Climate Change in the Pacific

Overview

In lesson 10 of 24 in Auckland: Sustainable New Home, students investigate how climate change affects Pacific communities. They interpret maps, photographs, graphs and a short video, then use evidence to explain why vulnerability differs between places and people.

Learning intentions

Students will:

• WALT explain how climate change affects Pacific communities.
• WALT interpret geographical evidence from maps, photographs, graphs and video.
• WALT explain how environmental, social and economic factors influence vulnerability.
• WALT use evidence responsibly by identifying what a source shows and its limitations.

Success criteria

• I can describe at least two impacts of climate change on Pacific communities.
• I can explain why vulnerability differs between communities.
• I can use evidence from more than one source to support an explanation.
• I can identify one limitation of a climate data source.

Curriculum links

• Geography — collect, present and analyse primary or secondary data to reach a conclusion about a geographical study question.
• Geography — interpret and evaluate coastal management plans.
• Geography — evaluate the effectiveness of a coastal management plan.
• Social Sciences capabilities — thinking; using language, symbols and texts; managing self; participating and contributing.

Lesson structure (70 minutes)

1. 0–8 min · Hook and prior knowledge. Teacher displays a striking Pacific coastal photograph and asks, “If the sea rises, does everyone face the same risk?” using the opening photograph and inquiry question. Students silently notice, think-pair-share, and record one possible impact in their own words or home language before sharing.

2. 8–18 min · Build key concepts. Teacher explicitly teaches climate change, sea-level rise, hazard, exposure, vulnerability, adaptation and relocation, using a simple cause-and-effect diagram in the key concepts and cause-and-effect slides. Students complete the matching and sentence-completion section of the Pacific climate evidence worksheet, rehearsing definitions orally with a partner.

3. 18–32 min · Model graph and map reading. Teacher models a four-step routine: read the title and labels, identify the pattern, quote precise evidence, and explain its significance. Use a graph of projected sea-level rise and a Pacific map in the graph-reading model and Pacific map; think aloud using “The data shows…” and “This matters because…”. Students annotate their worksheet, identify one trend, and answer two guided questions. Pause to check understanding of axes, units and the difference between a projection and a measured observation.

4. 32–49 min · Source investigation in groups. Teacher places students in groups of four and assigns a chunked source set: map, photograph, graph and short video about sea-level rise, storms, food, water or relocation. Students use the source investigation table to record what each source shows, a specific piece of evidence, and a possible impact. They capture source details and limitations using the Source Notes organiser. After each source, students orally rehearse an explanation with the frame: “This source suggests ______ because ______.”

5. 49–61 min · Explain differing vulnerability. Teacher facilitates a class discussion comparing two Pacific communities, prompting students to consider location, housing, income, access to services, infrastructure, food and freshwater security, and connections to whenua and culture. Students write a PEEL paragraph on the worksheet: “Climate change affects ______ by ______. Vulnerability differs because ______. Evidence for this is ______.” Partners check that the paragraph includes an impact, a reason and evidence.

6. 61–67 min · Evaluate evidence and extension. Teacher asks, “How reliable is this evidence for answering our question?” and models that a source may be useful but incomplete, using the evidence evaluation and source-limitations slide. Students identify one limitation of a source, such as a short time period, uncertain projection, missing local voices, unclear scale or a photograph showing only one moment. Advanced learners explain how using a second source could strengthen or challenge the conclusion.

7. 67–70 min · Exit check. Teacher returns to the inquiry question and directs students to complete the final three prompts on the exit reflection section. Students state two impacts, explain one difference in vulnerability, and name one source limitation before handing in their worksheet.

Resources

• the Climate Change in the Pacific slide deck
• the Pacific climate evidence worksheet
• the Source Notes organiser
• Pacific region map showing low-lying islands and coastal areas
• Age-appropriate photographs of coastal change and community responses
• Graph showing observed or projected sea-level change
• Short captioned video about a Pacific climate impact
• Projector, speakers and whiteboard
• Coloured highlighters or annotation tools

Assessment

• During modelling, check whether students can read graph title, axes, units and trends; address confusion immediately.
• Circulate during group investigation and listen for accurate use of hazard, exposure and vulnerability, prompting students to distinguish observation from inference.
• Collect the worksheet as an exit assessment. Look for two accurate impacts, a factor-based explanation of differing vulnerability, responsibly used evidence and one valid source limitation.

Differentiation

• Provide captions, transcripts, labelled visuals, a vocabulary bank and colour-coded graph features. Pre-teach pronunciation and meaning, and allow students to discuss ideas in English and a familiar language before reporting in English.
• Chunk each source into a short “What do you notice?”, “What does it suggest?” and “What is missing?” sequence. Pair ELL students with supportive peers and provide oral rehearsal before writing.
• Offer sentence frames: “The map shows…”, “The graph indicates…”, “This community may be more vulnerable because…”, and “One limitation is…”. Accept labelled diagrams, bullet points or an oral recorded response as a scaffold where appropriate.
• Support students with literacy or processing needs through enlarged sources, reduced text, repeated video viewing, teacher read-aloud, extra time and a partially completed PEEL paragraph. Extend confident learners by comparing source reliability and explaining how different evidence could produce different conclusions.