Describing Climate Action

Overview

Students explore how climate change can affect places in Aotearoa New Zealand, then choose precise adjectives to describe changes and actions. They build on prior learning about describing nouns and use an expanded noun phrase in a short informative paragraph.

Learning intentions

• We are learning to select precise adjectives for a clear purpose.
• We are learning that similar adjectives can have different shades of meaning.
• We are learning to use descriptive vocabulary when writing about climate change in Aotearoa New Zealand.
• We are learning to reread and improve our writing for a reader.

Success criteria

• I can choose adjectives that give specific information about a noun.
• I can explain why one adjective is more suitable than another.
• I can use an expanded noun phrase in my writing.
• I can write a clear paragraph about a climate-related change or action.

Curriculum links

• Writing — selecting and using increasingly precise adjectives, adverbs, vocabulary, and phrases to express intended meaning.
• Writing — choosing words with shades of meaning to match context and emotion.
• Writing — selecting adjectives, adverbs, vocabulary, and phrases that give clear details about an object or action.
• Writing — adding the suffixes -er and -ly and applying simple spelling conventions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Open with the opening climate images showing a familiar Aotearoa landscape during ordinary and extreme weather, and ask, “What has changed, and which words would help a reader picture it?” Students quietly notice details, then share one noun and one describing word with a partner.

2. 5–12 min · Build shared understanding. Use the climate change explanation slides to explain that climate change means long-term changes in usual weather patterns; examples in Aotearoa may include warmer temperatures, heavier rainfall, drought, coastal flooding, and changing habitats. Emphasise that people can help care for places through actions such as saving energy, reducing waste, planting native trees, and protecting waterways. Students identify the nouns in examples such as “coastal flooding” and “native trees”, then suggest adjectives to make them clearer.

3. 12–20 min · Teach precise adjectives. Display the shades-of-meaning slides and model adjective choices: warm, hot, scorching; wet, rainy, torrential; small, careful, thoughtful. Discuss how the strongest word is not always the best word. Introduce expanded noun phrases, for example: “the fragile coastal plants” and “the dark, stormy clouds”. Students orally improve two basic phrases, explaining the effect of their choices.

4. 20–27 min · Collaborative word work. Give pairs the Weather and Climate Vocabulary Cards and use the vocabulary discussion slides to guide discussion. Students choose useful words, add a counter, discuss or record a meaning and example, and say a sentence using one word. Circulate and prompt: “What exactly does this word tell your reader?” Invite pairs to share words that describe a change and words that describe a helpful action.

5. 27–38 min · Independent writing. Distribute the climate change adjectives writing sheet and show the writing task and model paragraph. Students choose one topic: a changing place in Aotearoa or an action that helps care for the environment. They plan three precise adjectives, write at least one expanded noun phrase, and complete a paragraph of four to six sentences. Encourage a factual, hopeful tone and remind students not to claim that one person can solve climate change alone.

6. 38–43 min · Improve with a partner. Display the peer-check slides. Partners read each other’s writing and identify one effective adjective, then suggest one possible improvement using the prompts: “Could you be more precise?” and “Does this word match the feeling or purpose?” Students revise at least one word or phrase and check capital letters, full stops, and spelling.

7. 43–45 min · Share and reflect. Invite two or three students to read an improved sentence. Students complete the final reflection on the climate change adjectives writing sheet by circling the adjective they are most proud of and explaining why it fits their meaning.

Resources

• the complete climate change writing deck
• the climate change adjectives writing sheet
• the Weather and Climate Vocabulary Cards
• Whiteboard and markers
• Pencils and coloured pencils
• Timer
• Images of familiar Aotearoa landscapes and environments
• Exercise books or writing folders

Assessment

• During discussion, listen for students distinguishing between general and precise adjectives and explaining shades of meaning.
• Check pair vocabulary work and writing for relevant adjectives, expanded noun phrases, and suitable word choices.
• Collect or photograph the writing sheet. Use the reflection to identify students needing further support with vocabulary, sentence construction, or spelling.

Differentiation

• Provide a small word bank with images and orally rehearse sentence ideas before writing for students needing support, including EAL learners.
• Offer sentence frames such as “The ___ ___ ___ is affected by ___.” and “We can make a difference by ___.”
• Allow students to dictate ideas, use speech-to-text, or work with a scribe where writing fluency is a barrier.
• Challenge confident writers to use two adjectives with different shades of meaning, include an -ly adverb such as carefully or responsibly, and explain how their word choices influence the reader.