Instructors: Leah Poirier

Lesson Plan
Lesson Title: Connecting Traditional Ecological Knowledge and Climate Change Grade:11
Subject: Environmental Science Time: 75 minutes

Description: Have students get into pairs/ groups to analyze and record their findings of the transcribed interviews
from the Gitxaala First Nations residents. Students will then fill out the given data collection sheets to show their
findings, later discuss them and add a Fort William First Nation/ Northwestern Ontario perspectives and connections.
Students are welcomed and encouraged to use resources (books/internet) to make Northwestern Ontario
connections.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11: A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of
skills (initiating and planning, performing and recording, analyzing and interpreting,
and communicating)

Ontario Curricular Specific Expectations

A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources,
including electronic, print, and/or human sources, using suitable formats and an accepted form of academic
documentation

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)

Learning Goals
I can understand and describe how climate change has affected ecosystems and First Nations Land-use practices
I can understand the different perspectives of different (Indigenous) cultures and how they learn from and observe
ecosystems (in place or on the Land)
I can collaborate and work with my peers.
I can record my findings on an observation sheet
I can communicate my results
ASSESSMENT and EVALUATION
Success Criteria
- How well the students articulate their answers in group discussion (to teacher and other students)
- How invested are they in the activity
- How much of the observation sheets they fill out

Assessment
Achievement Chart Categories: knowledge and understanding, application
Assessment Tool: Student participation, completion of work sheets and willingness to learn.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson
- IPPE teacher will read and understand the full lesson plan.
- Look into possibly finding an elder in the area to learn about the territory we are on.
- Previous look in school library for books students can use as resources
- Read/talk and learn about the William First Nation harvesting practices and how climate change has/might affect
them.
- Have an electronic version ready to send to students
Differentiation: Content, Process, Product, Assessment/ Accommodations, Modifications
- Content and assessment all remain the same and no modifications
- Product expectations may alter depending on what students can physically and intellectually provide.
Alterations may include (but are not limited to) completing the work on a computer, having an IE help,
drawing, orally and/or putting students into pairs and working together.
- Process will be modified considering if the product expectation changes. Depending on what instruction
needs to be given for the specific class.
- If nice outside, or student have more beneficial places to work they can go there as long as the teacher
knows and approves.

Resources and Materials

Map of Gitxaaa territories
Map of the treaties
Pictures of rocky coast typical of BC's North Coast
Pictures of resources: salmon, seaweed, herring eggs, shellfish such as clams and mussels
Data Collection sheets (1 per student, print extras)
Library books and/or computers

Learning Environment
- Classroom , library and/or outdoors

Lesson Delivery Format

What teacher does: What students do:

Minds on: Motivational Hook/ Engagement/ Introduction 10 mins
- Get students into a circle - Listen
- Give a quick introduction/explanation of what - Get into a circle
they will be needing to do; - Participate in small group introduction
- get into pairs/groups, read the interviews discussion.
- Ask any questions about the activity.
- Physically separate into their pairs/groups with
and fill out the observation sheets
- Hand out all the work sheets needed the resources given to them
- Talk about what the activity involves; connecting
climate change and how it has been affecting
the Gixtaala First Nations ecological knowledge
and how it may/is affecting First Nations around
us.
- Talk about what treaty the Gixtaala First Nation
is ins and what treaty we are in
- Separate group into pairs/groups (depending on
 how big the class is, we do not want too big of
groups to make sure everyone is contributing)

Action: During / Working on it 40 mins

- Encourage students go to a comfortable spot to - Encourage students go to a comfortable spot to
work work
- Answer any questions needed - Read the given information
- Walk around and make sure students are - Answer the given questions
staying focused, and ask if they have any - Use other resources at hand (books, internet,
questions. each other, ect.) to make connections to land
- Observe and encourage teamwork around here.

Consolidation & Connection(Reflect and Connect) 25 mins

- Recap the lesson through a sharing circle (this may need to be done on a second day depending on time)
- Did learning this new knowledge make you to think/act differently? How and why is it important to
consider how climate change is affecting our environments and ecosystems?
- Explain how when different views come together it can be the best kind of knowledge..
- Did you enjoy the lesson? How could it be improved?
- Allow students to ask any questions or make any comments.
Extension Activities/ Next Steps
- Ask students to reflect on their final feelings on -Student reflection
knowing the knowledge. - Possible Extension: create a personal piece of
- Discuss their experience with their friends and art, about their choice of a specific topic/
families and share facts and feelings. example of an Indigenous practice and how
- Possible extension includes making a poster/ climate change is affecting it.
art to promote knowledge on how climate
change is affecting traditional ecological
knowledge and Indigenous practices.
Explaining Changes
Marvin (Teddy) Gamble has observed many things about how the weather and
climate has affected things in his environment. Below are some of the changes that
he noticed.
Think about what might have caused these changes? Could it be down to climate
change, or could other factors be involved?

For each statement, tell:

a. how climate change could have caused the change
b. what other factors could have caused the change
c. what if this change happened around here (Northwestern Ontario)

1. There are fewer cockles available for harvesting today.

2. Some birds no longer fly south during the cold winter months.

3. Herring are spawning at unpredictable times.

4. There have been more jellyfish in the water. Jelly fish gets nets all slimy and can
sting

5. How would this kind of climate change affect animals migration patterns around
here? (ex. what if the
 Data Collection: Observed
Changes in Local Ecosystems
Give at least one example from each of the thematic
interviews and one example from at least 3 of the personal
interviews.
Observed Research Possible Northwestern Ontario
Change Source Causes connection
(If this happened around here.... )

Mussel spawning Agnes Shaw, p. Spring Early spring means an early ice-out on
earlier 8 comes early lakes, which results in early spawning for
pike, walleye, and trout. It more likely for
temperatures to not stay warm and drop
low again which will affect the egg
development and increase chance of the
fish becoming weak prey or accidental
deaths.
Gitxaala First
Nations