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Database Provider


Peter Kalmus


8th, 9th, 10th, 11th, 12th


Social Studies

Resource Types

  • Articles and Websites
  • Interactive Media

Regional Focus


No Fly Climate Sci

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  • No Fly Climate Sci is an online platform to raise the public sense of urgency regarding climate and aviation.
  • Students can read about Earth scientists, academics, institutions, and members of the public who are choosing not to fly or are flying less due to climate change.
Teaching Tips


  • The interactive map is easy to navigate and visually displays the people and organizations around the world who have joined the cause.
  • The resource includes stories of youth who have committed to fly less or not at all, which could be especially relatable and inspiring for students.

Additional Prerequisites

  • Students should have basic knowledge about the impacts of aviation on climate change. Teachers can use the Stay Grounded information page to establish this background.
  • When navigating the map, students can click on any No Fly icon to read the bio of that individual.


  • The resources tab includes a list of research articles that students can explore to learn more about the topic.
  • Students can research different solutions for the impacts of air travel and assess their potential effectiveness.
  • If students are interested, they can join the cause and submit their stories to be shared on the site.
  • With younger students, teachers can explore the site with them as a class and read aloud some particularly inspiring stories.
Scientist Notes
There is no contradiction in the map. Views and projections are appropriate. 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.
      • MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 1: Developing Questions and Planning Inquiries
      • D1.3.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
    • Dimension 4: Taking Informed Action
      • 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.
      • D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
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