Canadian Studies · Grade 9

Active learning ideas

Indigenous Climate Leadership & TEK

Active learning works because this topic asks students to move beyond textbook definitions of climate science and witness the living practices of Indigenous climate leadership. Students benefit from direct engagement with TEK, which is rooted in concrete observations and community-based problem solving.

• Ontario Curriculum Expectations
• Ontario Curriculum CGC1D/1P: B2.6. Describe the spiritual and cultural significance of the land for Indigenous peoples in Canada.
• Ontario Curriculum CGC1D/1P: B3.3. Analyse responses to the impact of natural events from various governments, organizations, and individuals.
• Ontario Curriculum CGC1D/1P: C2.4. Describe some key resource management strategies developed by Indigenous peoples in Canada.

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Indigenous Climate Projects

Assign each small group one project, such as Inuit sea ice monitoring or Métis water guardianship. Groups research TEK methods, impacts addressed, and outcomes using provided resources. Then, regroup to share findings in a class jigsaw, creating a shared mural of initiatives.

Analyze how Traditional Ecological Knowledge (TEK) can complement Western science in addressing climate change.

Facilitation Tip

During Data Comparison Gallery Walk, hang printed graphs, TEK observation logs, and satellite images side by side so students can trace connections between knowledge systems in real time.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are an Indigenous Elder sharing your observations about a changing local environment with a group of scientists. What key TEK insights would you share, and how would you explain their importance for climate adaptation?'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Socratic Seminar
• 35 min · Pairs

TEK Observation Mapping

Provide maps of Canada and local areas. In pairs, students plot TEK indicators like berry harvest shifts or animal migration changes from case studies. Discuss how these align with Western data, then present to the class.

Explain why Indigenous peoples are often disproportionately affected by the impacts of climate change.

What to look for

Provide students with a short case study of an Indigenous climate initiative. Ask them to identify: 1) The specific climate challenge being addressed. 2) How TEK is being applied. 3) One potential benefit of this approach compared to a purely Western science method.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 03

• Socratic Seminar
• 45 min · Small Groups

Community Consultation Role-Play

Divide class into roles: Indigenous leaders, scientists, and policymakers. Groups simulate a meeting to integrate TEK into a climate plan, using real project examples. Debrief on challenges and synergies.

Showcase specific climate projects and initiatives being led by First Nations, Métis, and Inuit communities.

What to look for

On an exit ticket, ask students to write two distinct reasons why Indigenous peoples might be more vulnerable to climate change impacts than non-Indigenous populations in Canada, referencing specific environmental or cultural factors.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 04

• Gallery Walk
• 40 min · Pairs

Data Comparison Gallery Walk

Students in pairs create posters comparing TEK and Western science data on one climate indicator, like caribou populations. Class walks the gallery, noting complements and gaps through sticky note feedback.

Analyze how Traditional Ecological Knowledge (TEK) can complement Western science in addressing climate change.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are an Indigenous Elder sharing your observations about a changing local environment with a group of scientists. What key TEK insights would you share, and how would you explain their importance for climate adaptation?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Approach this topic with humility and respect for Indigenous knowledge holders. Avoid framing TEK as ‘complementary science’—it is a sovereign knowledge system. Use local Indigenous voices and land-based examples whenever possible. Research shows students retain knowledge best when they connect emotionally and intellectually through storytelling, maps, and role-plays rather than abstract lectures.

Successful learning looks like students confidently explaining how TEK functions as both a knowledge system and a tool for real-world climate adaptation. They should be able to compare TEK with Western science, articulate Indigenous leadership in climate action, and recognize inequities in climate vulnerability.

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Watch Out for These Misconceptions

• During Jigsaw Research, watch for students dismissing TEK as ‘old stories’ rather than rigorous, tested knowledge.

  Use the jigsaw’s team presentations to highlight how TEK predictions about caribou migration or ice freeze-thaw cycles have been validated by scientific data. Ask teams to point to specific examples in their research where TEK and Western science findings aligned.

• During Community Consultation Role-Play, watch for students assuming Indigenous communities are passive recipients of climate change effects.

  In the role-play, have students research and embody Indigenous leaders who are actively designing and implementing solutions. After the role-play, facilitate a debrief where students identify concrete strategies and technologies being used to adapt to climate challenges.

• During TEK Observation Mapping, watch for students generalizing that climate change impacts all regions equally.

  Use the mapping activity to overlay environmental data with Indigenous community knowledge to show regional differences. Have students annotate their maps with notes about disproportionate impacts, such as coastal erosion in Nunavut versus forest fires in BC.

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Methods used in this brief

• Jigsaw
• Socratic Seminar
• Gallery Walk