Changing Ecosystem Impacts

Overview

This is lesson 5 of 6 in Exploring Ecosystems Together. Students apply their understanding of ecosystems, food webs and human–environment relationships to investigate how environmental changes such as pollution, habitat loss and climate change can affect living things. They work collaboratively to explain impacts and suggest actions that support kaitiakitanga.

Learning intentions

• WALT identify ways environmental changes can affect an ecosystem.
• WALT explain how one change can create several effects in a food web.
• WALT use evidence and scientific vocabulary to communicate our ideas.
• WALT suggest actions people can take to support ecosystem health.

Success criteria

• I can describe an environmental change and identify what caused it.
• I can explain at least two effects on organisms or relationships in an ecosystem.
• I can use a food web or cause-and-effect chain to support my explanation.
• I can present a realistic action that could reduce harm or restore ecosystem health.

Curriculum links

• Biological Science — ecosystems and ecosystem interactions: humans are part of ecosystems and can change them through their actions.
• Biological Science — ecosystems and ecosystem interactions: human activity and technology impact the environment.
• Biological Science — ecosystem interactions: evaluating ways humans can positively affect ecosystems and communicating actions that support kaitiakitanga.
• Science capabilities and key competencies: participating and contributing, thinking, communicating, and interpreting evidence.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Teacher opens the hook and learning intention slides with a before-and-after image of a healthy stream and a polluted stream, then asks, “What might happen to the plants, animals and people who depend on this place?” Students silently notice details, discuss with a partner, and share one possible change.

2. 5–12 min · Build the science. Teacher uses the ecosystem impact teaching slides to revisit ecosystem, habitat, population, food web and interdependence. Model one example: pollution reduces insects in a stream; fewer insects means less food for fish; birds that eat the fish may also be affected. Students help complete a cause-and-effect chain and identify direct and flow-on effects.

3. 12–16 min · Introduce the investigation. Teacher places students in six groups of five and explains that each group will investigate one scenario: pollution, habitat clearance, drought, flooding, rising temperatures, or an introduced species. Display the group task and presentation checklist from the group investigation instruction slides. Distribute the ecosystem change investigation sheet and clarify that every student records ideas while the group prepares one shared explanation.

4. 16–29 min · Group investigation. Teacher circulates, asks probing questions and checks that groups distinguish a cause from an effect: “Which organism is affected first?” and “How could this change spread through the food web?” Students complete the worksheet, drawing a simple food-web or cause-and-effect diagram, identifying at least three impacts, and proposing one action that could help. Groups may use the Food Web Interaction Cards to select organisms and interaction ideas that support their explanation.

5. 29–39 min · Group presentations. Teacher uses the presentation and audience-question slides to manage one-minute presentations and audience responses. Each group states its environmental change, explains two or more impacts, and shares a possible kaitiakitanga action. Students listen for a connection between cause, effect and action, then ask one respectful question or offer one “I noticed…” response.

6. 39–45 min · Synthesis and assessment. Teacher returns to the hook image using the reflection and exit-ticket slide and asks, “Why can one change affect many parts of an ecosystem?” Students complete the final section of the individual reflection and exit response: describe one change, explain two effects, and name one action people could take. Invite two students to share answers and preview the next lesson, where the class will evaluate and communicate practical solutions.

Resources

• the complete ecosystem impacts slide deck
• the ecosystem change investigation sheet
• the Food Web Interaction Cards
• Projector or interactive display
• Six scenario cards or displayed scenario list
• Whiteboard and markers
• Pencils, coloured pencils and clipboards if groups work away from desks
• Timer

Assessment

• Listen during the hook and modelling for accurate use of ecosystem, habitat, population, food web and interdependence.
• During group work, check each worksheet for a clear cause, at least three linked impacts, and a realistic action supporting ecosystem health.
• Use presentations and the individual exit response to assess whether students can explain flow-on effects rather than simply list environmental problems.

Differentiation

• Provide a word bank and sentence starters: “The change is…”, “This affects… because…”, “As a result…”, and “People could…”.
• Give students who need support a partially completed cause-and-effect chain or allow them to explain impacts orally before recording them.
• Pair EAL learners with supportive peers, use the picture-based interaction cards, and explicitly model gestures and examples for direct and flow-on effects.
• Extend confident students by asking them to explain conflicting impacts, identify who benefits or is disadvantaged, or compare two possible actions and justify which is more effective.
• Assign group roles such as facilitator, recorder, evidence finder, diagram designer and presenter so all students can contribute.