问题的答案（2）与同学分享思考。学生之后可根据与同学的讨论修改自己的答案。

What are the economic, spiritual, cultural and aesthetic values of your favourite place?
什么是你最爱的地方的经济，精神，文化和审美价值呢?
How do you think your favourite place may be affected by climate change? What will be changed and what will be lost?
你认为你最爱的地方可能怎样受到气候变化的影响? 什么将会改变，会失去什么?
How do you think climate change might affect the economic, spiritual, cultural and aesthetic values of this place?
你认为气候变化如何影响这个地方的经济，精神，文化和审美价值?
How will climate change affect your experience of this place?
这个地方的气候变化将如何影响你在这个地方的的经历呢?

Part D. National Geographic article

D部分国家地理文章

Explain to students that they will now be pretending to submit an article to National Geographic about the place they love. The article should:

向学生解释，他们现在要假装给国家地理投稿一片有关他们爱的地方的文章。这篇文章应该：

Follow article writing conventions and format (information provided on the Student Worksheet);
Describe their favourite place;
Talk about why it’s important, including personally, aesthetically, socially, culturally, environmentally and economically;
Describe how it might be impacted by climate change and how climate change will alter this place;
Explain what Earth Hour is and why it is important in the context of the places we love; and
Explain how people can get involved with Earth Hour.
遵循文章写作规范和格式(学生工作表上提供的信息);
描述自己最爱的地方;
谈谈为什么自己最爱的地方是很重要的,包括个人,从美学上讲,社会,文化,环境和经济;
描述这个地方受到气候变化的可能的影响，和气候变化将改变这个地方解释地球一小时是什么和为什么它在我们爱的地方是重要的;
解释人们如何参与“地球一小时”。

The teacher can set the word count (suggested 200-300 words).

Students can spend several minutes looking at the National Geographic website to get an idea of what articles for this website and magazine look like.

Students can use the following factsheet for tips on article writing (also available on the Student Worksheet): Article Writing Tips.

老师可以设置字数(建议200 - 300字)。
学生可以花几分钟看看国家地理网站了解文章的网站和杂志是什么样子的。
学生可以使用以下字幕新闻技巧文章写作(也可以在学生工作表): 文章写作建议

The article could be written for either print or digital mediums and should include supporting images (students can use their own images or the images from the Cool Australia Earth Hour Student Toolbox).

文章可以手写、打印或者用电子载体，并应包括图片（学生可以使用自己的图片，或者Cool Australia地球一小时学生工具盒的图片。）

You can use the following rubric to assess the articles: Article Assessment Rubric.

你可以使用以下红字标题来评估文章：文章评估红笔..

Reflection

反思

Ask students to complete the Reflection Activity on the Student Worksheet.

要求学生完成学生工作表上的反思活动。

Extension

拓展

Display students' articles for Earth Hour Schools Day and encourage other students, teachers and members of the school community to read these articles.
在地球一小时学校日显示学生的文章, 鼓励其他学生，教师和学校社区的成员阅读这些文章。
Invite older generations to come into the class and talk about their favourite places and how these places have changed over time.
邀请老一代人进入课堂，谈论他们最喜欢的地方, 以及这些地方是如何随着时间变化。
Students could then reflect upon how the places that they love may have changed over time.
学生之后可以反馈他们喜欢的地方是如何随着时间而变化。
Use this lesson to help your students plan their own Earth Hour Schools Day action on Friday 18th March 2016.
用这节课来帮助你的学生计划他们自己在2016年3月18日（周五）的地球一小时学校日行动。

Earth Hour - For the Love of Nature - LOTE

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