Analyzing Environmental Change

Overview

In this second lesson of Earth Systems in Change, students analyze evidence from maps, tables, and datasets about drought, flooding, or wildfire. They calculate changes, identify patterns, and explain cause-and-effect relationships among Earth’s systems using precise scientific language and textual evidence.

Learning intentions

Students will be able to:

• Determine the central idea of a short scientific text about environmental change.
• Integrate information from text, maps, tables, and datasets.
• Calculate and compare quantities using rates, ratios, and percentages.
• Explain cause-and-effect interactions among Earth’s systems using evidence.
• Participate productively in a collaborative scientific discussion.

Success criteria

• I can identify the main conclusion of a scientific text and summarize it accurately.
• I can use a map, table, or dataset to describe a pattern and support it with numbers.
• I can calculate and compare environmental changes correctly.
• I can explain how at least two Earth systems interact and cite evidence from the sources.

Curriculum links

• Reading science and technical texts: cite specific evidence to support analysis.
• Reading science and technical texts: determine central ideas and write accurate summaries.
• Reading science and technical texts: integrate quantitative information with visual representations.
• Mathematics: use ratio and rate reasoning to solve real-world problems and compare quantities.
• Speaking and Listening: engage effectively in collaborative discussions, building on others’ ideas and expressing ideas clearly.

Lesson structure (60 minutes)

1. 0–6 min · Hook and notice. Teacher opens the environmental change hook slides with a striking before-and-after satellite image of the same landscape before and after a wildfire, flood, or drought, then asks, “What changed, and what evidence would prove it?” Students silently record two observations and one question, then share with a partner.

2. 6–14 min · Build background. Teacher uses the Earth systems teaching slides to review the atmosphere, hydrosphere, geosphere, and biosphere and models how one change can affect another system. Students annotate a simple cause-and-effect chain, using terms such as precipitation, runoff, soil moisture, vegetation, erosion, and habitat.

3. 14–19 min · Model evidence analysis. Teacher displays a short paragraph and matching rainfall table from the worked-example slides and models identifying the central idea, selecting one sentence as evidence, and calculating the change from one year to the next. Students complete the calculation with the teacher and explain why the table supports the conclusion.

4. 19–38 min · Team investigation. Teacher places students in four groups of three, assigns each group a drought, flooding, or wildfire evidence set, and distributes the environmental change investigation worksheet. Students follow the worksheet procedure: read the source paragraph, inspect the map and dataset, calculate at least two changes or comparisons, record numerical evidence, and identify a pattern. They may use the results table builder cards to check that their table has clear labels, units, and consistent formatting.

5. 38–48 min · Systems cause-and-effect discussion. Teacher asks groups to create a two- or three-step explanation showing how the selected environmental change affects at least two Earth systems. Students use the Earth Systems Cause-effect Cards to match a cause with a related effect, then discuss which evidence from the worksheet supports their explanation. Each student must contribute one observation, calculation, or question.

6. 48–56 min · Evidence share-out. Teacher uses the discussion and comparison slides to provide the sentence frames “Our data show…,” “This is evidence because…,” and “A similarity/difference between the sources is….” Each group gives a one-minute report. Classmates record one similarity or difference between the group’s text-based evidence and visual or quantitative evidence.

7. 56–60 min · Exit assessment. Teacher displays the exit-ticket prompt slide and asks students to respond independently on the final section of the individual exit response: “What is one important conclusion about environmental change? Use one number or visual detail and explain one cause-and-effect interaction.” Teacher collects responses as students leave.

Resources

• the environmental change slide deck
• the environmental change investigation worksheet
• the Earth Systems Cause-effect Cards
• the Results Table Builder Cards
• Printed or projected maps showing drought, flooding, or wildfire impacts
• Short informational texts and datasets with units and source labels
• Calculators or scratch paper
• Colored pencils or highlighters
• Chart paper or a shared whiteboard

Assessment

• During modeling, check whether students can identify the central idea, select relevant textual evidence, and calculate a change accurately.
• During group work, use questioning to assess correct use of units, interpretation of patterns, and understanding of interactions among Earth systems.
• Use the exit response to assess summary accuracy, integration of quantitative or visual evidence, and cause-and-effect reasoning.

Differentiation

• Provide one clearly structured evidence set, a vocabulary bank, labeled visuals, and sentence frames for students who need reading or language support.
• Pair students strategically and assign roles such as facilitator, data checker, and evidence reporter so all 12 students participate.
• Read source paragraphs aloud or provide text-to-speech access for students with decoding needs; allow oral rehearsal before written responses.
• Challenge ready students to compare two environmental changes, calculate a percentage change, or explain a limitation in the dataset.