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Displacement in the Face of Climate Change

Middle, Secondary

Description

Displacement in the Face of Climate Change consists of ten lessons focusing on climate-caused migration around the world. The unit plan contains a variety of activities that allow students to explore the current situation as well as how migration could be impacted by climate change in the future.

Part one begins with a discussion around the reasons people move and the concept of displacement due to environmental factors. The  students will analyze photos and describe what they think is happening.  The lesson continues with the students reading part one of an article and answering comprehension questions. Then they will be provided with a specific climate migration scenario to read and analyze before answering more questions.  Finally, they will create a one page info-graphic to synthesize their understanding of the issues. The info-graphics will be shared with the class.

Part two focuses on migration and climate change policy. The students will read part 2 of the article and answer comprehension questions. They will research possible solutions to the climate change migration problem as they prepare for a virtual journalist visit. As a final task, the students can choose to prepare either a public service announcement or write a letter to a politician or to the United Nations. 

General Assessment

What skills does this resource explicitly teach?

The resource has a focus on developing an awareness around climate change and the effects on a large percentage of the world's population. It does not teach specific skills.

Strengths

  • all materials are provided and the internet links are active
  • thought provoking material with a variety of engaging activities
  • good quantity of information for the teacher
  • easy to implement

Weaknesses

  • no accommodations suggested for those students who may have difficulties with the level of material
  • heavy emotional content that may hit close to home for some students

Recommendation of how and where to use it

Displacement in the Face of Climate Change is a well planned and in-depth look at migration due to the changes in the climate. It is best suited for the middle school classroom. It can be used to address the curricular outcomes in Geography and Social Studies related to migration, environmental factors and social responsibility. 

Relevant Curriculum Units

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        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
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        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
    • Grade 7
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      • English/Language Arts
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        • Language and text can be a source of creativity and joy
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
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        • Language and text can be a source of creativity and joy
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
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        • Language and story can be a source of creativity and joy
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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Economics (1)

  • Poverty Reduction

Food & Agriculture (1)

  • Food Security

Governance (1)

  • Government Regulations

Human Health & Environment (2)

  • Human Population Dynamics
  • Quality of Life

Human Rights (2)

  • Poverty
  • Refugees and Immigration

Land Use & Natural Resources (1)

  • Sustainable Urbanization

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students are presented with a lot of information in this lesson.  They are given ample time to synthesize what they are learning and to take an informed position when completing their final product.

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

The resource does an excellent job of presenting all dimensions of the issue of migration due to climate change.  The article and the case studies provided offer a full picture of the challenges.

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 complex issues surrounding migration are made clear.

Respects Complexity:

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

Acting on Learning Satisfactory

The students are given the choice of creating a public service announcement or to writing a letter to a politician or the United Nations.

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

The resource does a very good job of providing the students with many opportunities through discussions and reflection/exit questions to formulate and express their own beliefs.

Values Education:

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

Empathy & Respect for Humans Very Good

This lesson plan develops an understanding in a meaningful way of the challenges facing different groups who are impacted greatly by climate change.

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 Good

The case studies, photos for analysis and the first-hand accounts from the article will raise concern regarding impacts from climate change.

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 Good

The students are encouraged at different points throughout the lesson to make personal connections to the issues and information they are learning about.

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 positive vision for the future is developed with the students through the final examination of policies that could have a positive effect on migration due to climate change issue.

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 opportunities for the students to express their own ideas and thoughts allow for multiple avenues to explore the issue.

Open-Ended Instruction :

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

Integrated Learning Good
  • Geography
  • Social Studies
  • Literacy
  • Science
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 Good
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 lesson has a variety of activities that will engage different learners.  However, there are no strategies for learners who may have difficulties with the material.

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 Poor/Not considered

The lesson is not structured for this type of learning.

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
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 Very Good

There are multiple tools and suggestions to facilitate the assessment of learning in this resource.

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
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 Very Good

The students are provided with the opportunity to learn via case studies from six different articles exploring the topic of migration due to climate change from around the world.

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 Good

There are multiple opportunities for the students to make choices for their learning in this 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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