Curriculum

Ontario Ministry Expectations:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas
of skills
A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,
make predictions, and/or formulate hypotheses to focus inquiries or

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of
initiatives that attempt to address the issue of climate change; research
D1.1 analyse current and/or potential effects, both positive and negative, of climate change on
human activity and natural systems
D2.9 compare different perspectives and/or biases evident in discussions of climate change in
scientific and non‑scientific media
D3.8 identify and describe indicators of global climate change

Teaching Process

NOTE: Lesson is from the Teachers’ Guide (pages 20-24)
1. Introduction & Pre-Test: (20 min)

Pre-test

Students who finish earlier can begin reading the article Aboriginal Traditional Knowledge and Environmental Management (see Attachments)

2. Opening Question: How can local people’s observations be important to scientists as
they try to understand climate change?

3. Introduction to Traditional Ecological Knowledge (TEK) (10 min)

1. Provide students with an intentionally provocative statement such as the following to generate discussion.
“Aboriginal people’s traditional knowledge of the local environment is of great value to scientists today.”
Have students decide whether they personally agree or disagree with the statement and share their views with a partner. The partners discuss their views until they are able to reach consensus. Each pair then joins another pair, repeating the process of sharing and discussing views until they reach consensus.

2. Provide students with the first page of the article Aboriginal Traditional Knowledge and Environmental Management (see Attachments). After students have read this page, have them complete the following reflection:
“What surprised me about the article was . . .”
“What I found particularly interesting about the article was . . .”

4. Video: Sila Alangotok (15 min)
5 min: Introduce the video and prepare the students for the slower
“action” aspect of it. This makes for a nice link to different cultures
in Canada. In addition, remind students of the Oral Tradition
(rather than the Western written) of sharing information and
records.
Introduce the concept of Traditional Ecological Knowledge (TEK);




http://www.youtube.com/watch?v=X3B1VQY9zN8 13:44 min
OR http://www.youtube.com/watch?v=nOZ5LLA-SKg 42:14 min

NOTE: Strong recommendation for the shorter version. It contains the highlights and students can sit through this well.

5. Debrief video…Key Questions… answers on pp 20-21 of A Teacher’s Guide for the Video Sila Alangotok. (15 min)
a. What were some of the observations about Climate Change made by the community members of Sachs Harbour?
b. How can the observations of the Inuit elders be important in the study of Climate Change?
c. What issues around Climate Change were raised as a result of this video?

6. Concept Map: (modified from A Teacher’s Guide for the Video Sila Alangotok; sample map on p 23) (15 min)
“Based on what you have heard from the Sachs Harbour elders, how do you think
Climate Change will be/is affecting Canada’s north?”

In groups of 4, have the groups assign roles such as
recorder of group discussion and key concepts,
concept map recorder,
materials manager (to pick up and return materials + hang map on wall)
time manager (to ensure group is completed map within the 15 min)

Provide each group with chart paper and markers. Allow 15 to 20 minutes for groups to
share their individual notes and create a flip chart summary

Teachers Notes

1. Use all of the pre-test questions as part of the summative test. It will give you good feedback on how well the students have learned the relevant concepts!
2. Skim through A Teacher’s Guide for the Video Sila Alangotok ahead of time. It has excellent (and a LOT of) information. You can emphasize the aspects that you consider the most important.
3. For an excellent background on TEK, read Appendix 2: Aboriginal Traditional Knowledge and Environmental Management of the Teacher’s Guide for the Video Sila Alangotok. The University of Toronto now offers a course on TEK.

Instructions for Students

1. Pre-Test:
Download the pre-test, complete and submit to your teacher.

2. Opening Question:
Answer the opening question posted in the discussions.
How can local people’s observations be important to scientists as
they try to understand climate change?

3. Introduction to Traditional Ecological Knowledge (TEK) (10 min)
1. Discuss the statement
“Aboriginal people’s traditional knowledge of the local environment is of great value to scientists today.”
Do you personally agree or disagree with the statement? Share your views with a partner. Discuss your views until you are able to reach consensus. Post a summary of your discussions.

2. Read the first page of the article Aboriginal Traditional Knowledge and Environmental Management (see attachments). After students have read this page, have them complete the following reflection:
“What surprised me about the article was . . .”
“What I found particularly interesting about the article was . . .”

4. Video: Sila Alangotok



5. Debrief video…Key Question
Answer the following debrief questions. Submit to your teacher.
a. What were some of the observations about Climate Change made by the community members of Sachs Harbour?
b. How can the observations of the Inuit elders be important in the study of Climate Change?
c. What issues around Climate Change were raised as a result of this video?

6. Concept Map:
“Based on what you have heard from the Sachs Harbour elders, how do you think
Climate Change will be/is affecting Canada’s north?”

In groups of 4, have the groups assign roles such as
recorder of group discussion and key concepts,
concept map recorder,
materials manager (to pick up and return materials + hang map on wall) and
time manager (to ensure group is completed map within the 15 min).

Share your individual notes and create a flip chart summary.

Assessment/Evaluation

Diagnostic: Pre-test
Concept Map (for what students learned from video)
Assessment for Learning:
Teacher feedback/leading questions/clarifications on student comments
after video