History & Geography · Grade 8

Active learning ideas

Climate Change in the Arctic: Indigenous Knowledge & Solutions

Active learning engages students in analyzing climate change through multiple lenses, making complex issues tangible. Role-play, design challenges, and map work let students experience the Arctic’s rapid changes firsthand, connecting Indigenous knowledge to real-world solutions.

• Ontario Curriculum Expectations
• ON: Geography: Global Settlement: Patterns and Sustainability - Grade 8

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

Activity 01

• Jigsaw
• 45 min · Small Groups

Jigsaw: TEK vs. Western Science

Divide class into expert groups: one on TEK examples like animal behavior predictions, another on Western tools like ice core sampling. Experts study resources for 10 minutes, then mix into new groups to teach peers and compare strengths. Conclude with whole-class synthesis chart.

Explain how Inuit Traditional Ecological Knowledge (TEK) and Western science are working together.

Facilitation Tip

In the Jigsaw Expert Groups, group students by TEK or Western Science roles, then have them teach back using one key artifact (e.g., an elder’s observation, a satellite image) to anchor discussions.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are an elder sharing traditional knowledge about a changing season with a scientist. What specific observations would you share, and what scientific questions might the scientist ask to understand these changes?' Guide students to identify concrete examples of TEK and scientific inquiry.

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

Activity 02

• Case Study Analysis
• 50 min · Small Groups

Design Challenge: Arctic Adaptation Solutions

In small groups, students receive scenarios like disrupted caribou migration. They brainstorm solutions blending TEK and science, such as GPS-tagged sleds with elder-guided routes. Groups prototype models with recyclables and pitch to class for feedback.

Analyze the unique vulnerabilities of Indigenous communities to climate change in the Arctic.

Facilitation Tip

For the Design Challenge, provide limited materials (e.g., recycled supplies, maps) to force creative solutions that reflect both knowledge systems.

What to look for

Provide students with a short case study describing a specific climate change impact in the Arctic (e.g., reduced sea ice affecting seal hunting). Ask them to write two sentences explaining how TEK could inform adaptation strategies and two sentences explaining how Western science could contribute to understanding the problem.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 35 min · Pairs

Map Analysis: Arctic Change Layers

Pairs overlay maps showing historical sea ice extent, current thaw lines, and Inuit community locations. They annotate vulnerabilities and propose buffers. Share findings in a gallery walk.

Design community-based solutions for adapting to a changing Arctic environment.

Facilitation Tip

During Map Analysis, have pairs annotate a physical map with sticky notes linking TEK observations to Western data layers like temperature or ice thickness.

What to look for

On an exit ticket, ask students to list one specific vulnerability of Arctic Indigenous communities to climate change and one concrete, community-based solution they learned about or designed. They should also write one sentence explaining why combining TEK and Western science is important for addressing this vulnerability.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 40 min · Whole Class

Role-Play Debate: Knowledge Integration

Assign roles as Inuit elders, scientists, or policymakers. Pairs prepare arguments on using TEK for predictions, then debate in whole class. Vote on best hybrid strategies.

Explain how Inuit Traditional Ecological Knowledge (TEK) and Western science are working together.

Facilitation Tip

In the Role-Play Debate, assign roles clearly (e.g., Inuit hunter, climate scientist) and provide a shared set of facts to ensure debates stay rooted in evidence.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are an elder sharing traditional knowledge about a changing season with a scientist. What specific observations would you share, and what scientific questions might the scientist ask to understand these changes?' Guide students to identify concrete examples of TEK and scientific inquiry.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach this topic by framing it as a dialogue between two knowledge systems, not a competition. Research shows that integrating TEK and Western science deepens understanding of place-based change. Avoid framing Indigenous knowledge as ‘traditional’ or ‘historic’—stress its living, evolving nature. Use community voices (e.g., videos, interviews) to ground discussions in lived experience, and model respectful questions when comparing knowledge systems.

Students will confidently explain how TEK and Western science work together, assess Arctic climate impacts on communities, and design thoughtful adaptation solutions. Successful learning shows in clear communication of evidence and respectful collaboration in activities.

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Watch Out for These Misconceptions

• During Jigsaw Expert Groups, watch for students who dismiss TEK as less rigorous than Western science.

  Use the expert groups to have students compare a specific observation (e.g., thinning ice) across both systems. Ask them to rate each source’s reliability using a shared rubric based on evidence quality.

• During Map Analysis, watch for students who assume climate change affects the Arctic like other regions.

  Have students overlay TEK observations (e.g., elders noting earlier ice breakup) onto Western data layers (e.g., temperature graphs). Ask them to calculate the difference in warming rates between regions.

• During Design Challenge, watch for students who propose solutions without consulting TEK.

  Require teams to include at least one TEK-based adaptation in their plan (e.g., traditional knowledge of animal migration routes). Provide TEK case studies as a reference.

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Methods used in this brief

• Jigsaw
• Case Study Analysis