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Climate Change and Migration

Secondary

Description

This module invites students to evaluate the effects of climate change on migration across the globe. By exploring four real-life climate events in Senegal, the Philippines, Germany, and Kiribati in the South Pacific, the module illustrates that climate change can lead to circular internia and international migration as well as local adaptation. Through a power walk and role-play, the resource helps students discover that climate change affects people differently across the world.  Students learn that personal factors and government policies have an important impact on climate-related migration and staying. Students will take part in 3 activities: 

Activity 1 - Quiz: Rapid and slow onset of events

  • Students learn about various climatic events that might affect migration. 

Activity 2- Four climate events

  • Students identify main adaptation strategies to climate change, including migration.
  • Students understand how governments influence people's adaptation strategies to climate change. 
Activity 3 - Climate (in) justice: A power walk
  • Understand how both personal factors and governmental responses influence people's adaptation strategies when faced with different climate events. 
  • Identify that some people want to stay while others want to move when faced with climate change and that some people can move while others cannot. 

 

General Assessment

What skills does this resource explicitly teach?

This resource explicitly teaches students perspective-taking.

Strengths

  • The teaching modules come with clear instructions on how to use them in the class.
  • Each module lasts 45 minutes from start to finish and can therefore complement any lesson.
  • The guided sessions engage the students into a lively conversation by bringing their own experiences in the discussion.
  • The modules were created by a group of researchers, educators, school teachers, storytellers and students from all over Europe.
  • These modules are freely available on the website in six languages and can be taught in different subjects and school types.
  • The teaching modules include background information for educators, a teaching plan with exercises using interactive teaching methods such as storytelling and audio-visual methods and empirical data, links to documentaries and other relevant teaching materials.
  • Suggested answers are provided in the lesson plan for the activities.
  • The modules are freely available to everyone. No registration is necessary.

Weaknesses

  • Strategies for learners with difficulties are not provided. 
  • Assessment strategies are not provided. 

Recommendation of how and where to use it

The teaching modules are designed to fit into existing school subjects such as geography, history, social science, and literature and they include materials and activities suitable for secondary students across different school types. They could be taught individually or as a package with migration popping up in different subjects throughout the school year. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • British Columbia
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    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate
        • Social Justice: Individual worldviews shape and inform our understanding of social justice issues.
  • Manitoba
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    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Global Issues
  • New Brunswick
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    • Grade 10
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      • Social Studies
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        • Civics 10: Human Rights
    • Grade 12
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      • Geography
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        • Canadian Geography 120: Patterns and Systems in the Human and Natural World
      • Social Studies
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        • World Issues 120: Humanity
  • Newfoundland & Labrador
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    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: World Climate Patterns
      • Social Studies
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        • Social Studies 3201: Quality of Life
  • Northwest Territories
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    • Grade 11
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      • Civic Studies
        • Step 4Relevant matches
        • Challenges in the Global Environment
  • Nova Scotia
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    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Contemporary Canadian Studies 11: Environmental Justice
    • Grade 12
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      • Geography
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        • Global Geography: Planet Earth
      • Social Studies
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        • Global Sustainable Solutions: Sustainable Populations
  • Nunavut
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    • Grade 10
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
  • Ontario
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    • Grade 9
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      • Geography
        • Step 4Relevant matches
        • Exploring Canadian Geography: :Changing Populations
    • Grade 10
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      • Civic Studies
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        • Civics and Citizenship (Open): Civic Awareness
    • Grade 11
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      • Geography
        • Step 4Relevant matches
        • Impacts of Change
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.)
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
        • Regional Geography (Univ./College Prep.) Natural and Human Systems
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
      • Social Studies
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        • Equity, Diversity, and Social Justice (Workplace Pre.) Equity, Social Justice, and Change
    • Grade 12
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      • Geography
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        • World Issues: A Geographic Analysis (College Prep.):Changing Societies
        • World Issues: A Geographic Analysis (Univ. Prep.): Social Change and the Quality of Life
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
  • Prince Edward Island
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    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues: Introduction- What is a global issue?
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
        • Social Studies 20: World Issues -Human Rights
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate
        • Social Justice: Individual worldviews shape and inform our understanding of social justice issues.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Human Rights (2)

  • Environmental Racism/Justice
  • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Climate Change and Migration engages students with real-world, global examples, encourages critical thinking through comparison and role-based activities and helps students take informed positions by considering multiple viewpoints. Therefore, students can form opinions and take an informed position on the issue. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

This resource effectively addresses the environmental dimension by exploring the causes and consequences of climate change and linking them to migration strategies. As well, it addresses the economic dimension by highlighting how economic factors shape the ability to adapt or migrate due to climate impacts. Lastly, the lesson addresses the social impacts of climate change and migration by focusing on inequality, community resilience, and individual experiences. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The lesson plan Module 8: Climate Change and Migration respects the complexity of the issue by providing a multifaceted exploration of climate change and migration. It carefully addresses the interconnected environmental, economic, social, and political factors while encouraging critical thinking and discussion. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

This is not a focus of this resource. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

In the scenario analysis and power walk exercises students analyze real-world climate events, adopt diverse perspectives, and reflect on fairness and justice in migration and adaptation decisions. Class discussions and closing questions further prompt students to articulate their values on climate justice and their responsibility to address climate change impacts.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The Module 8: Climate Change and Migration lesson plan fosters empathy and respect for humans by presenting the lived experiences of people impacted by climate change, encouraging students to step into their shoes, and highlighting the inequalities that shape their ability to adapt or migrate.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

By studying both slow-onset events (eg. sea-level rise, drought) and rapid-onset events (eg. floods, typhoons), students develop a deeper appreciation for the dynamic and fragile nature of the natural world.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Students are part of the role-playing activity that helps make the issues relevant to them. However, all learning happens in the classroom. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The module provides for a good understanding of the past by exploring historical migration patterns. As well, students engage with real-world scenarios from Senegal, the Philippines, Kiribati, and Germany. This provides insight into how current climate events like floods and typhoons are affecting communities globally. Finally, it emphasizes solutions such as local innovation and governmental interventions which showcase resilience and potential for mitigation.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The guided sessions engage the students in a lively conversation by bringing their own experiences into the discussion. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The teaching modules are designed to fit into a variety of subject areas including civics, geography, history, social science, and literature.  They include materials and activities suitable for secondary students across different school types. They lessons could be taught individually or as a package with migration popping up in different subjects throughout the school year. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Through activities such as analyzing real-world scenarios, engaging in role-plays, and participating in discussions, students investigate the multifaceted relationship between climate events, migration, and adaptation strategies.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The variety of instructional approaches in this resource addresses well the needs of visual, auditory, and kinesthetic learners. However, strategies for learners with difficulties are not provided. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Students will do a power walk to understand how both personal factors and governmental responses influence people’s adaptation strategies when faced with different climate events and identify that some people want to stay while others want to move when faced with climate change and that some people can move while others cannot.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will work in groups to complete many of the activities. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Formal assessment tools are not provided in this resource. However, discussion questions are provided and could be used by teachers for assessment purposes. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students will present their scenario to the other groups. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Students will be exploring four real-life climate events in Senegal, the Philippines, Germany, and Kiribati in the South Pacific. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered

This is not a focus of the resource. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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