Food Security in the Arctic

In this lesson, students explore the connection between climate change and food security in the Arctic, understand the impacts on the Inuit way of life, and write a persuasive piece on a potential solution.

Step 1 - Inquire: Students are introduced to the complexities of Arctic food systems through images and build an understanding of the definition of food security globally and specifically in the circumpolar Arctic.

Step 2 - Investigate: Students read about Indigenous food security in the Arctic, and students share their learning in a jigsaw activity.

Positives

• Students participate in supported class discussion and group work.

• Students practice extracting key points from a text.

• Students learn information and teach it to someone else, ensuring they understand the content.

• Students learn about adaptive management and food security.

• Students are encouraged to consider how their writing will make others feel and to be mindful of the feelings and perspectives of Inuit communities.

• This lesson can be taught in a Social Studies or ELA class.

Additional Prerequisites

• It can be overwhelming and emotional to learn about communities that are suffering the consequences of climate change. Take a look at these resources for help navigating this with your students. Be sure to check in with students as they continue to process these topics and the feelings they bring up.

• Students require a baseline understanding of how climate change works.

• Students should be familiar with citing evidence.

• Teachers can specify writing requirements to target specific skills appropriate to the grade level or current unit.

Differentiation

• If students require more scaffolding for the jigsaw, expert groups could present the information as a group rather than relying on individuals to teach others.

• Students can work independently or in pairs to complete the case study activity in the Inspire section.

• Students can peer edit one another’s writing responses.

• Early finishers can pick a case study from the article in the lesson to engage in further research on adaptive management strategies.

• Students can turn their writing into an informative speech or podcast.

• For further understanding of the Inuit perspective on climate change, students can read "It Keeps Me Up at Night": Inuit Leader Natan Obed Presses for Climate Change Action.
  

Human activities and rising populations are causing climate change and reducing food production in the Arctic. This lesson helps students understand the major factors influencing food sovereignty in the context of the climate and develops their capacity to co-create novel solutions to reduce climate change and increase food security. All of the lesson materials were thoroughly checked, and this lesson passed our science review.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standards

• English Language Arts
  • Reading: Informational Text (K-12)
    • RI.CI.6.2 Determine the central idea of an informational text and explain how it is supported by key details; provide a summary of the text distinct from personal opinions or judgments.
  • Speaking & Listening (K-12)
    • SL.PE.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
    • SL.II.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  • Writing (K-12)
    • W.AW.6.1 Write arguments on discipline-specific content (e.g., social studies, science, math, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
    • W.AW.7.1 Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
    • W.AW.8.1 Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.