Students generate a classwide list of examples of factors leading to migration. Then they watch a series of short videos about how climate change is affecting different countries around the world, and they summarize the impact of climate change on migration. Next they use a migration database to examine an indicator and geographic region of their own choice. Finally they read the personal stories of immigrants and write a letter welcoming one of them.
Students review prior learning about economic, political, cultural, and environmental causes of migration and read an introduction that frames climate change as a contemporary migration factor. They contribute to a shared class table by listing an example of a factor that causes people to migrate.
Teacher MovesPresent the lesson overview and objectives, then prompt students to brainstorm migration factors. Use sample responses to highlight economic opportunity, political stability, discrimination, community, education, and extreme climate as ongoing drivers of migration, and guide students to see how these factors remain relevant today.
Students examine an image and description of Hurricane Katrina’s displacement, then read background text explaining how climate change contributes to rising temperatures, sea levels, and extreme weather. They watch a series of short videos about climate change impacts in different regions (overview, Sri Lanka, Guinea, Micronesia, and Latin America) and read The next wave of mass migration: Extreme weather events are likely to become the main cause behind waves of immigration toward Europe. They then post a written summary explaining in their own words how climate change is affecting migration.
Teacher MovesClarify that climate change interacts with other migration factors and is rarely the sole cause. Review student summaries, select and share an exemplary response, and use it to discuss how extreme weather, sea-level rise, drought, and regional inequalities—especially in Africa—can push people to migrate toward more stable and prosperous areas.
Students explore the Migration Data Portal, selecting any indicator and geographic area of interest to investigate global migration patterns. They save a screenshot of their chosen data as a PDF, upload it, and write an explanation interpreting the data and drawing conclusions about migration trends and possible causes.
Teacher MovesModel how to navigate and interpret the database if needed, using a concrete example such as refugee resettlement by country of origin and destination. Think aloud about what the data suggests regarding economic opportunity and political oppression, then support students as they analyze their own selected indicators and share notable examples with the class for discussion.
Students view an image and description of Singapore’s large immigrant population, then connect numerical migration data to individual experiences by visiting I Am a Migrant and reading one or more personal stories. They choose one migrant and write a letter welcoming that person to their neighborhood, addressing the migrant’s specific circumstances and possible concerns. Finally, they read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesEmphasize that migration statistics represent real people with complex lives. Invite immigrant students who are comfortable to share their own stories, and encourage the class to write empathetic, specific welcome letters that reflect an understanding of each migrant’s background and challenges. Monitor and guide peer feedback to ensure it remains respectful and supportive.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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