Too Hot For Humans? Jacobabad Temperatures Rise to 50°C

Videos

Grades6, 7, 8, 9, 10, 11, 12Geography, Health

Scientist Reviewed

Provided by The Telegraph

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What it is

This video discusses the occurrence of extreme heat and humidity in Jacobabad, Pakistan.
Students will learn that extreme heat and humidity is dangerous for human beings and how extreme heat and humidity are increasing due to climate change.

Teaching tips

Positives

This is a short video that shows people are already being affected by climate change in a serious way.

Additional Prerequisites

The report discusses temperature in degrees Celsius, so students may need to review a temperature scale showing temperatures in degrees F and degrees C.
Note that the reason high heat and humidity is dangerous to people is because sweat will not evaporate off the skin if the humidity level and temperature are too high, not because people cannot sweat enough.

Differentiation

Cross-curricular connections could be made with geography and social studies to discuss the unequal distribution of heat and humidity and the unequal effects of climate change on global populations.
Students can discuss the health impacts from extreme heat.
Language arts students can write poetry using creative imagery to illustrate the heat brought on by climate change.

From the scientist review

It is important to understand the impact of wet-bulb temperatures as it influences our local weather and thermal comfort of the body. Educators should note the misconception "wet-bulb scale" at 0:51 minutes in the video. It should rather be wet-bulb thermometer or the values on the wet-bulb thermometer. The resource is suitable and recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Geography, Health
Format: YouTube Video
Language: English
Location: Middle East
Provider: The Telegraph
Authors: The Telegraph
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Geo.10.6-8 + 12 more

Core

College, Career, and Civic Life (C3) Standards

D2.Geo.10.6-8Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.

Next Generation Science Standards (NGSS)

MS-ESS2-6.Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
HS-ESS2-2.Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
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.

Maine Climate Education Hub

English Language Arts

SL.6-8.2Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.

Science and Engineering

HS-LS2-6Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Social Studies

Geography1 (D2): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by describing the impact of change on the physical and cultural environment.
Geography2 (F1): Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans, by explaining how geographic features have impacted unity and diversity in Maine, the United States, and other nations.
Geography1 (F2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by evaluating and developing a well-supported position about the impact of change on the physical and cultural environment.
Geography1 (D2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by using inquiry to predict and evaluate consequences of geographic influences.
Geography2 (F2): Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by summarizing and interpreting the relationship between geographic features and cultures of Maine Native Americans, and historical and recent immigrant groups in Maine, the United States, and the world.

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