Table of Contents

• 1.0 Introduction
• 2.0 Background
• 3.0 Approach
  
  • 3.1 Guiding principles
  • 3.2 Project Components:
    
    • Component 1: Participatory Research
    • Component 2: Product Development
    • Component 3: Product Delivery and Dissemination
    • Component 4: Evaluation
• 4.0 Partners
• 5.0 Workplan
  
  • 5.1 Task 1: Project Initiation
  • 5.2 Task 2: Action Projects
  • 5.3 Task 3: Learning Resource Package
  • 5.4 Task 4: Website
  • 5.5 Task 5: Community Awareness Presentation
  • 5.6 Task 6: Evaluation
• 6.0 Schedule
• 7.0 Key Personnel
• 8.0 Budget

1.0 Introduction

Funds and expertise are being sought from the Climate Change Action Fund (CCAF) for an experience-based program that integrates many subject areas and maximizes the use of new technology. Students and educators throughout the north will be involved in hands-on data collection, community outreach and Internet exchanges.

This flexible, project-based program has been developed for northern teachers and students by an ad-hoc Project Committee comprised of Departments of Education, Renewable Resources, non-governmental organizations, and environmental groups with representation from the three northern territories. This Project Committee will work in conjunction with educators to implement the program and provide resources in the areas of project co-ordination, technical expertise, and development of presentational materials.

2.0 Background

In May 2000, the Northern Climate ExChange (a Yukon-based centre for climate change research and education in the circumpolar north established in February 2000) hosted a workshop entitled Taking Action on Climate Change in the Yukon. The need for public education and outreach was identified as a central issue in addressing the challenges posed by climate change. The public education and outreach working group recommended that key audiences across the north be targeted with activities specific to each audience. This recommendation is consistent with outcomes from the Public Education and Outreach (PEO) Issue Table of the National Climate Change Program (NCCP), and the CCAF Education Projects Advisory Committee.

The target audience in this proposal is youth, specifically elementary and secondary level students. Youth are an important audience for public education and outreach on climate change as they are the decision-makers, business people, consumers, and homeowners of the future. Educators provide a primary means to reach youth, and when provided with the tools and opportunities, can effectively reach out to students and their families to build awareness and motivate action.

An ad-hoc Project Committee (Committee) was established to formulate ideas on northern school-level educational programs. The following individuals have been involved on the Committee for this proposal:

• Remy Rodden, Conservation Education Coordinator, Yukon Renewable Resources
• Gary Morgan, Curriculum Initiatives Coordinator, Department of Education
• Beth Mulloy Yukon Educational Theatre
• Arlin McFarlane, Yukon Educational Theatre
• Brenda Hans, Public Education Specialist, NWT Resources Wildlife and Economic Development
• Cathy Lewis, Public Education Specialist, NWT Resources
• Donna P. Kenneally, Environmental Protection Officer -- Baffin Region, Nunavut
• Sylvie Binette, Northern Environmental Network
• Richard DeMerchant, Math Science and Technology Coordinator, Nunavut Department of Education
• Aynslie Ogden, Yukon College, Northern Climate ExChange
• Anne Munier, Yukon College, Northern Climate ExChange

3.0 Approach

3.1 Guiding Principles

The Committee identified a number of guiding principles of a climate change program aimed at elementary and secondary level students and educators. These principles are considered by the Committee to be an integral component of a PEO program for schools in the north, and are listed below:

• This is a cooperative pan-Northern project involving all three territories, with coordination offered from the Yukon.
• All efforts will be made to integrate existing educational resources on climate change and public outreach efforts already under way in the North.
• Efforts are collaborative and inclusive.
• Activities are curriculum-relevant and incorporate cultural and local values and knowledge.
• Information technology (i.e. internet, www) will be used in research and product development.
• Activities are action-based, hands-on and engaging to students and teachers and provide experiential approaches to learning.
• The program will offer long term value to the target audience.
• There will be interaction among students in all three territories via email, and the project website.

The Committee will work in partnership with educators to implement the program and provide resources in the areas of:

• project coordination and support
• in-service teacher training
• development of presentational materials (curriculum, dramatic forms, web site set-up)
• technical expertise

3.2 Project Components

There are four components to this project. The first three components are proposed for this pilot project over this fiscal year.

• Participatory research
• Product development
• Product delivery
• Future projects

These components are described in greater detail below.

Component 1: Participatory Research

Educators and students in each school will participate in a number of the following research activities:

• gathering usable climate data for scientific researchers (with existing programs like GLOBE)
• undertaking action projects (such as energy conservation) which will help reduce climate change impacts
• conducting ethnographic research, including interviews with elders and other experts
• exchanging information and collaborating on the Internet with other participating classrooms
• in-service training given by local resource people on an as-needed basis.

Component 2: Product Development

Educators and students in each participating school will cooperatively develop:

• a northern learning resource package that is culturally and geographically relevant, and supplements existing CCAF-funded projects
• a community awareness presentation on climate change based on the information gathered
• an interactive site on northern climate change on the world wide web

Component 3: Product Delivery and Dissemination

The outcomes of the pilot-project, including reports and evaluations of the above-mentioned products, will be made available to northern, national, and international audiences through:

• a web site displaying the products developed in the pilot program
• locally-developed community outreach including but not limited to dramatic presentations, public service announcements, literature, posters etc.
• a presentation of information at the EECOM (Canadian Network for Environmental Education and Communication) conference to be held in Whitehorse in 2001

Component 4: Evaluation

The results and experiences of the pilot project will be assessed and evaluated throughout the year, and at the end of the fiscal year according to the following general criteria:

• effectiveness of the learning resource package
• level of student involvement and participation
• level of community awareness and involvement in the program
• effectiveness of the product delivery methods
• success of the project in coordinating collaborative approaches to product development over a large geographical region

4.0 Partners

The primary partners in the project are the Departments of Renewable Resources and Education (or equivalent) in the three northern territories, the Environmental Education Association of the Yukon, and the Northern Climate ExChange. Supporters of the program include:

• Participating Schools
• Environment Canada
• Council of Yukon First Nations
• YNTEP- Yukon College Native Teachers Education Program
• Yukon Educational Theatre
• Yukon Conservation Society
• Municipal Councils
• Innovators in the Schools Program -- Yukon

Letters of support will follow this proposal.

5.0 Workplan

The workplan for the 2000-2001 fiscal year involves the following tasks:

• Task 1: Project Initiation
• Task 2: Action Projects
• Task 3: Learning Resource Package
• Task 4: Website
• Task 5: Community Awareness Presentations
• Task 6: Evaluation

5.1 Task 1: Project Initiation

This task involves:

• confirming participating schools
• gathering existing resources
• pre-screening of existing resources for their adaptability in the North
• pre-screening of action projects to identify options for participating classrooms
• in-service curriculum-planning workshops in each territory to collaboratively develop and coordinate educational unit plans
• identifying local resource people and agencies
• developing a template for design and layout of webpage and Internet communications

5.2 Task 2: Action Projects

Action projects screened during the project initiation phase will be presented as options to educators at the first workshop. Action projects may include GLOBE, plant-watch, energy-audits, ethnographic research, etc. This task involves three steps:

1. Educators will select from the various action project options to select a project(s) that meet locally identified outcomes.
2. Action projects will be implemented as a component of the unit plans.
3. Coordination of the project data for use by partner classrooms.

5.3 Task 3: Learning Resource Package

Educators, students, local resource people and the Committee will collaboratively develop a northern learning resource package that is culturally and geographically relevant, and supplements existing CCAF-funded projects. Each class will contribute to the Learning Resource Package by undertaking the following:

• Selecting the activities and resources to be integrated into the educational unit plans
• Adapting where necessary the activities and resources to local issues and realities
• Implementing the activities as part of curriculum delivery
• Summarizing and evaluating the activities
• Incorporating the activity outline, summary and evaluation as a part of the Learning Resource Package and website.

5.4 Task 4: Website

Construction of the website to display project activities will involve the following:

• developing a template for design and layout of webpage and Internet communications at the curriculum-planning workshop
• site development, including internet communication, data collection, and the learning resource package, and may include bulletin board, real-time chat site for students, and video presentations
• site update and maintenance

5.5 Task 5: Community Awareness Presentation

Locally-developed community outreach including but not limited to dramatic presentations, public service announcements, literature, posters etc. This will be accomplished by:

• Educators and students deciding upon a locally-appropriate delivery method for community education and outreach to share the results of the research and activities.
• Workshop with local resources (if appropriate) to develop the community awareness presentation.
• Developing the community awareness presentation.
• Following through with the community event(s).

5.6 Task 6: Evaluation

This task involves the assessment of the effectiveness of the project process and outcomes. This will be accomplished by:

• Developing a timeline at the initial workshop with milestones for project deliverables. Progress throughout the year will be monitored according to the schedule.
• An ongoing evaluation and reporting of process by educators through the submission of quarterly progress reports.
• Constructing a forum for ongoing feedback on the project website to allow for comments and suggestions on the usefulness and accessibility of the project materials.
• Student evaluations for process and knowledge.
• Quarterly progress reports provided by the Committee that will be based on input from educators. These reports will evaluate the Committee's role as coordinators and facilitators of the project.
• Other evaluation measures, including number of communities and students reached, will be documented on an ongoing basis. We will consult with representatives of the Public Education and Outreach program to further refine evaluation criteria.

6.0 Schedule

The schedule developed for the project coincides with the workplan outlined in section 5.0.

7.0 Key Personnel

Remy Rodden
Conservation Education Coordinator
Yukon Department of Renewable Resources
 
Project Role: Project Coordinator
Education and Related Experience: B.Sc. (Biology), B.Ed (Environmental Science & Experiential Education). Remy has been working as Conservation Education Coordinator for the Yukon Department of Renewable Resources since 1989, and is the only person in the Yukon working full time in conservation and environmental education. He has overseen and been involved in the development and delivery of a number learning resource packages for Yukon teachers, as well as workshops and experience-based youth programs.

Gary Morgan
Curriculum Initiatives Coordinator
Yukon Department of Education
 
Project Role: Curriculum Consultant (Yukon)
Education and Related Experience: BA Environmental Geography, B.Ed Intermediate/ Senior Qualifications (General Science/ Biology, Geography), MES (Masters of Environmental Studies). Curriculum consultant for the Yukon Department of Education developing, promoting, and supporting experiential education curriculum delivery in schools across the Yukon.

Aynslie Ogden
Project/Research Officer
Yukon College, Northern Climate ExChange
 
Project Role: Project Administrator
Education and Related Experience: B.Sc.(Agr) Resource Management, M.Sc. Ecology, Registered Professional Agrologist and Forester. Currently responsible for support and delivery of climate change research and education programs in Canada's north in the position of Project/Research Officer of the Northern Climate ExChange.

Brenda Hans/Cathy Lewis
Public Education Specialists
NWT Department of Resources, Wildlife and Economic Development
 
Project Role: Coordinator
Education and Related Experience: Brenda has a MA in Environmental Studies and 24 years experience in developing and delivering environmental education programs in classroom, camp and workshop settings. Cathy, a life long northerner, is an experienced classroom teacher.

Steve Daniel
Coordinator, Mathematics, Science and Secondary Education
NWT Department of Education
 
Project Role: Curriculum Consultant, NWT

Richard DeMerchant
Math, Science and Technology Coordinator
Nunavut Department of Education
 
Project Role: Curriculum Consultant, NU
Education and Related Experience: Richard has been involved with education in Nunavut since moving to Kugluktuk in 1994. He has a B.Sc. in math, B.Ed. and is currently working on a masters Degree in Cross Cultural Science Education. He spent four and a half years teaching in Kugluktuk and was also Vice-Principle of the high school prior to coming to the Department of Education. He is a strong believer in culturally relevant curricula and Inuuqatigiit philosophies. His beliefs about education can be summed up by the phrase "ALL kids can learn".

Donna Kennally
Environmental Protection Officer -- Baffin Region
Government of Nunavut, Department of Sustainable Development
 
Project Role: Project Coordinator
Education and Related Experience: Environmental Tech. Program.

8.0 Budget

Budget Notes

Coordinators^a

Gary Morgan (15 days), Remy Rodden (30 days), Aynslie Ogden (10 days), Brenda Hans/Cathie Lewis (15), Donna Keneally (15), Steve Daniels (15), Richard DeMerchant (15)

Substitute teachers^b

Two 2-day workshops plus travel time, 3 schools (total 12 days)

Teacher collaboration^c

9 teachers (extra-curricular work i.e. website and learning resource package development, community awareness presentation) 10 days per teacher.

Resource people^d

5 days per school, for 9 schools, plus disbursements

Webmaster^e

10 days

Resource materials^f

$400 per school for 9 schools (climate change related resource material, expenses for Community Awareness Presentations)

Resource equipment^g

Monitoring equipment, data recording equipment, $650 per school for 9 schools

Travel -- resource people^h

One visitation per resource person per outlying school, ($1500 each trip, less in Yukon)

Travel -- coordinatorsⁱ

One visitation per coordinator per outlying school, ($1500 each trip, less in Yukon)

Travel -- teachers^j

6 teachers from outlying schools for 2 workshops, including airfare, accomodation and per diem ($1500 each trip)

Layout/design (LRP)^k

Layout and design of Learning Resource Package (in PDF format and for website)

Honoraria^l

Interviews with elders, 3 per school for 9 schools

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