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Regional Focus


Climate Change Could Force Millions from Homes in Next 50 Years

Author: NowThis Earth
Grades: 6th, 7th, 8th, 9th, 10th, 11th, 12th
Subjects: Social Studies, Economics, Civics, Geography, Social-Emotional Learning
Format: YouTube Video
Resource Type:
  • Video, 3 minutes, 27 seconds, CC, Subtitles
  • This video emphasizes the need to take steps to combat climate change issues. 
  • Students learn about climate migration/migrants and the importance of taking steps to mitigate climate change. 
Teaching Tips


  • Engaging visuals accompany this video.
  • It emphasizes the role of policies in combating climate change and encourages students to take action.
  • It teaches students about the Global Compact for Safe, Orderly, and Regular Migration.

Additional Prerequisites

  • Students should be familiar with climate change and its effects.
  • There may be an ad before the video.


  • Teachers could use the section from 0:45 - 1:52 to explain climate migration to students.
  • Teachers could teach students about the Global Compact for Safe, Orderly and Regular migration using part 2:28-2:54 to explain.
  • Teachers could use this video to explain the relationship between climate change and economic impacts on individuals and communities (people have to move, leave their businesses behind and begin again in a new location).
  • Teachers could use this resource to explain the role of policies in mitigating climate change.
  • Click here for a video on coping with climate anxiety.
  • Click here for an StC lesson plan on solutions to climate change.
Scientist Notes
The video shows the impact of climate change on migration patterns and distributions of people. Climate change has forced people to migrate directly and indirectly to safe areas and those who are unable to migrate are worst hit by the impact. This is a sober reflection and it is insightful to develop contingency plans, thus, the resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • ESS3: Earth and Human Activity
      • MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Geography
      • D2.Geo.2.6-8 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
      • D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
      • D2.Geo.12.9-12 Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.
    • Dimension 4: Taking Informed Action
      • D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
      • CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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