Debate Land Use in Brazil

Lesson Plans

Grades6, 7, 8, 9, 10, 11, 12Geography, English Language Arts

Scientist Reviewed

Provided by ClimateScience

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What it is

In this activity from ClimateScience, students will work in groups to debate one of three climate change issues in Brazil: niobium mining, creating natural preserves, or using deforested land for agriculture.

Teaching tips

Positives

The handout links to several credible resources for students to use in preparation for the debate.
The teacher's guide and the handout can be downloaded and used offline.

Prerequisites

The resource recommends using credible resources for research and provides some examples. It's important to reiterate this with the students.
The teacher's guide presents this as a single debate; however, there are three debate topics. Teachers can choose different topics for different groups or the same topic for the whole class.

Differentiation & Implementation

Teachers can invite other students or faculty to judge the debates.
Geography or social studies classes can discuss how the Amazon rainforest plays a vital role in the environmental health of the whole planet.
Other resources include this ClimateScience debate activity on climate change issues in Israel and this video about how the Amazon rainforest plays a vital role in the water cycle.

From the scientist review

Students will sharpen their debate and analytical skills on environmentalism, justice, and advocacy. This resource is recommended.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Geography, English Language Arts
Other types: Activity - Classroom
Format: PDF
Language: English
Location: South America
Provider: ClimateScience
Authors: ClimateScience
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-3. + 48 more

Core

Core Standards legacy

MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
D2.Geo.4.6-8D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D2.Geo.9.6-8D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
D2.Geo.11.6-8D2.Geo.11.6-8 Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.
HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
D2.Civ.10.9-12D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
CCSS.ELA-LITERACY.SL.9-10.4CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.11-12.4CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

6.2.12.GeoPP.6.a:6.2.12.GeoPP.6.a: Make evidence-based inferences to determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
SL.PI.9-10.4SL.PI.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
SL.PI.11-12.4SL.PI.11-12.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

9-10.SL.49-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically, so listeners can follow the line of reasoning; ensure that the organization, development, substance, and style are appropriate to purpose, audience, and task.
11-12.SL.411-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective; ensure that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
HS.ESS3.3HS.ESS3.3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
HS.G.HI.8:HS.G.HI.8: Identify examples of conflict and cooperation involving the use of land and natural resources.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
SL.9-10.4SL.9-10.4 Present information, findings, and supporting evidence such that listeners can follow the reasoning and organization. Intentionally utilize development, substance, and style appropriate to purpose, audience, and situation.
SL.11-12.4SL.11-12.4 Present information, findings, and supporting evidence, conveying perspective, such that listeners can follow the reasoning, alternative or opposing perspectives addressed, and the organization. Intentionally utilize development, substance, and style appropriate to purpose, audience, and situation.
SS.Geog5.a.mSS.Geog5.a.m Analyze how technology interacts with the environment and how increased use of technology affects the burden and use of natural resources.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

HS-ESS3-3HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
SL.9-12.3SL.9-12.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
CivicsCivics & Government 1 (F2): Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by explaining how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time.
GeographyGeography 1 (D2): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by describing the impact of change on the physical and cultural environment.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

GR.9-12.3.GR.9-12.3. Identify, analyze, and evaluate the relationship between the environment and human activities, how the physical environment is modified by human activities, and how human activities are also influenced by Earth’s physical features and processes.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
9-10SL4:9-10SL4: Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.
11-12SL4:11-12SL4: Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.9-10.4CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.11-12.4CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
6.Geo.4.a.6.Geo.4.a. Explain how cultural patterns influence the environment and daily life within and among regions (e.g., pollution of the Ganges River, Croatian access to Adriatic Seacoast, Main-Danube waterway, Chinese New Year, Hajj).
7.Geo.9.a.7.Geo.9.a. Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation within a region (e.g., State Barrier Fence of Western Australia, uncontacted Indigenous tribes, Third Agricultural Revolution).
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
10.10.210.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

HS-ESS3-3HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
66 – G5.1.3 Analyze ways in which human-induced changes in the physical environment in one place can cause changes in other places.
SL.9-10.4.SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.11-12.4.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.9-10.4.SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.11-12.4.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SS.9-12.CV.5.SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.6-8.G.2.MC.SS.6-8.G.2.MC. Evaluate how cultural and economic decisions influence environments and the daily lives of people in both nearby and distant places.
SS.6-8.G.3.MC.SS.6-8.G.3.MC. Evaluate the influences of long-term, human-induced environmental change on spatial patterns of conflict and cooperation.
SS.6-8.G.4.MC.SS.6-8.G.4.MC. Analyze how the environmental characteristics of places and production of goods influence patterns of world trade.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-ESS3-3.HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

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