Lesson Plans for NWT and Alberta Secondary Science Classrooms
Freshwater river systems are the basis of livelihood and well-being in northern communities. Changes to these systems due to climate heating, extractive industries, and other economic activities are immediately experienced by community members, young and old – both on the land and within social and cultural life. It is critical that young people in northern communities learn how to understand changes to the land and water – and consider ways to act and address the issue to create healthy futures.
These lesson plans draw upon extensive research done through Tracking Change with Indigenous peoples and other land users, including youth, to meet learning outcomes for NWT and Alberta Science courses. Indigenous knowledge informs all lesson plans, connecting youth to their Elders, histories, lands, languages, and cultures in vital ways. Lessons are inquiry-based, relevant to young people in northern contexts, and adaptable for a variety of learners, containing options for customization and extension for keen students. Lessons may be used in all northern school contexts, including land-based schools.
We welcome all science teachers, from those well-versed in Indigenous knowledge to those who are new to the north, to integrate these lessons into your classrooms. Our teacher resources are available to help you get started!
Science 7: Informed Decision-Making
Science 7: Informed Decision-Making
Due to human activities such as development, climate change, hydro damming, and others, the Mackenzie River Basin is facing many problems. Managing these issues is important in ensuring that the health of the river is protected and people’s livelihoods are supported. Students will learn the significant relationship between humans and the ecosystems of which they are part. This lesson introduces students to the importance of using all knowledge available (traditional, local, and scientific) in making decisions about current and future problems, using case studies about important environmental issues.
This lesson meets cross-curricular outcomes for Science 7 and Social Studies 7. Students will learn the contributions of Indigenous knowledge to decision-making about current events/issues in the Mackenzie River Basin, which is within the circumpolar region.
Purpose:
Students will learn the significant relationship between humans, the ecosystems of which they are part, and how traditional, local, and scientific knowledge is used to make informed decisions. This lesson shares several case studies made up of information, quotes, and photos from Elders, land users, community members, and researchers about an important environmental issue.
The final component of the lesson introduces students to interviewing Elders or community members in relation to an environmental issue that matters to them. While learning outcomes may be met without the interview, we believe the interview is an important way for students to experience the vitality and necessity of intergenerational sharing of Indigenous knowledge of the land. Benefits also extend to the Elder or community member, who is enabled to pass on knowledge, culture, and language in relation to scientific learning.
Introduction:
The Mackenzie River Basin is spread out between the NWT, Alberta, Saskatchewan, and BC, and is an important part of many people’s lives. However, due to many human activities such as development, climate change, hydro damming, and others, there are many problems facing this important river basin. Managing or dealing with these issues is important in ensuring that the health of the river is protected and people’s livelihoods are supported. This lesson introduces students to the importance of using all knowledge available (traditional, local, and scientific) in making decisions about current and future problems.
Key Questions For Student Inquiry:
Why is including Traditional Knowledge and Indigenous perspectives important? How do both local knowledge and Western science contribute to decision-making about the environment?
Location:
In the classroom; interviews may take place inside or outside the classroom.
Length Of Activity:
1-2 classes for Parts 1& 2; 2-3 classes for Part 3
Science 7: Ecosystem Shift - Ice
Science 7 Ecosystem Shift – Ice
The change in warmer winters and shifting seasons caused by human activities over the past couple of decades is becoming more noticeable. One key change is in the timing and predictability of ice freeze-up and melt. Students will learn the significant relationship between humans and the ecosystems of which they are part, including the consequences of human activities on the environment. This lesson introduces students to the implications/consequences of human activities and how these changes have been noticed and recorded, by sharing important quotes from Elders, land users, and community members who have noticed shifts in ice patterns.
This lesson meets cross-curricular outcomes for Science 7 and Social Studies 7. Students will learn about Indigenous knowledge of freshwater ecosystems in the Mackenzie River Basin, which is within the circumpolar region, including how Indigenous peoples track changes over time to seasonal ice freeze-up and melt.
Purpose:
Students will learn the significant relationship between humans and the ecosystems of which they are part, including the consequences of human activities on the environment. This lesson shares important quotes from Elders, land users, and community members who have noticed shifts in the local ecosystem.
Introduction:
The change in warmer winters and shifting seasons caused by human activities over the past couple of decades is becoming more noticeable. One key change is in the timing and predictability of ice freeze-up and melt. This lesson introduces students to the implications/consequences of human activities and how these changes have been noticed and recorded.
Key Questions For Student Inquiry:
How are patterns of ice freeze-up and melt changing in the Mackenzie River Basin? How does human activity contribute to this change? How does this change impact people who rely on the river?
Location:
In the classroom
Length Of Activity:
90 minutes
Science 7: Ecosystem Shift - Fish
Science 7 Ecosystem Shift – Aquatic
Industrial projects are becoming more commonplace in the Mackenzie River Basin, causing changes in the local aquatic ecosystem. One key ecosystem shift is the change in fish habitat, health, and population. Students will learn the significant relationship between humans, their environment, and the consequences of human activities on the environment. This lesson introduces students to the implications/consequences of human activities and how these changes have been noticed and recorded by sharing important quotes from Elders, Land Users, and community members who have noticed a shift in fish health and populations.
This lesson meets cross-curricular outcomes for Science 7 and Social Studies 7. Students will learn about Indigenous knowledge of freshwater ecosystems in the Mackenzie River Basin, which is within the circumpolar region, including how Indigenous peoples track the environmental impacts of industrial projects.
Purpose:
Students will learn the significant relationship between humans, their environment, and the consequences of human activities on the environment. This lesson shares important quotes from Elders, Land Users, and community members who have noticed a shift in the local ecosystem.
Introduction:
Industrial projects are becoming more commonplace in the Mackenzie River Basin, causing changes in the local aquatic ecosystem. One key ecosystem shift is the change in fish habitat, health, and population. This lesson introduces students to the implications/consequences of human activities and how these changes have been noticed and recorded.
Key Questions For Student Inquiry:
Why is fish or fishing important in the Mackenzie River Basin and local waterways? How has the ecosystem that local people rely on and interact with change over time? How might certain human activity contribute to this change? How does this change impact the people who are living and relying on the river?
Location:
In the classroom
Length Of Activity:
45-60 minutes
Science 7: Fish Monitoring
Science 7 Ecosystem Shift – Fish Monitoring
Human societies are a major part of their local ecosystems, and human activities have both direct and indirect impacts on those ecosystems. One of these impacts is on fish habitat, health, and population – including the fish human beings rely on for food. This lesson introduces students to the concept of fish monitoring through Indigenous knowledge systems, the indicators of fish health used, and how to monitor fish habitat, health, and populations.
This lesson meets cross-curricular outcomes for Science 7, Social Studies 7, and English Language Arts 7. Students will learn the significant relationship between humans and the ecosystems in the circumpolar region, including the consequences of human activities on the environment and how to monitor those changes. They will also write a persuasive letter explaining their position on an environmental issue.
Purpose:
Students will learn the significant relationship between humans and the ecosystems of which they are part, including the consequences of human activities on the environment and how to monitor those changes. This lesson shares several excerpts from the Tracking Change reports that include quotes from Elders, land users, and community members on indicators of fish health.
Introduction:
Human societies are a major part of their local ecosystems, and human activities have both direct and indirect impacts on those ecosystems. One of these impacts is on fish habitat, health, and population – including the fish human beings rely on for food. This lesson introduces students to the concept of fish monitoring through Indigenous knowledge systems, the indicators of fish health used, and how to monitor fish habitat, health, and populations.
Key Questions For Student Inquiry:
How can I know if the fish in my community are healthy to eat? What are some of the ways changes to fish health is being monitored?
Location:
In the classroom
Length Of Activity:
135 minutes
Science 8: Human Impact
Science 8: Human Impact
71% of the world’s surface is covered in water, from saltwater systems to freshwater systems. What happens when our actions as a society impact these vital ecosystems that are part of our daily lives for water, food, and fun? This lesson introduces students to researching and analyzing different human impacts on the environment and invites students to make decisions that benefit local ecosystems. Students will learn how to analyze the different factors affecting marine and freshwater environments, the human impacts on the environment, and how to address these issues.
Purpose:
Students will learn how to analyze the different factors affecting marine and freshwater environments, the human impacts on the environment, and how to address these issues. This lesson shares some excerpts and quotes from the tracking change reports for the purpose of researching the different human impacts on the environment.
Introduction:
71% of the world’s surface is covered in water, from saltwater systems to freshwater systems that we all interact and rely on. However, what happens when our actions as a society impact these vital ecosystems that are part of our daily lives for water, food, and fun? This lesson introduces students to researching and analyzing different human impacts on the environment and invites students to make decisions that benefit local ecosystems.
Key Questions For Student Inquiry:
How has human activity impacted the ecosystem including the people who rely on it? What is being done about the issue? What can you do to help address the issue?
Location:
In the classroom
Length Of Activity:
90-135 minutes
Science 8: Local Aquatic System Health
Science 8: Local Aquatic System Health
Aquatic ecosystems are impacted by human-induced threats such as climate change, industrial development (oil and gas, mining), and hydroelectric dams. Indigenous knowledge and observations of land users are important sources of information in understanding these threats to water. Western science is also a useful way of investigating water quality. This lesson introduces students to different threats facing the Mackenzie River and types of scientific tests that can explain the health of the water. Students will get firsthand experience completing scientific monitoring by investigating water pollution in order to understand the consequences of human activities on the environment.
Purpose:
Students will learn the significant relationship between humans and the ecosystems of which they are part, including the consequences of human activities on the environment. This lesson gives students the chance to get hands-on experience with western scientific approaches to understand aquatic ecosystem health.
Introduction:
Aquatic ecosystems are impacted by human-induced threats such as climate change, industrial development (oil and gas, mining), and hydroelectric dams. Understanding threats to the water is critical because people in the Mackenzie River Basin rely on it for food, drinking water, and travel. Traditional Knowledge and observations of land users are important sources of information about these threats. Western science is also a useful way of investigating water quality. This lesson introduces students to different threats facing the Mackenzie River and types of scientific tests that can explain the health of the water. Students will get firsthand experience completing scientific monitoring to investigate levels of water pollution near their community.
Key Questions For Student Inquiry:
What types of threats face areas of the Mackenzie River? How can scientific monitoring be useful for making decisions about these threats?
Location:
In classroom or computer lab / scientific testing should take place on the land/water, although can take place in the classroom
Length Of Activity:
1 class period (part 1) / 1 day (part 2) / 1 class period (part 3)
Science 8: Local Drinking Water
Science 8: Local Drinking Water
Many Indigenous communities in Canada do not have access to clean drinking water. Lack of infrastructure, along with pollution caused by various industries, affects local drinking water. In this lesson, students will come to understand the significance of water supply and quality to the needs of humans and other living things in their local community. To do so, they will administer a survey and analyze the results to investigate the ways that water is used in their community, the quality of the water, and the perceived threats to the water.
This lesson meets cross-curricular outcomes for Science 8 and Mathematics 8. Students will administer a survey and analyze the results to investigate the ways that water is used in their community, the quality of the water, and the perceived threats to the water.
Purpose:
Many First Nations across Canada face challenges in ensuring the drinking water they have from the land and in their communities is safe to drink. Various industries, such as oil and gas and pulp mills, affect local drinking water. In this lesson, students will come to understand the significance of water supply and quality to the needs of humans and other living things in their local community. To do so, they will administer a survey and analyze the results to investigate the ways that water is used in their community, the quality of the water, and the perceived threats to the water.
Introduction:
Many Indigenous communities in Canada do not have access to clean drinking water. Lack of infrastructure (e.g. water treatment plants, type of piping in buildings) and pollution are two of the reasons why some communities face long-term boil water advisories. For this reason, some communities rely on a truck to deliver water to homes or may drink bottled water. This lesson introduces students to the importance of clean water and allows them to investigate the quality and perceptions of drinking water in their own community.
Key Questions For Student Inquiry:
Do people in our community feel the water they drink in their homes is safe? What about the water they drink from the land (lakes, rivers, streams)?
Location:
In the classroom and in the school/community (survey)
Length Of Activity:
90-120 minutes
Science 10: Cimate Change
Science 10: Climate Change
Climate heating is a global issue. Indigenous peoples in Canada, as well as in other parts of the world, are global leaders in the fight against climate change. This lesson introduces students to ways young Indigenous peoples are involved in climate activism and allows them to investigate climate impacts in their own community. It also enables students to network their learning with students in other locations across the Mackenzie River Basin using online technology, in order to compare local knowledge of climate impacts across their region.
Purpose:
Climate change is a global issue. Indigenous peoples in Canada, as well as in other parts of the world, are leaders in the fight against climate impacts. This lesson introduces students to ways young Indigenous peoples are involved in climate activism and allows them to investigate climate impacts in their own community. It also enables students to network their learning with students in other locations across the Mackenzie River Basin using online technology, in order to compare local knowledge of climate impacts across their region.
Introduction:
Climate change is a global issue. Indigenous peoples in Canada, as well as in other parts of the world, are leaders in the fight against climate impacts. This lesson introduces students to ways young Indigenous peoples are involved in climate activism and allows them to investigate climate impacts in their own community.
Key Questions For Student Inquiry:
How is climate change impacting your community? How are local people responding to climate threats?
Location:
In the classroom
Length Of Activity:
4-5 class periods (1 for case study/introduction; 1 for group research; 1 for interview prep; 1-2 for poster creation; 1 for actual YKF)
Science 10: Global Climate Change and Rivers In Different Biomes
Science 10: Global Climate Change and Differences In Different Biomes
Many communities around the world rely on waterways for transportation, agriculture, drinking water, and as a source of food. Freshwater is essential, but it is increasingly threatened due to climate change. This lesson introduces students to ways communities in three different parts of the world contribute to and experience climate impacts on freshwater environments. Students will explore communities in the Amazon, the Mekong, and the Mackenzie rivers/biomes in order to compare and contrast climate change contributors and effects in different river systems.
Purpose:
Students will learn about how human activities affect different biomes in various locations, how these activities contribute to climate change, and the actions taken to deal with the impacts of climate change. In this lesson, students will be learning about the Amazon, the Mekong, and the Mackenzie rivers/biomes in order to compare and contrast climate change contributors and effects in different river systems.
Introduction:
Many communities around the world rely on waterways for transportation, agriculture, drinking water, and as a food source. Freshwater is essential. While people around the world have different cultures, ecosystems, and histories, everyone faces the common threat of climate change. This lesson introduces students to ways communities in three different parts of the world contribute to and experience climate impacts on freshwater environments. Students will explore similarities and differences in climate contributors and threats and apply their knowledge to their own community’s experience.
Key Questions For Student Inquiry:
How can the experiences of people in various river systems around the world help us better address environmental and climate impacts in our own river system? How does indigenous knowledge contribute to our understanding of river systems and climate change?
Location:
In the classroom
Length Of Activity:
90-120 minutes
Experimental Science 30: Disturbance and Development
Experimental Science 30: Disturbance and Development
Industrial development can be important for economic development, but it also poses serious threats to the environment. For instance, chemicals used in mining can enter waterways. Understanding these impacts is important when making decisions about approving projects and identifying ways to mitigate the negative effects. This lesson exposes students to resource development projects in the Northwest Territories, introduces how Indigenous knowledge and local communities contribute to the understanding of toxins and allows students to investigate the environmental disturbances that can arise from development. Students will be challenged to apply their learning to investigate a local issue using primary and secondary research, and then convey what they learned in a creative way.
Purpose:
Resource development, largely through mining, is a major part of the Northwest Territories’ economy. Industrial activity has advantages and disadvantages. Understanding these impacts is important when making decisions about approving projects and identifying ways to mitigate the negative effects. This lesson exposes students to resource development projects in the Northwest Territories, introduces how Indigenous knowledge and local communities contribute to the understanding of toxins, and allows students to investigate the impacts of development in their local area.
Introduction:
Industrial development can be important for economic development, but it also poses serious threats to the environment. For instance, chemicals used in mining can enter waterways. This lesson will introduce students to environmental disturbances that can arise from development. Students will be challenged to apply their learning to investigate a local issue using primary and secondary research, and then convey what they learned in a creative way.
Key Questions For Student Inquiry:
How do development projects impact my community? What is my community doing to address the issue?
Location:
In the classroom and in the school/community (interviews)
Length Of Activity:
180-225 minutes
Experimental Science 30: Freshwater Ecology
Experimental Science 30: Freshwater Ecology
Fish are an important part of many people’s diets, and having reliable access to fish in a nearby waterway is an important part of many communities’ health and food security. While western science provides important information about local fish resources, fishers and Indigenous peoples have been gathering and passing on information about fish populations for generations. In this lesson, students will conduct fieldwork to investigate local fish resources in a way that is rooted in Indigenous knowledge and on-the-land experience.
Purpose:
Indigenous peoples in the Mackenzie River basin have been gathering and passing on information about fish populations for generations. This knowledge is key to the livelihoods of communities throughout the Mackenzie River basin. In this lesson, students will conduct fieldwork that is rooted in Indigenous knowledge and on-the-land experience.
Introduction:
Fish are an important part of many people’s diets. Having reliable access to fish in a nearby waterway is an important part of a community’s ability to access fish. While western science provides important information about local fish resources, fishers have accumulated knowledge of fish populations and habitat by spending time on the land and sharing knowledge across generations and can thus provide invaluable information as well. This lesson enables students to investigate local fish resources through fieldwork that is rooted in Indigenous knowledge and on-the-land experience.
Key Questions For Student Inquiry:
Is the fish in my community safe to eat? Will fish be available as a source of food in the future? How does Indigenous knowledge help me understand the security of fish as a food source in my community?
Location:
In the classroom and in the school/community (interviews)
Length Of Activity:
225 minutes
Experimental Science 30: Sustainability and Freshwater Resources
Experimental Science 30: Sustainability and Freshwater Resources
A common definition of “sustainability” is: “meeting the needs of the present without compromising the ability of future generations to meet their needs” (Brundtland, 1987). Sustainability often involves three pillars: economic, environmental, and social sustainability. Ecotourism is increasingly promoted as a means of boosting local economies while maintaining sustainable practices. It is important for students to recognize different definitions of “sustainability” in order to determine whether (and how) ecotourism would fit within their local community. This lesson will introduce students to the concept of sustainability from Indigenous perspectives, as well as how the principle can be applied to ecotourism in northern communities. Students will learn to listen to Elders and/or local fish harvesters define sustainability and apply local and Indigenous knowledge to decision-making around ecotourism.
Purpose:
Ecotourism is increasingly promoted in the Mackenzie River basin as a means of boosting local economies while maintaining sustainable practices. It is important for students to recognize different definitions of “sustainability” in order to determine whether (and how) ecotourism would fit within their local community. Students will learn to listen to Elders and/or local fish harvesters’ definitions of sustainability and apply local and Indigenous knowledge to decision-making around ecotourism.
Introduction:
A common definition of “sustainability” is: “meeting the needs of the present without compromising the ability of future generations to meet their needs” (Brundtland, 1987). Sustainability often involves three pillars: economic, environmental, and social sustainability. Only recently have western institutions recognized the importance of sustainability. Indigenous peoples have lived in a sustainable way since time immemorial. This lesson will introduce students to the concept of sustainability from Indigenous perspectives, as well as how the principle can be applied to ecotourism in northern communities.
Key Questions For Student Inquiry:
Should we have ecotourism in my community? How do Indigenous definitions of sustainability help me decide whether ecotourism is a sustainable option or not?
Location:
In the classroom and in the school/community (survey)
Length Of Activity:
180-300 minutes
