Explaining Environmental Change

Overview

Lesson 6 of 10 in Our Place, Our Stories. Students investigate a local environmental change or community concern, then plan and begin an informative or persuasive text using accessible sources, organised notes, evidence and a clear response.

Learning intentions

• WALT explain a local environmental issue clearly using structure and evidence.
• WALT identify a claim, relevant evidence, causes or effects, and a realistic response.
• WALT organise research notes for a reader and purpose.
• WALT communicate respectfully about issues affecting our community and environment.

Success criteria

• I can state a clear claim about a local issue.
• I can include relevant evidence from an accessible source.
• I can explain at least one cause or effect.
• I can suggest a realistic response and organise my ideas into paragraphs.

Curriculum links

• Writing: create, organise and edit informative or persuasive texts for a clear purpose and audience.
• Reading: locate, select and interpret key information from accessible texts, images, data or local sources.
• Oral language: discuss ideas, ask questions, listen actively and build on others’ contributions.
• English capabilities: use language, texts and symbols to communicate, think critically, and participate responsibly in community conversations.

Lesson structure (60 minutes)

1. 0–5 minutes – Reconnect and hook Open with the environmental change hook and lesson goals. Show a local before-and-after image or a simple comparison, such as a stream, park, beach or roadside over time. Ask: “What has changed? Who might be affected?” Students share one observation with a partner.

2. 5–13 minutes – Model the thinking Use the claim, evidence and explanation examples to model a short paragraph about a familiar issue, such as litter near a playground or loss of trees. Think aloud: identify the claim, underline evidence, and explain how the evidence connects to a cause or effect. For Years 1–4, orally rehearse with sentence frames; for Years 5–8, discuss reliability and relevance of evidence.

3. 13–20 minutes – Teach the structure Display the four-part planning pathway in the structure and sentence stems: claim, evidence, explanation, response. Briefly explain informative and persuasive choices. Model useful language such as “This matters because…”, “The evidence shows…” and “One possible response is…”. Check understanding with thumbs up/down examples.

4. 20–32 minutes – Research and organise notes In pairs, students choose a teacher-approved local issue and use short accessible sources supplied by the teacher: a local article, council information, photograph, map, interview extract or class observation. Distribute the local environmental change planning sheet. Students record the issue, claim, two facts or observations, a cause or effect, and a possible response. Keep a guided group with the teacher to read a source together and complete one section at a time.

5. 32–47 minutes – Draft Students independently draft an informative or persuasive text using their notes and the local environmental change planning sheet. Years 1–2 may draw, label and dictate or write three connected sentences; Years 3–4 should aim for a structured paragraph or short text; Years 5–8 should write an introduction and at least two developed paragraphs. Encourage students to explain why their evidence matters, not simply list it.

6. 47–55 minutes – Peer response and revise Partners read drafts aloud and use the checklist on the peer-feedback and revision slides. The listener identifies the claim and evidence, then asks, “How does this show a cause or effect?” Writers revise one unclear sentence and strengthen one piece of evidence. Older students should add a counterargument, such as “Some people may think…, however…”, if appropriate.

7. 55–60 minutes – Share and exit reflection Invite three students to share a claim and response. Return to the WALT on the plenary slide. Students complete the final reflection on the worksheet: “My claim is…”, “My strongest evidence is…” and “My next writing step is…”. Collect drafts and planning sheets.

Resources

• the environmental change lesson deck covering the hook, learning goals, model paragraph, structure, sentence stems, drafting instructions, peer feedback and plenary.
• the local environmental change planning sheet with spaces for claim, evidence, cause/effect, response, paragraph planning and reflection.
• Teacher-selected local photographs, short articles, maps, data, interview extracts or observation notes.
• Projector or interactive display.
• Highlighters, pencils and writing books or devices.
• A small bank of local environmental vocabulary, including change, impact, cause, effect, evidence, protect, reduce and community.

Assessment

• Confer with students during research and drafting: listen for a clear claim, relevant evidence and an explained cause or effect.
• Review planning sheets and drafts for structure, audience awareness, accurate use of information and a realistic response.
• Use the final reflection to identify students needing support with evidence, explanation, paragraphing or sentence construction before Lesson 7.

Differentiation

• Provide graphic organisers, model paragraphs, vocabulary banks, sentence frames and audio/read-aloud versions of sources. Allow drawing, oral rehearsal, dictation or speech-to-text for younger students and learners with writing or fine-motor needs.
• Use accessible texts with short sections, photographs and clearly identified facts. Pair students thoughtfully and provide a guided writing group for EAL learners, students with dyslexia or students needing additional support.
• Offer graduated expectations: a labelled response or three linked sentences for Years 1–2; a paragraph with evidence for Years 3–5; and developed, logically linked paragraphs for Years 6–8.
• Extend confident writers by asking them to address a counterargument and propose an evidence-based action whose success could be measured, for example through reduced litter, increased native planting or a class survey.