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Database Provider


The Climate Initiative


5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Earth and Space Sciences, Civics, Geography, English Language Arts, Justice, Social-Emotional Learning

Resource Types

  • Interactive Media
  • Video, 3 minutes, 33 seconds, CC, Subtitles
  • Video, 2 minutes, 20 seconds, CC, Subtitles
  • Digital Text
  • Video, 12 minutes, 47 seconds, CC, Subtitles
  • Video, 13 minutes, 59 seconds, CC, Subtitles

Regional Focus

Global, North America, United States, USA - Northeast, Maine

Climate Justice and Equity Learning Lab

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  • This interactive learning module provides several opportunities for students to learn about the concept of equity as it relates to climate change. 
  • Many educational sources regarding climate justice are included.
  • Students can explore a variety of linked resources, learn from guided information with images and videos, and view maps and graphs.
  • A comprehensive teacher guide, including six lessons that go along with this learning lab, can be utilized to create an entire climate justice and equity unit for your classroom.
Teaching Tips
  • Much of the information is presented as an engaging Bitmoji classroom.
  • With several items to click on and learn from, teachers will easily be able to assign the lab to individuals or for small groups.
  • Information is presented in a visually appealing manner, helping educators to quickly locate videos and lessons.
  • Students can learn what actions they can take, as individuals, to help slow the negative effects of climate change.
Additional Prerequisites
  • Teachers may wish to have an initial class discussion about the definitions of climate justice and equity.
  • Teachers and/or students need Internet access and devices to use this resource on their own.
  • A clickable article about climate anxiety and a video depicting fish that died from red tide may be better suited for older learners.
  • In language arts classes, connections can be made to units about social justice.
  • Connections can also be made in social studies classes when students study geography, especially when learning about reasons for immigration and emigration. 
  • This learning lab can be utilized for a cross-curriculum unit on social inequity and its effect on the environment.
  • There is enough information for a class of students to work on individual or small-group research projects and then present their findings to the class.
  • As an extension, students are invited to submit personal climate change narratives to the organization.
  • Biology classes can use portions of this learning lab to support lessons about population dynamics and human global migration due to climate change.
Scientist Notes
This resource has multiple interactive activities that each have many resources to teach students about different climate justice topics. Initially, students will learn what climate justice is, and about inequality in our world. Afterwards, students will learn about a variety of climate equity topics from urban heat islands, to the fashion industry, and others. Resources vary from videos to articles and podcasts. This is a great page for students to get introduced to climate justice and equity. All resources have been assessed. The information presented is accurate and this resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
      • HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: History/Social Studies (6-12)
      • CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
      • CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
      • CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
      • CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.10.3-5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
      • D2.Civ.12.9-12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
    • Dimension 2: Geography
      • D2.Geo.10.9-12 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.
      • D2.Geo.5.9-12 Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
  • National Health Education Standards
    • Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
      • 1.12.3 Analyze how environment and personal health are interrelated.
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