Teacher Handout #1
Local Knowledge and Ecological Monitoring

Local Knowledge

The language used to describe local knowledge has evolved considerably, so some current definitions may be useful.

Local knowledge has been and continues to be accumulated and passed down through generations. This knowledge is gained by observation while spending time living on the land. Local knowledge can be the accumulated knowledge of one person, but often it is part of the collective memory of the community. It is passed on orally as well as through shared observations and actions, for example showing someone how to skin a hare.

Here are some other definitions:

“There are many terms in use to describe the body of expertise and knowledge held in indigenous communities. Among these are indigenous knowledge, traditional ecological knowledge, indigenous science, ecological wisdom, and many others.” (Inuit Circumpolar Conference, NWT, November 15–17, 1996)

Traditional [Ecological] Knowledge [TEK] or indigenous knowledge uses information, advice and wisdom that has evolved over centuries of living as part of the environment. [TEK] is a valuable source of environmental information that allows communities to realize their own expertise, and apply their own knowledge and practices to help protect their way of life. (Minerals Management Service, Alaska OCS Region, Traditional Knowledge, 1 April, 2003)

Traditional ecological knowledge (TEK) has been defined as “. . the knowledge base acquired by indigenous and local people over many hundreds of years through direct contact with the environment. IT includes an intimate and detailed knowledge of plants, animals, and natural phenomena, the development and use of appropriate technologies for hunting, fishing, trapping, agriculture, and forestry and holistic knowledge, or ‘worldview’ which parallels the scientific disciplines of ecology. (Inglis, Julian T. Traditional Ecological Knowledge: Concepts and Cases. Ottawa, ON: International Program on Traditional Ecological Knowledge and International Development Research Centre, 1993.)

Ecological Monitoring

The Canadian Community Monitoring Network defines Community Based Monitoring as “A process where concerned citizens, government agencies, industry, academia, community groups and local institutions collaborate to monitor, track, and respond to issues of common community concern.” http://www.ccmn.ca/english/glossary.html. The network was established by Environment Canada’s Ecological Monitoring and Assessment Network (EMAN) Coordinating Office and the Canadian Wildlife Federation.

Community monitoring normally uses standard protocols. The EMAN website (http://eqb-dqe.cciw.ca/eman/
ecotools/protocols/) explains: For long-term monitoring of biodiversity change, information must be comparable over time and by location. The Ecological Monitoring and Assessment Network (EMAN) recommends that the groups who are involved in monitoring activities should coordinate their efforts through the use of standard protocols in study design, sampling procedures, sample and data analysis and reporting methods. This ensures that information gathered in Canada is as useful as possible at the national and international scale.

Arctic Borderlands Ecological Knowledge Co-op

Arctic Borderlands Ecological Knowledge Co-op has a community-monitoring program in the North. This is a collaborative alliance of northern indigenous communities, Inuit organizations, First Nations, co-management boards, researchers and government agencies and that monitor what is changing and why. They address concerns of climate change and other issues that impact the north. Under the auspices of the co-op, researchers conduct interviews with local experts each year to document observations about terrestrial, fresh water and marine ecosystems. Interviewers record observations about fish, berries, caribou, unusual animal sightings, weather conditions, seasonal transitions such as freeze-up and-break up, snow and water levels, ice conditions, snow pack and other aspects of the environment and communities.

Although the observations are not always specifically about climate change, much of the data certainly helps direct the attention of scientists and communities to significant changes. Local knowledge frequently alerts resource managers and scientists to events of concern, and science can help to confirm what local knowledge has documented. Conversely, local knowledge can affirm what scientific research points to.

Examples of changes observed and reported to the scientific community by locals living close to the land include:

• In Old Crow, Northern Yukon several lakes in the Crow flat area had drained in the 1990’s
• In Northern coastal communities an increase in storms with high winds in the summers and a high frequency of lightening
• Increased frequency of fall storms
• Change in the rate of freeze up and frequency and amount of snowfall
• In Fort McPherson more frost than usual on trees
• Wind on the coasts affect fishing by boat
• Species never observed before (salmon in char nets, unusual bird sightings, changes in behaviors of animals)

These changes have huge impacts on subsistence living particularly hunting, fishing and gathering, consequently local experts take a vital interest in being informed of these changes.

Teacher Handout #2
Seasonal Indicator Questions

Select five to twenty seasonal indicator questions appropriate to your region for your students to answer and reporton. Select the ones appropriate for your region or generate new ones. Select an equal number of questions from each of the categories to ensure good representation from all the categories:

Observations relating to trees and plants:

(Remember to explore with students why the changes occur in vegetation. For example: Why do leaves or pollen cones come into bloom? Answer: temperature and light.)

When does the leaf first start to appear? When do you see one of the aspen leaves fully out? (Students can select one aspen tree close to their schoolyard and put a ribbon around it, or take their observations in any location near to their community. Students should notice that some trees bloom earlier than others. Discuss how microclimates affect tree leaf blooms. For example, a tree that grows very close to a building, especially if it is constructed with heat-retaining material such as brick, can leaf out earlier than other nearby trees. The heat from the building can also keep the leaves green longer in the fall.).

What is the date you see the first pussy willows?

When did people in your community start harvesting ripe cranberries?

When do you see the first Jack pine and/or Lodge Pole pine pollen cones? Note: these pollen cones are 1 cm in length, reddish in colour, and found in clusters at the end of the branch.

When was the first flower seen in full bloom? (Ask students: What brings the flowers out? Answer: temperature, moisture, light)

When do you notice the first fresh green growth on the evergreen trees?

When are people starting to plant their gardens?

When is the first crocus, Labrador tea, Anemone sighting?

Observations relating to ice and water:

When is river break-up? (River break-up is usually defined by the community you live in (sometimes the river has a marker that moves, other rivers melt differently and so communities call break-up using other ways – please use the criteria your community defines for break-up) Can you compare this to other years data? Is it sooner or later than previous years?

What is the date of freeze-up? Compare to other years.

If you live on or near a lake, when is the lake 50% ice free?

When did the ice road open? When did it close? (compare these dates to other years in the past – these records will be available at your highways offices).

Did the water levels change in the rivers and lakes near your community?

How did the levels change?

Observations relating to snow:

Measure the snow depth once a month with a yard stick. Take your measurements in the same location. Block this section off with flagging tape, rope or ribbon.

Take the temperature of the snow two inches down and then one foot down each month. Take a daily temperature reading at the same time each day. Or alternatively, you can take the temperature the first school day of every month and record that on your timeline. If you take the temperatures daily, you will need to keep these records separate to not clutter your time-line.

Observations about weather and land:

When was the first frost?

When was the first frost free day?

When is the first snow blizzard?

When is the first snowfall? When is the snowfall that stays?

When did you first notice that there was slush on the bay and lakes indicating spring?

When did someone see the first south facing hill free of snow? When did someone see the first north-facing hill free of snow? (Ask students why there is a difference in the north and south facing slopes?)

How many times did the temperature go over zero during the winter months? (Ask students: What happens to the snow when the temperature goes over zero and then freezes again? Answer: It forms a hard crust. This can be a problem for the small mammals that live under the snow because it is hard for them to breath and break through the snow. It is difficult for animals like caribou to paw through the hard crust; it is harder for them to reach their food source. Owls find it more difficult to plunge through the snow for mice, which is an important source of food.)

When is the first forest fire in your territory?

When was first rain in the spring?

When was first lightning and thunder storm?

When was ocean, lake or river freeze-up? Date:

Was freeze-up earlier than other years?

Was it later than other years?

Observations relating to mammals:

If caribou crosses near your community, when did the first caribou migrate through? When did the last caribou leave your area?

When did you see the first bear scat or droppings?

When did the Arctic fox turn white?

When was the first seal pup seen?

When was the first polar bear arrival in the fall?

When was the migration of the caribou noted – when were they first seen going north in the fall?

When did you first notice the change in caribou fur (i.e., falling out and thinning in the spring)?

When did you first notice the change in the caribou hooves (they are thinner in winter for digging through the snow)?

When did you first notice the worms in the caribou nostrils (they are more abundant in the spring)?

When is first whale spotted from your community coastline?

When do snowshoe hares change to white? (Ask students: What triggers this change? Answer: Temperature)

When did you see the first black bear? When was the last black bear seen?

When is the first ground squirrel sighting?

When is the first moose seen with full antlers in the fall?

When did the trappers set their traps?

Observations relating to fish:

Is there a fish in your region that runs in the spring? If so, when was the start of that particular species of fish run?

When did people first ice fish?

When was the first day of the spring fishing derby? Compare this to these dates from 10 and 15 years ago? (Note: these dates should be available from the organization coordinating this event in your community.)

Observations relating to birds:

When did the first Gulls, Cranes and Phtarmigan arrive?

When are the sandpipers first seen in your coastal area? (Ask what they need to arrive? Answer: Ground needs to be free of snow and mudflats exposed to allow them to feed.)

When did someone see the first ptarmigans turn white in the winter? When did someone see the first ptarmigan turn brown in the spring? (Ask students: What triggers this change in colour? Answer: Temperature.)

When did you see the first birds in a nest?

When did the first swallows appear?

When were the first geese seen migrating through? (Ask students: What events make the geese migrate north? Answer: It is linked to the snowmelt date. Geese require open water to feed; they need this open to travel.)

When did you see the first swan migrating through?

When did the first robin arrive?

When were the sandhill cranes first seen?

When were the first loons observed?

When did you see the first bald eagle in the spring? (Ask students: What triggers the eagle’s arrival? Answer: It requires warmer temperatures to melt the ice so there is water – it needs open water to fish).

Observations regarding insects:

When were the first horseflies seen?

When was the first mosquito seen?

When is the first bee seen? (Ask students: What triggers the arrival of bees? Answers: temperature, flowers being open, snow melt.)

Are there more flies and mosquitoes in your community?

If more: are there a little more, a lot more?