This Climate Change curriculum provides a culturally sensitive and integrated education program that provides the basis for Weather, Climate and Climate Change learning, teaching, and assessment for grades 5 to 8 at the Chief Clifford Lynxleg Anishanbe School (CCLAS) in connection with Ojibway land principles and teachings.

Education is vital to strengthen the capacity of a generation to adapt to climate change and contribute to the well-being of their social and physical environments.

This Climate Change Curriculum intends to be integrated at all levels of learning to build awareness and knowledge about climate impacts, environmental issues, and food security. It also aims to develop students’ capacity to be critical thinkers and problem-solvers, creating action-oriented learning that leads to positive change in communities and secure adaptation when needed.

This curriculum was developed based on multiple interactions with key community stakeholders. As a result, it was determined that Climate Change education is for all ages across all subjects and requires an integrated and holistic approach with age-appropriate materials tailored to each school group level.

Teachers are encouraged to learn how to integrate the materials that have been developed, support the emotional/mental health and well-being of students, and explore opportunities to take positive action.

In consideration of the assessments conducted during the curriculum development process, it was identified that seasonal interactive activities would be the focus of the Elementary School, (early years program), especially with grades 1 & 2. In contrast, grades 3 & 4 would receive introductory lessons to prepare students for a more detailed and structured curriculum starting at grade 5, which can be complemented in Grade 5, Cluster 4 of the Manitoba Science Curriculum.

The curriculum for grades 5-8 (middle years) integrates concepts from the earth, life, and physical sciences, as well as the most current data on climate systems and global approaches, to help students understand climate change, its justification, and why it is scientifically, culturally, and socially relevant.

The curriculum also provides an overview of traditional Indigenous practices and knowledge. It will explore traditional ecological knowledge related to land, agriculture, hunting, and sustainability and emphasize the deep connection and respect that Indigenous cultures have for nature and the environment. This will encourage critical thinking and analysis through the lens of Indigenous perspectives.

To achieve these objectives, the curriculum has been divided into three units, comprised of sixteen lessons.

The general learning outcomes are the basis for the specific learning outcomes for this curriculum are as follows:

Understanding Climate Education: Educating students about the scientific principles behind weather, climate, and climate change, including the greenhouse effect, the carbon cycle, and the impact of human activities on the environment.

• Awareness of Impacts: Assisting students in developing an understanding of the various impacts of climate change, such as rising temperatures, extreme weather events, sea-level rise, biodiversity loss, and their consequences on ecosystems and human societies.

• Mitigation Strategies: Providing opportunities for students to explore and promote ways to mitigate climate change, including reducing carbon emissions, transitioning to renewable energy sources, sustainable land use practices, and adopting eco-friendly technologies.

• Adaptation Measures: Teaching students about adaptive strategies to cope with the effects of climate change, such as building resilient infrastructure, implementing water conservation methods, and designing strategies to protect vulnerable communities.

• Social and Economic Dimensions: To build students’ understanding of climate change’s social and economic implications, including its disproportionate impact on marginalized communities and the need for equitable solutions.

• Indigenous Traditional Environmental Knowledge: to provide students insight into the importance of traditional environmental knowledge as it relates to Indigenous people’s relationships between plants, animals, natural phenomena, landscapes and timing of lifeway events, including but not limited to fishing, hunting, trapping, berry picking, medicinal plant use, agriculture, and forestry.

• Behavioural Changes: Encourage behavioural changes at an individual and community level, promoting sustainable practices in consumption, waste management, transportation, and energy use.

• Critical Thinking and Problem-Solving: Support students in developing critical thinking skills to analyze complex environmental issues, evaluate information sources, and formulate informed decisions and solutions.

• Ethical Responsibility and Values: Foster a sense of ethical responsibility towards the environment, emphasizing values of stewardship, environmental justice, cultural knowledge, and the interconnectedness of all living beings.

These outcomes aim to equip students with the knowledge, skills, and motivation to understand weather, climate and climate change and work towards a sustainable future.

• Incorporate interactive elements such as group discussions, case studies, simulations, and hands-on activities to enhance engagement.
• Use real-life examples and success stories to make the content relatable.

 Expert & Traditional Knowledge Keepers Involvement

• Involve climate experts, scientists, or local practitioners to provide credibility and real-world insights.
• Invite community elders and traditional knowledge keepers to share their perspectives and facilitate the lessons related to land and spiritual connections.
• Guest speakers or panels can offer diverse perspectives and expertise.

Incorporate Technology & Resources:

• Leverage technology like online platforms, virtual reality, or educational apps to make learning engaging and accessible.
• Use traditional books identified and provided in strategic lessons to support learning experiences.
• Provide additional resources (websites, reading materials, documentaries) for further exploration.

 Integration:

• Collaborate with community organizations or local authorities to integrate the program into existing curricula or events.
• Establish partnerships to reach a wider audience and increase program sustainability.

a) Traditional Assessment:

• Exams and Tests: Assessing knowledge and understanding through written or oral assessments.
• Quizzes: Short, focused assessments to gauge understanding of specific topics.
• Essays/Written Assignments: Evaluating writing skills, critical thinking, and knowledge depth.

b) Formative Assessments:

• Classroom Discussions: Assessing comprehension and participation through verbal interactions.
• Peer Assessment: Students evaluate the work of their peers, fostering collaboration and critical thinking.
• Teacher Observations: Informal assessments based on a teacher’s observation of student performance in class activities.

c) Performance Based Assessments:

• Presentations: Assessing communication skills, research, and knowledge application.
• Projects: Long-term assignments that encourage research, critical thinking, and creativity.
• Portfolios: Compilations of a student’s work overtime, showcasing growth and achievement.

d) Diagnostic Assessments:

• Pre-tests: Assessing prior knowledge before starting a new unit to tailor instruction.
• Quizzes: Pinpointing specific areas where students may need additional support.

e) Alternative Assessments:

• Self-Assessment/Reflections: Encouraging students to evaluate their progress and learning.
• Interactive Technology Assessments: Utilizing educational apps, online platforms, or simulations for evaluation.
• Role-Playing or Simulations: Assessing problem-solving skills and real-life application of knowledge.

f) Rubrics and Checklists:

• Providing clear criteria for grading or evaluation, aiding both students and teachers in understanding expectations.

Each assessment method offers advantages and limitations. A combination of these approaches provides a comprehensive view of a student’s abilities, strengths, and areas for improvement. Teachers should use a mix to accommodate diverse learning styles and effectively evaluate student learning.

• Analyze evaluation data and make necessary adjustments to enhance the program’s impact.
• Stay updated on climate science and societal changes to keep the content relevant and up-to-date.

• Unit 1 – Introduction, Earth, Seasons and Our People
• Unit 2 – Climate, Weather & Climate Change
• Unit 3 – Climate Change Mitigation