Human Earth Impacts

Overview

In this lesson, students identify ways humans affect Earth systems, focusing on pollution and acid rain. They build on earlier work in the unit “Exploring Earth and Space” by linking human activities to observable changes in air, water and land.

Learning intentions

Students will:

• describe how human activities can introduce pollutants into air and water
• explain what acid rain is and how it forms from emissions
• identify environmental and human impacts of pollution and acid rain
• suggest realistic actions that reduce harm to Earth systems

Success criteria

Students can:

• name at least two human-caused pollutants and where they end up in Earth systems
• explain (in their own words) the process that leads to acid rain
• link effects to evidence (e.g. damaged plants, altered water pH, corrosion)
• propose and justify one action to reduce impact

Curriculum links

• Science: Investigate how Earth systems are affected by human activity, including pollution and acid rain (Western Australian Curriculum emphasis on Earth systems and human influence).
• Science inquiry: Plan and conduct investigations safely, and use evidence from secondary sources to support explanations.
• Reasoning: Construct evidence-based explanations for cause-and-effect relationships involving human impacts.

Lesson structure (30 minutes)

1. 0–4 min · Hook (Think–Pair). Teacher shows a short set of prompts (e.g. “smoke from factories”, “car exhaust”, “dirty rivers”, “faded leaves”) and asks: “Which Earth system does this affect—air, water, or land—and how might it affect living things?” Student responds verbally, then sorts prompts into air/water/land.

2. 4–10 min · Direct teach (Mini-input + model). Teacher explains pollution as the introduction of harmful substances into air, water or land, and introduces acid rain as precipitation made more acidic by emissions (such as sulphur dioxide and nitrogen oxides). Teacher models a simple cause → process → effect chain using one example. Student completes the same chain on a provided template using “car exhaust” or “factory emissions”.

3. 10–18 min · Guided investigation (Analysing evidence). Teacher provides two short data summaries or “evidence cards” (e.g. changes in stream pH near an industry area; images/observations of vegetation damage near emission sources; corrosion examples). Student selects one card pair and answers:

• What is the cause?
• What is happening in the Earth system?
• What effect is observed? Teacher checks reasoning and prompts for specific cause-and-effect links.

4. 18–25 min · Cause-and-effect mapping (Earth systems diagram). Teacher draws an Earth systems diagram with arrows between air, water and land. Student adds two human impacts (pollution and acid rain) and labels effects on at least one living component and one non-living component (e.g. soil chemistry, waterways, plants). Teacher asks: “Where does the pollutant travel and what changes along the path?”

5. 25–29 min · Solutions (1-minute proposals + justify). Teacher asks for one action to reduce harm, framed as “Who can do it and what will change?” Student proposes one realistic action (e.g. reducing emissions, using cleaner energy, improved filters, water treatment, monitoring) and justifies it using their cause-and-effect map.

6. 29–30 min · Exit ticket. Teacher asks two quick questions:

• “State one way humans cause pollution and one effect it can have.”
• “Explain how acid rain forms in a sentence.” Student answers in one or two sentences each.

Resources

• Evidence cards or short summaries (pollution impacts; acid rain formation and effects)
• Earth systems diagram template (air–water–land with arrows)
• Cause → process → effect chain template
• Coloured pencils or highlighters
• Timer or projected agenda
• Optional: a simple pH comparison graphic (teacher-made, no internet)

Assessment

• Observation during hook sorting: correct identification of affected Earth systems (air/water/land).
• Formative checks during the modelling and evidence-cards task: student provides clear cause-and-effect reasoning.
• Exit ticket: accurate description of pollution impacts and a basic explanation of acid rain formation.

Differentiation

• Support: Provide sentence starters (e.g. “Pollution enters the system when…”, “Acid rain forms when…”, “As a result…”). Use a partially completed diagram for the student to finish.
• Support for reasoning: Offer a word bank for key terms (emissions, sulphur dioxide, nitrogen oxides, acidity, waterways, vegetation, corrosion).
• Extension: If the student finishes early, ask them to choose between two solutions and evaluate which is likely to have the biggest impact, using one piece of evidence from the cards.
• Language support: Accept oral responses; reduce writing load by allowing short phrases or diagram labels.