Everybody interacts with nature. For communities whose way of life depends on hunting, fishing, and gathering, the natural environment is especially important. Think about your daily life and your community. In the box below, write down examples of how you personally interact with nature. For example, consider the following questions:

• How does the weather affect your daily life (and subsistence activities in your community, if applicable) at this time of year? At other times of the year?
• What kinds of plants and animals are found in your area? How do you and members of your community make use of these plants and animals?
• What are some key features of the physical landscape surrounding your community? Does it include ocean, rivers, streams, or lakes? Valleys, mountains, deserts, or tundra? Are there other large or small communities nearby? How does the landscape affect your life?
• What is the importance of rain and snow to plants, animals, and people in your area?

Throughout history, Earth's climate has experienced natural changes. Recently, however, global climate has been changing at a rapid rate. Over the past few decades, Earth's temperature has increased significantly. In the Arctic, climate change is happening at an even faster pace and is causing observable changes in the environment.

As you work through the rest of this activity, you can refer to the Glossary of Alaska Native and Western Science Terms Document. Download and print the document and keep it on hand as you complete the activity.

Now, watch the video, and then write down below some of the effects of climate change in Shishmaref, Alaska. How do you think these changes will affect eating habits and the natural foods that people harvest? In what other ways will these changes impact the community?

Scientists observe and study the natural environment to increase understanding of how it functions. In this video, Alaskan students gather field data about lake ice and snow conditions. These students learn about the process of Western scientific research and take part in the collection of valuable data that contributes to the building of scientific knowledge.

Watch the video, and then respond to the following questions in the box below.

• What can snow and ice data tell scientists about environmental conditions?
• What instruments are the students using to take measurements?
• What happens to the data after the students gather it?
• Is the data useful to the general public? If so, how? If not, why not?

Alaska Native peoples have developed a large storehouse of knowledge about their local environments, based on wisdom collected and shared over generations. This knowledge has been critical to survival. It is based upon detailed observations of winds; weather; storm frequency and intensity; climate; precipitation; water levels in lakes and rivers; animal populations and behaviors; and health of fish, wildlife, and vegetation. Alaska Native peoples understand properties, patterns, cycles, and interdependence in the natural world. This traditional knowledge is passed down, from generation to generation, through an oral tradition of stories and local lore. While Western science regularly uses precision instrumentation to collect data that can be compared mathematically, traditional knowledge tends to be less reliant on instrumentation and is more qualitative and holistic.

Divide into pairs to discuss these questions:

• Are you more familiar with Western scientific observations or Alaska Native observations? Why do you suppose that is? Can you think of times you use both in your life?
• What are the advantages of each approach?
• In what ways do you think the two types of observations can complement each other?
• Both Western and Alaska Native observers may make measurements, but they differ in their method. For example, an Alaska Native craftsman may build a kayak using measurements based directly on the paddler (such as the length of the forearm or width of two fingers). What type of measurements do you suppose a Western craftsman might use? What are the advantages of each of these types of measurement?

In the box below, write down your reaction to this video. Consider the following questions:

• How do Western scientists benefit from working with local residents?
• Why might local residents want to become involved with scientific research being done in their area?
• In your community, what sources provide most of the useful information that individuals use to plan their everyday activities?
• Do you know of any research being done in your area? If so, what questions are the researchers asking?
• How might traditional knowledge be quantified and added to the data history of climate change?

Can you as a student take an active role in learning about and caring for the environment? Watch these videos to see what some other students are doing.

You can investigate concerns about climate change and other environmental issues in your community by reading local newspapers and Web sites, or by talking with adults whom you know (such as parents or neighbors). When speaking with adults, ask them about environmental problems they have noticed in the community. If you do not understand the problem, ask for an explanation or conduct some research on the issue on your own.

Note: When you interview someone, be sure to thank him or her for participating in the project. You may want to send a thank-you letter or give a small gift.

Keep notes about the various community concerns that you come across.

You will now work on a project where you study an issue important to your community, and then create an action plan to resolve the issue or educate others about it. With a partner or group, discuss the environmental issues in your community that particularly interest each of you. Choose one local issue that the group feels most strongly about.

Begin by researching your selected issue and recording your own observations of the problem.

You can shape your research by answering these questions:

• What is the connection between your environmental issue and climate change?
• How does the issue impact the community?
• What kind of data will help clarify the issue? Consider the importance of both qualitative and quantitative observations.
• How will you gather your observations?
• Are there existing solutions to deal with the issue that you can improve upon?
• What limits do you have on what you can do?

When conducting your research, use a variety of sources, including the Internet, books, photographs, and interviews with others. Be sure to keep track of your sources of information.

Compile all observations and notes about your chosen environmental issue.

Brainstorm ideas on ways to address the issue. Discuss ways in which both traditional knowledge and Western science can contribute to the process. Be innovative! There are no bad ideas when brainstorming—just write down any and all ideas that you come up with in the box below. Then, discuss the ideas you thought of during your brainstorm. Work together to choose one plan of action that you would like to pursue.

Write down how you will carry out your solution. Depending on the particular issue that you have selected and your proposed solution, you may need to sketch a design or write a list of steps that you will need to follow to accomplish your goal. Think creatively, but remember to keep clear and accurate records.

Implement your plan! This may mean making a model or creating a testable version of your idea. Try to implement your proposed solution, or share your ideas about how the problem can be solved with members of your community. Be sure to keep notes on the community's response to your project and about its effectiveness in addressing your issue. You will be presenting your project to the class.

Reflect on the solution that you implemented. What worked? What did not? What would you do differently next time? Why?

Work with your group to create a presentation to the class that summarizes your project. You can use visual aids, such as photographs, data charts, or diagrams. Again, be creative! This is your chance to educate your peers about an issue that concerns you. Be sure to describe where you got your information—for example, mention the names and jobs or roles of the people whom you interviewed.

Consider these questions as you shape your presentation:

• What is the most compelling data you found?
• How can you present the evidence most clearly?
• What is a good title for your project?
• What challenges did you have to overcome?

Share your experiences with the class.

• How has this activity changed your understanding of your own relationship with the environment?
• What have you learned about making observations?
• How did you use both Alaska Native ways of knowing and Western approaches to science?
• How important do you think it is for young people to take environmental action?