Climate Justice in the Canadian Arctic

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This activity was created by consulting with Mihskakwan James Harper - a passionate Nehiyaw (Cree) man from Sturgeon Lake Cree Nation, located in Treaty 8 territory (northern Alberta). With an MSc. in Renewable Energy, he is dedicated to bringing solutions that empower communities with clean technologies, ensuring that the children of the future get to experience the gifts of the land as much as he did.

Learning Outcomes

  • Students will identify ways that climate change is affecting the livelihood of the Inuit in the Arctic.
  • Through inquiry, students will examine how climate change disproportionately affects Indigenous Peoples.
  • Students will identify ways of taking action to address how climate change disproportionately affects Indigenous Peoples.

Curriculum Connections

  • Grade 8 – 9 Geography
  • Grade 10 Science – Earth and Space Science in Ontario
  • Grade 11 Biology – Diversity of Living Things in Ontario
  • Grade 11 Environmental Science – Scientific Solutions to Contemporary Environmental Challenges in Ontario
  • Grade 12 Canada & World Studies in Ontario
  • Grade 10 – 12 Environmental Science in British Columbia
  • Grade 10 – 11 Social Studies in Alberta

Length of Activity

1 to 1.5 hours

Materials List

  • Printable Card Set for Spark Conversation - Climate Justice in the Canadian Arctic
  • Educator's Guide
  • Interned enabled devices

Online Lesson Format

01

Spark Conversation Activity - Climate Justice the Canadian Arctic

Use the Educator's guide to go prepare for conducting this activity.
Educator's Guide
3 Pages

02

Background Reading

Educators are encouraged to read through this resource, from the Inuit Circumpolar Council, as a backgrounder for the activity. This resource highlights the importance of sea ice from an Inuit perspective, which will help the instructor ensure the discussions during the activity are appropriate and relevant.
https://bit.ly/3b4uwV3

03

Prep: Prepare the Cards

Download the Spark Conversations - Printable Card Set and read through the Educator's Guide to prepare the cards.

04

Spark Conversation Step 1: Start and Spark Phase (15 minutes)

Using the Spark-1 card, as a class, watch the video for the given durations. The link to the video and time stamps are given on the card. Ask the participants to briefly and informally reflect on what was watched. Proceed onto Spark-2 and collectively examine the data given. Again, reflect using the guiding question provided. Now, give each student their own inquiry card to record the information on the subsequent steps.

05

Spark Conversation Step 2: Hypothesize Phase (10 minutes)

Divide the class into two equal sizes; each group is designated as an ‘A’ or ‘B’ group, as denoted by the letters in the top right corner of each card. Give each member of the ‘A’ group the Hypothesize-1 card (denoted by ‘A’ on the card); do the same with the ‘B’ group and the Hypothesize-2 cards. In each group, have the participants discuss and answer the hypothesis guiding questions, based on the themes given and the spark materials. Be sure the hypotheses are complete, appropriate, and able to be analyzed towards the end of the activity. Each group shall discuss the hypothesis to be formed, being sure that each question on the card is answered in some way. Following the group discussion, ensure that each student records their own hypotheses on their inquiry card.

06

Spark Conversation Step 3: Explore Phase 1 (20 minutes)

Use Explore decks A and B, and in each respective group, give each student a single explore card. For the first 10 minutes, the participants shall use the prompts on the cards to visit the resources and begin making observations. Supervise the participants as they visit the resources to ensure they are on task and making quality observations, as they record on their inquiry cards.

07

Spark Conversation Step 4: Explore Phase 2 (5 minutes)

For the next 5 minutes, give each student a card from the Explore 2 deck, and commence the Share with a Partner activity.

08

Spark Conversation Step 5: Analyze Phase 1 (10 minutes)

Distribute Analyze cards 1 and 2 to each respective group, and have the participants discuss their observations, and any more insights from the pair-share activity. Supervise the participants to ensure that any conclusions are appropriate and relevant. Be sure that the participants address all prompts on the cards and record their conclusions on their inquiry cards.

09

Spark Conversation Step 6: Analyze Phase 2 (10 minutes)

For the next 10 minutes, distribute a card from the Analyze 3 deck to each student, and as a class, follow the prompts on the cards.

10

Spark Conversation Step 7: Act Phase (5 - 20 minutes)

Group Activity
01:00