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A Subsistence Culture Impacted by Climate Change

Arctic Athabaskan Council, Teachers' Domain

A short video on how changing climate is impacting the ecosystem and thereby impacting traditional lifestyles of the Athabaskan people of Alaska.

Video length 2:59 min.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Video supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas
High School: 5 Disciplinary Core Ideas

Climate Literacy
About Teaching Climate Literacy

Reducing human vulnerability to and impacts on climate requires multi-disciplinary, integrated understanding
About Teaching the Guiding Principle
Other materials addressing GPb
Climate's role in habitats ranges and adaptation of species to climate changes
About Teaching Principle 3
Other materials addressing 3a
Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change
About Teaching Principle 7
Other materials addressing 7e
Human health and well-being will be affected to different degrees from the impacts from climate change
About Teaching Principle 7
Other materials addressing 7f

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Background essay on the Athabascan people and discussion questions are provided on the PBS LearningMedia site.

About the Science

  • Observations from scientific studies and native people of the Arctic on how changing climate is affecting their lives and the ecosystem they depend on for sustenance.
  • Comments from expert scientist:
    Scientific strengths:
    I think the background essay is great and has significant science. The video is interesting, but doesn't match the essay.
    - the background essay clearly states the reason why salmon are migrating and the effects on the native people and other native animals in the Alaska/Yukon area
    - the video does not mirror what is told in the background essay
    - the video talks about other animals moving north and invasive species but only briefly about the salmon, without much of the science presented in the background essay
    - This national standard is not addressed, although it says it is: 4B/M11a ( Grades: 6-8 ): The wasteful or unnecessary use of natural resources can limit their availability for other purposes. Restoring depleted soil, forests, or fishing grounds can be difficult and costly.

About the Pedagogy

  • Short introduction of how changing climate is impacting the subsistence culture of the Athabaskan people living in the Arctic.
  • Concrete example of the effects of climate change rather than in the abstract.

Technical Details/Ease of Use

  • Easy to download or watch online.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Short video was adapted from "Through Arctic Eyes" by Arctic Athabaskan Council, which can be found at https://www.youtube.com/watch?v=e-eghbcw_GQ

Next Generation Science Standards See how this Video supports:

Middle School

Disciplinary Core Ideas: 4

MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

MS-ESS3.C1:Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.

MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

MS-LS4.D1:Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

High School

Disciplinary Core Ideas: 5

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

HS-LS4.C4:Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.

HS-LS4.D1:Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

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