Gender Equality: SDG 5

Videos

GradesK, 1, 2, 3, 4, 5Social Studies

Scientist Reviewed

Provided by Smile and Learn

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What it is

This short video (3:51) introduces students to UN Sustainable Development Goal (SDG) #5 of gender equality and empowering women and girls as a factor creating a peaceful and sustainable world.
The video emphasizes having empathy and respect for people who are different from us.

Teaching tips

Positives

The video discusses how no particular sport, clothing, toy, or color is just for one gender.
The video has a positive tone that invites students to take action.

Prerequisites

Students should be familiar with the UN SDGs. This lesson can help.
The video mentions struggles faced by women and girls, including child marriage, which can be upsetting to students.

Differentiation & Implementation

Ask students to think of important women in their lives, including in their families, and what they learn from them.
This video on Eunice Newton Foote can be used to introduce students to an important woman in climate science and the struggles she faced.
This resource can be used to discuss equality in more depth with students.
These resources can be used to discuss equality and environmental justice with students.
This resource is for older students but can also provide teachers with the necessary background information to relate gender equality to climate change.

From the scientist review

The video discusses gender equality, why it is essential, and how it is a part of the UN's Sustainable Development Goals. Climate change and the environment are not specifically discussed, but they can be tied into discussions about sustainability and the UN Sustainable Development Goals. Many of the inequalities faced by women are mirrored in climate impacts, education, and activism. For example, women often have less access to education, which contributes to their exclusion/ limited representation in decision-making spaces and higher vulnerability to climate impacts. The information presented is accurate, and this resource is recommended for teaching.

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At a glance

Grades: K, 1, 2, 3, 4, 5
Subjects: Social Studies
Format: YouTube Video
Language: English
Location: Earth
Provider: Smile and Learn
Authors: Smile and Learn
Published: April 4, 2025
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.10.K-2 + 11 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.10.K-2Compare their own point of view with others' perspectives.
D2.Civ.14.K-2Describe how people have tried to improve their communities over time.
D4.6.K-2Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
D2.Civ.12.3-5Explain how rules and laws change society and how people change rules and laws.
D2.Eco.13.3-5Describe ways people can increase productivity by using improved capital goods and improving their human capital.
D2.Eco.7.3-5Explain how profits influence sellers in markets.
D4.7.3-5Explain 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.

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Maine Climate Education Hub

Social Studies

Civics& Government 1: Students understand key ideas and processes that characterize democratic government in the community and the United States by identifying community workers and volunteers and the roles they play in promoting the common good.
Civics& Government 3: Students understand the basic rights, duties, responsibilities, and roles of citizens in a democratic republic by identifying the rights, duties, and responsibilities of citizens within the class, school, or community.
History3: Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans, by describing traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.
History1: Students understand various major eras in the history of the community, Maine, and the United States by identifying major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, the state, and the United States. Students make real or simulated decisions related to the state of Maine or civic organizations by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information. Students distinguish between facts and opinions/interpretations in sources.

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