Lessons for Science Classrooms: Turning Research Findings into Student-Friendly Learning

• Tracking Change: Local and Traditional Knowledge in Watershed Governance

• Author(s) / Creator(s)

  • Howlett, Tracy; Catholique, Alexandria;
  • Karsgaard, Carrie; MacKay, Makenzie; D'Souza, Amabel

• The Tracking Change – Lesson Plans for NWT and Alberta Secondary Science Classrooms are based on extensive research with Indigenous peoples and local communities in the Mackenzie River Basin through Tracking Change. This research is intended to strengthen the voices of subsistence fishers and Indigenous communities in governance, as well as to demonstrate how the rivers are socially, economically, culturally, and ecologically important to the place and people. It was important to local communities that the knowledge they shared as part of Tracking Change was passed on to young people. These inquiry-based lesson plans bring research findings to life for youth in junior high and high school. The lesson plans were created to both meet curriculum outcomes and to share interesting aspects of the research done by local communities within the students’ own region.

• Date created

  2021-01-01

• Subjects / Keywords

  • Local and Traditional knowledge, fishers knowledge, Mackenzie River Basin, socio-economic impacts, climate change, resource development, Indigenous Peoples, Lesson plans
  • Northwest Territories, Alberta, Canada

• Type of Item

  Report

• DOI

  https://doi.org/10.7939/r3-hdpt-9055

• License

  Attribution-NonCommercial 4.0 International