Indigenous Climate Leadership & TEKActivities & Teaching Strategies
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.
Learning Objectives
- 1Analyze specific examples of Traditional Ecological Knowledge (TEK) used by Indigenous communities for climate change monitoring and adaptation.
- 2Compare and contrast the strengths of TEK and Western scientific approaches in addressing climate change challenges.
- 3Explain the socio-economic and cultural reasons for the disproportionate impact of climate change on Indigenous peoples.
- 4Synthesize information to propose how TEK can be integrated into broader climate resilience strategies at local or national levels.
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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.
Prepare & details
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.
Setup: Flexible seating for regrouping
Materials: Expert group reading packets, Note-taking template, Summary graphic organizer
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.
Prepare & details
Explain why Indigenous peoples are often disproportionately affected by the impacts of climate change.
Setup: Chairs arranged in two concentric circles
Materials: Discussion question/prompt (projected), Observation rubric for outer circle
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.
Prepare & details
Showcase specific climate projects and initiatives being led by First Nations, Métis, and Inuit communities.
Setup: Chairs arranged in two concentric circles
Materials: Discussion question/prompt (projected), Observation rubric for outer circle
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.
Prepare & details
Analyze how Traditional Ecological Knowledge (TEK) can complement Western science in addressing climate change.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Teaching This Topic
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.
What to Expect
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.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Jigsaw Research, watch for students dismissing TEK as ‘old stories’ rather than rigorous, tested knowledge.
What to Teach Instead
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.
Common MisconceptionDuring Community Consultation Role-Play, watch for students assuming Indigenous communities are passive recipients of climate change effects.
What to Teach Instead
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.
Common MisconceptionDuring TEK Observation Mapping, watch for students generalizing that climate change impacts all regions equally.
What to Teach Instead
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.
Assessment Ideas
After Jigsaw Research, 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?’ Assess based on students’ ability to connect TEK observations to specific climate challenges and solutions.
During Data Comparison Gallery Walk, 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. Collect and review their responses to assess understanding.
After TEK Observation Mapping, 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 observed in their maps.
Extensions & Scaffolding
- Challenge early finishers to draft a 250-word advocacy letter from an Indigenous youth perspective, addressed to a provincial policymaker, urging support for TEK-based climate monitoring programs.
- Scaffolding for struggling students: Provide sentence starters like ‘One example of TEK in action is…’ or ‘A key difference between TEK and Western science is…’ to support verbal or written responses.
- Deeper exploration: Invite an Indigenous knowledge keeper or community leader to co-facilitate a 30-minute virtual sharing circle to deepen students’ understanding of TEK in practice.
Key Vocabulary
| Traditional Ecological Knowledge (TEK) | A cumulative body of knowledge, practice, and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with their environment. |
| Climate Change Adaptation | The process of adjusting to current or expected climate and its effects. In human systems, it refers to adjusting to such a change in order to moderate harm or exploit beneficial opportunities. |
| Food Security | The condition of having reliable access to a sufficient quantity of affordable, nutritious food. For Indigenous communities, this is often tied directly to traditional food sources impacted by climate change. |
| Place-Based Knowledge | Knowledge that is specific to a particular location, often developed through long-term observation and interaction with that environment. |
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