Viewing 2040

Before Viewing

In science, students have been learning about the ways our climate is changing, and how natural selection promotes adaptation. Distribute three post-it notes to each student and have them write down:

1. A question they have about our changing climate.

2. A concern they have about our world.

3. Something that makes them feel hopeful about the future.

Ask the students to stick their post-its to the whiteboard or to a display under the relevant headings. As a class, work to group or organise the post-its into similar themes. Collate the students’ ideas into a table. Keep these for future reference. Now, introduce the film 2040, and explain how it’s about how we might live in the future, and the various ways we are already using technology and innovation to be more sustainable.

During Viewing

Journal Responses

These questions can be discussed as a class and/or students can write their own response in a reading journal or similar. They can be completed after each section is viewed. Note, there are three key solutions covered in the documentary, and you can skip to these using the times below. The sections in between are more academic or mature, so please use your discretion as to whether they will be suited to your class.

Activity 1: Sustainable Energy: Watch from beginning to 20.55.

• In 3-5 sentences, write a summary of the ways the climate is becoming warmer.

• Write down one idea or solution we could put in place now to make our community’s energy more sustainable. Who would be involved, and what would you have them change, do, or create?

• This film shows Damon Gameau’s ideas about the way our homes will look. Draw or describe a type of technology that you think we will have in our homes by 2040 to help with energy use or storage.

Activity 2: Transport: Watch from 25.35 to 35.35.

• What are some solutions we already have in ourcommunity to make transport more efficient? (e.g., school buses take cars off the road, GPS and autosteer makes headers more efficient, CBH and rail network reduces need for trucks)

• If you were the transport minister, what’s a solution you would create to reduce the number of cars and trucks on the highway to and from Perth? You can draw or describe your idea. What benefits would this solution have?

Activity 3: Regenerative Agriculture: Watch from 40.00 to 50.05.

• In your own words, describe how Colin Seis (the farmer) improved his soil health, and the changes he noticed as a result.

• Describe how it made you feel to see the changes that are possible in a short time.

After Viewing

Activity 1: As a class, identify and list techniques that Damon Gameau used in creating this documentary, such as:

• CGI Animations and graphics

• Visualisation of the future

• Interviews and expert opinion

• Voiceover narration

• Real footage / wallpaper

• Selection of detail – focus on positive examples

Tie back to the questions and concerns generated by students prior to viewing the documentary. Provide new post-its for students to write how they are feeling about the future after watching. Observe whether there have been any changes, and discuss what it was about the documentary that affected their thinking.

Activity 2: In journals, reflect on the way this documentary was made. What was effective, and do you think it achieved its purpose of inspiring people to think and act positively towards a greener future. Give examples to support your answer.

Project

2040 gives us some great ideas about how we can make our lives and communities more sustainable. Your task is to work individually or in small groups to create a model of our community in 2040, demonstrating at least 5 innovations for sustainable energy, transport, housing, and food production. You may like to view the final 2040 visualization from 1.14.14 to 1.16.30 as a prompt.

Options for completing this task include:

• Digital illustration using Paint3D or other drawing apps or software.

• Hand-drawing an illustrated aerial view of the town or adapting a satellite image from Google Earth. Google Earth Studio also allows students to navigate a 3D model of the town.

• Building a model of the town on Minecraft.

• Building a diorama or model using recycled materials.

• Creating a slideshow or short film to showcase the innovations.

• Creating a poster to promote the town and its innovative way of life.

Take the class through a design process where they brainstorm ideas, create a plan, get feedback, reflect and revise, then create their model. Once the design is completed, showcase the plans in a presentation, in the school library, or at the Shire Office.

Extending Learning

Campaign for change: Collect the best ideas from the class and write a proposal to the Shire to have these ideas considered in the next strategic plan. You could also have students write letters to your local MP for federal or state-level initiatives.