Banking, Finance & Insurance -  INSURANCE CONSULTANT

Banks, Insurance and Climate Change (adapted from NYT 22 April 2021)

 Secondary

Australian Curriculum General Capability: Numeracy

Australian Curriculum General Capability: Critical and creative thinking

Australian Curriculum General Capability: ICT Capability

Australian Curriculum General Capability: Personal and social capability

Australian Curriculum General Capability: Literacy

1. Imagine you have been invited to give a five-minute presentation on climate change, banks and insurance to a class of Year 8 students: What would you say? What visuals would you share to help them understand this complex issue? What message or messages would you hope for them to take away?

You are going to use the following article as your "stimulus" material. In groups of 3 - 4 students, read the following article from The Conversation 4 November 2021

2. Re-read and use the Cornell Note-taking Method on this article.

If you want to extend your knowledge use the following resources:

International Director: Climate Change: Causing Winds of Change in the Insurance Industry
Deloitte: How insurance companies can prepare for risk from climate change
International Monetary Fund: Climate Change and Financial Risk

3.

Brainstorm: learn how to do it here.

Take some time to brainstorm a list of key points for your presentation [with the Conversation article as your stimulus material], using the prompts below to help generate specific ideas:

• Write a one- or two-sentence definition of climate change, in your own words, in a way that you think a 14-year-old would understand. Next one definition about insurance and another definition about central banking.

• Create an image, a drawing, a symbol or a metaphor to help the class understand the issue of insurance, banking and climate change.

• Imagine a possible remedy or solution — something we all can do to address climate change, insurance and banking even as young people and students in Year 8.

• Pose a question you might ask the class?

4. Questions for Writing and Discussion

Read the article[s], then answer the following questions:

a. How does this article of climate change, banking and insurance draw you in? What words, lines and details captivate you?

b. How do the images enhance the article and the reading experience? Select and discuss one illustration that you find particularly effective? Or could you find a more effective image? Or cartoon?

(Source: The Japan Times)

5. What is one new thing you learned about climate change from the article? What’s the connection between banking, insurance and climate change? How will you express this connection?

6. Create your own digital book for teenagers on climate change, banking and insurance. Write and illustrate a digital book exploring the past, present or future of climate change, insurance and banking, building on your brainstorm from the warm-up and using The Conversation article as a mentor text.

What information would you include? What storytelling techniques would you want to incorporate? How would you balance imparting factual knowledge with good storytelling? Would you use characters, and if so, fictional or real? What messages would you want readers to come away with?

As you develop your story, think about your own experiences learning about a complex or urgent societal problem. What has made a difference in your understanding? When has something or somebody inspired you to care about an issue or to take action? What kind of approach has turned you off?

You can hand draw or paint your original story or use one of the free book making apps, like MyStorybook, BookBildr or Storybird or Storyboard That.

My Storybook	Book Bildr
Storybird	Storyboard That