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Why People Move: How Data Predicts the Great Climate Migration

Secondary

Description

The lesson explores data-driven journalism and how it can predict climate-driven patterns of migration. Students will learn to analyze the relationship between climate change and migration, critically evaluate predictions made by journalists, and understand the potential consequences of climate change for global migration trends.

By examining real-world case studies, analyzing data models, and reading articles from The New York Times Magazine and ProPublica, students gain insight into how migration will shape the future. Through engaging activities like mapping migration routes, evaluating political scenarios and considering policy impacts, students are encouraged to critically reflect on the ethical and logistical challenges of climate-related migration.

The lesson fosters analytical thinking and encourages students to assess the role of data-driven journalism and predictive models in shaping public policy and global discourse.

General Assessment

What skills does this resource explicitly teach?

Students will learn to analyze the relationship between climate change and migration, critically evaluate predictions made by journalists, and understand the potential consequences of climate change on global migration trends.

Strengths

  • The lesson plan is extensive and easy to follow for teachers. 
  • The lesson uses real-world data and predictive models from reputable sources like The New York Times Magazine and ProPublica, making the content credible and engaging.
  • Extension activities are provided if teachers or students would like to dig deeper into the issue.

Weaknesses

  • The lesson does not include formalized assessment tools or rubrics. 
  • The readings in the lesson are drawn from investigative journalism by The New York Times Magazine and ProPublica, which are detailed and data-heavy. These factors may make them challenging for students.

Recommendation of how and where to use it

This resource will provide insight and add social context to any discussion of the impact of our changing climate. It will be of particular interest to geography, environmental science and social studies teachers addressing issues related to population, migration, environmental justice, and climate change. 

Relevant Curriculum Units

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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
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        • Human Geography 12: Analyzing data from a variety of sources allows us to better understand our globally connected world
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        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate
        • Physical Geography 12: Natural processes have an impact on the landscape and human settlement

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Human Health & Environment (1)

  • Quality of Life

Human Rights (3)

  • Environmental Racism/Justice
  • Refugees and Immigration
  • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Through discussion questions and tasks such as analyzing migration models and evaluating the ethical implications of climate-related migration, students are prompted to explore various perspectives, think critically and form their own reasoned conclusions.

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 lesson examines the effects of climate on migration, the economic consequences of displacement and the social challenges involved. Students gain a comprehensive understanding of how these factors interconnect and influence global migration patterns.

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

This lesson prompts students to explore different perspectives, allowing them to understand the full scope of the complexities involved.

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

Through discussions, reflection questions, and activities like evaluating ethical implications of migration policies and forming opinions on complex issues, students are encouraged to explore their perspectives and articulate their values in relation to climate change and migration.

Values Education:

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

Empathy & Respect for Humans Good

The case studies promote respect and empathy for those groups so disadvantaged 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

By exploring how climate change impacts people so significantly, students are reminded of the importance of nature and the need to protect it.

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 Poor/Not considered

This is not a focus of this resource. 

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 lesson helps students understand how past climate events have shaped migration patterns and reflect on the present impact of climate change. It encourages them to explore solutions, fostering hope for a better future.

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

This lesson encourages diverse perspectives and critical thinking through open-ended questions, data analysis, and reflection activities. Students are invited to explore complex issues without being steered toward a single correct answer, fostering creativity and nuanced understanding.

Open-Ended Instruction :

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

Integrated Learning Good

This lesson would support outcomes in geography, environmental science, and social studies.  

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

Students answer questions about the relationship between climate change and migration, interpret data models, and engage in discussions about ethical and policy implications.

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 Satisfactory

While the lesson includes activities to address different learning styles and abilities, teachers may need to further differentiate the content or simplify readings to fully support all students,

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 Good

Students analyze authentic data, journalistic reporting, and real-world challenges like climate migration. While it simulates real-world problem-solving, it does not involve direct experiences beyond the classroom.

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. 

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

The lesson does not include formal assessment tools or rubrics as part of its structure. However, several components of the lesson could be used to assess student understanding and engagement. 

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 opportunities are only present in the extension activities. 

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 lesson includes relevant case studies as it uses real-world examples of climate change impacts on migration.

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 Very Good

The lesson provides opportunities for students to choose aspects of the content and activities based on their interests, such as exploring climate change's intersection with other global issues or engaging in a data journalism project. These choices allow students to delve deeper into topics and select learning methods that best suit their preferences and strengths.

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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