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Database Provider

Author

Maine Climate Action Now

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Earth and Space Sciences, Geography

Resource Type

  • Article

Regional Focus

North America, United States, USA - Northeast, Maine

Maine Climate Science Portal

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Synopsis
  • This article is an introduction to the Maine Climate Science Portal, what Two-Eyed Seeing is and why its important, and how Two-Eyed Seeing is being applied to this science portal.
  • Students will learn that the portal provides information on how climate change is impacting Maine, Two-Eyed Seeing combines the perspectives of Western Science and Indigenous Science, and some articles within this portal have a Two-Eyed Seeing tool that provides more ecological knowledge.
Teaching Tips

Positives

  • Engaging photographs are included to further illustrate the main ideas of the portal.
  • This article is well-organized and concise.

Additional Prerequisites

  • It may be beneficial if students already know what Traditional Ecological Knowledge is.
  • Students should have a basic understanding of climate change.

Differentiation

  • Students can use this article for an informative essay on Traditional Ecological Knowledge and its importance for understanding climate change.
  • To engage students, the teacher can ask students to predict what they think Two-Eyed Seeing is, as it pertains to ecological knowledge.
  • This article can support a lesson about Indigenous culture throughout the United States.
  • This article can enhance a classroom discussion on the abilities and limitations of Western Science.
Scientist Notes
This resource from Maine Climate Action NOW! is a central portal that covers the breadth of climate science in Maine. Throughout a holistic approach to climate science is emphasized based on the Mi’kmaq First Nation concept of Two-Eyed Seeing, where one eye accounts for Indigenous knowledge and ways of thinking, while the other eye is focused on the objective, empirical data that Western science prioritizes. While very broad, this resource is accessible to all as it includes an excellent glossary for students unfamiliar with climate science terms. A "Frequently Asked Questions" page is also included with each question leading to a topic page with more information. This resource is exceptionally well-sourced with all figures cited and includes many links to additional resources and reports. The resource also features a thorough climate justice crash course and a "Take Action" page, where students can find organizations that they can personally get involved with. This resource is recommended for teaching.
Standards

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

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.
    • Reading: Science & Technical Subjects (6-12)
      • RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
      • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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