4—Caring for our Earth and its inhabitants
As a class, view the set of World Vision posters and discuss what the posters are telling the viewer about the culture of the people in the pictures.
Watch the World Vision video A day in the life of Lucy and have small groups of students discuss what they have seen in this recount of Lucy’s day.
As an individual task, have students then complete a comparison (using a table format) about ‘sharing’. Students write two or three answers to each question. They might need to re-watch the video. Share some background information about A day in the life of Lucy with the class.
Students discuss their responses. As a class, discuss the last question in some detail and consider how the ‘sharing’ with Lucy could be done successfully and who would be needed to assist the class.
Select any one brief scene or event in the video to show the class; for example, getting water from the bore. As a class, list information gained from:
- the spoken commentary mode, and
- from the visual images mode.
With the class, jointly construct a short retell of the scene/event that combines the information from both the commentary and the images. When finished, comment on the contribution the different modes make to the whole event.
Revisiting the same scene/event, ask the students to imagine they were the camera operator. Notice how close or distant the camera was when the scene was filmed. What did you, as the operator, decide to focus on as the most important (or salient) part of the scene? Why did you make this decision?
Possible extensions: Select a different scene and ask students to complete similar lists of information from the spoken and visual modes. In pairs, they use the lists to write a retell combining the information from the different modes. They could also comment on the salient parts of this scene.
The Earth’s inhabitants
Introduce the idea that people are not the only inhabitants of Earth affected by climate change. Watch the photo-story ‘Polar Bears and the Arctic’ and brainstorm the key question ‘How does climate change affect the Arctic region and polar bears specifically?'
Global citizenship in action
Have students visit the NASA Climate Time Machine to go backward and forward in time to see how Earth changes. Think about Earth’s past and possible futures, and about green carers that help the planet.
Have students create a poster or digital presentation to inform and persuade younger students (K–2) to take care of their local environment.