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Database Provider

Author

National Park Service

Grades

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

Subjects

Science, Social Studies, Geography

Resource Type

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

Regional Focus

North America, United States, USA - South, Louisiana

Format

YouTube Video

Drawing Connections: Jean Lafitte National Historical Park & Preserve

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Synopsis
  • 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

Positives

  • 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.

Differentiation

  • 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.
Standards
  • Science and Engineering
    • ESS3: Earth and Human Activity
      • 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • Social Studies
    • Geography
      • Geography 2: Students understand geographic aspects of unity and diversity in various regions of the United States and the world by describing features on the daily life of various cultures in the United States and the world.
      • Geography 1: Students understand the geography of the community, Maine, the United States, and various regions of the world by identifying the Earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools including digital mapping tools; and explaining examples of changes in the Earth's physical features and their impact on communities and regions.
      • Geography 1 (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.
      • Geography 2 (D1): Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans, 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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