Lesson #1: Sila Alangotok

Resource Type: Lesson Plan

Contributor: CCSU

Tags:

Level: Academic/Applied

Grade/Year: 10

Topics: Climate Change

Subjects: Science, Geography

Description: This introductory lesson to Climate Change begins with a pre-test diagnostic following by an introduction to the concept of Traditional Ecological Knowledge and its role in understanding Climate Change as well as its role in the scientific study of this topic. Students watch the 20 min video Sila Alangotok—Inuit Observations on Climate Changewhich explores the environmental changes that the Inuit people of Sack’s Harbour NWT have been noticing over the past several decades.

Instructions for Students:

Time Required: 1 75 min class period

VideoEmbed Code:

Attachments:

  • Climate Change pre-test (Teacher and Student versions)
  • A Teacher’s Guide for the Video Sila Alangotok—Inuit Observations on Climate Change
  • Aboriginal Traditional Knowledge and Environmental Management (Appendix 2 fromA Teacher’s Guide for the Video Sila Alangotok—Inuit Observations on Climate Change)

Province(if specific): Ontario

CurriculumLinks: Learning Objectives

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

TeachingProcess: 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)

  1. Opening Question: How can local people’s observations be important to scientists as

they tryto understand climate change?

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

1. Provide students with an intentionally provocative statement such as the following togenerate discussion.

“Aboriginal people’s traditional knowledge of the local environment is of great valueto scientists today.”

Have students decide whether they personally agree or disagree with the statement andshare their views with a partner. The partners discuss their views until they are able toreach consensus. Each pair then joins another pair, repeating the process of sharing anddiscussing 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 . . .”

  1. 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);

13:44 min

OR 42:14 min

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

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

Climate Change will be/is affecting Canada’s north?”

In groups of 4, have thegroups assign roles such as

recorder of group discussion and key concepts,

concept maprecorder,

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

TeacherNotes:

  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 Alangotokahead 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.

Adaptation(How can the lesson can bemodified to support students with a variety of learning needs?):

  1. Use small groups, heterogeneous for academic ability for the Concept Mapping activity.
  2. Weaker academic students could be the map recorders – to reinforce learning.
  3. The video moves slowly which will be of benefit for ESL students.
  4. Record post-video answers. The Teachers’ Guide has a blackline master for this (p 73). A recorder could write the key points on an overhead of the blackline master for students to copy down.

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

Site Tools: SM re what goes here

Traditional Ecological Knowledge (?)

Teachers’ Guide to Sila Alangotok

Can we put the video links up here too?

Tools & Materials:

computer and data projector

chart paper

markers

tape (to post chart paper on wall)

Other Tools & Materials:

Language: English

Source: Meg O’Mahony

International Institute for Sustainable Development.

Manitoba. Manitoba Education and Youth.