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Database Provider


National Park Service


3rd, 4th, 5th, 6th, 7th, 8th


Science, Social Studies, Geography

Resource Type

  • Videos, 3 minutes, 26 seconds, CC, Subtitles

Regional Focus

North America, United States, USA - South, Louisiana


YouTube Video

Drawing Connections: Jean Lafitte National Historical Park & Preserve

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  • This video uses the metaphor of a grab-and-go box to explain how the landscape, community, and culture of South Louisiana are at risk because of climate change. 
  • Students will learn that they can fill their mental grab-and-go box with traits such as curiosity, concern, commitment, and understanding that will help them fight climate change and protect the places they love. 
Teaching Tips


  • This video uses an appealing watercolor illustration style that will keep students engaged.
  • Students will learn that climate change endangers cultures and communities.
  • The video description provides a link to the audio-described version of the video.

Additional Prerequisites

  • Students should be familiar with the terms evacuate, sentimental, keepsake, and inland.


  • Art classes could create mental grab-and-go box drawings, paintings, or collages. 
  • Ethics, life skills, or advisory classes could discuss the ways that curiosity, concern, commitment, and understanding equip people to deal with disaster and loss. In pairs or small groups, students could reflect on the following questions:
    • Think about a time when you experienced a loss or disaster. What helped you get through that difficult time?
    • What are two things that you would add to your mental grab-and-go box? Why?
    • How can you use the tools in your mental grab-and-go box to stop climate change?
  • Other resources on this topic include this video about an island off the coast of Louisiana that is vanishing because of climate change and this TED video on combatting climate change with stubborn optimism.
Scientist Notes
The video shows the need to be more committed to taking climate action in our everyday lives. As we move from one location to the other, we should endeavor to connect with nature and preserve the planet. 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.
      • 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Geography
      • D2.Geo.8.6-8 Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
      • D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
      • D2.Geo.10.6-8 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
      • D2.Geo.4.3-5 Explain how culture influences the way people modify and adapt to their environments.
      • D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
    • 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.
      • D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
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