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Great Lakes Indian Fish and Wildlife Commission


6th, 7th, 8th, 9th, 10th, 11th, 12th, AP® / College


Science, Biology

Resource Types

  • Articles and Websites
  • Videos, 58 seconds
  • Scientific Papers or Reports

Regional Focus

North America, United States, USA - Midwest, Wisconsin



GLIFWC's Climate Change Program

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  • This article provides an overview of the climate change program and gives links to the many projects the Great Lakes Indian Fish and Wildlife Commission have started to research and mitigate the effects of climate change on plants and wildlife in the Great Lakes area.
  • Students will learn the importance of GLIFWC climate change projects and how they can help contribute.
Teaching Tips


  • There are many additional resources provided for additional context and learning.
  • This and other resources from GLIFWC emphasize respect for Indigenous peoples, their knowledge, and their culture.

Additional Prerequisites

  • It may be beneficial for students to understand the history of Indigenous peoples in North America and how their practices work with nature in a more sustainable way than those of some other cultures.


  • Using the link at the bottom of the home screen, or on the Phenology Study page, classes can participate in citizen science by taking data on some of the things listed on the website or anything else that may be helpful to studying phenology. Students can create journals and go out and record at regular intervals throughout the school year or season.
  • Students can go on a web-quest, answering questions about each of the projects featured on the webpage, such as what it is, what the goal is, where it is taking place, etc. Depending on student reading stamina, students can answer questions about all projects or just one and work individually or in small groups.
  • Students may want to further research the Anishinaabe people and their culture to understand more about their practices and how they interact with nature.
  • Consider using sections of the report to guide students in creating climate solutions that support people and nature.
Scientist Notes
This links to an all-encompassing conglomerate of Traditional Ecological Knowledge (TEK) and Scientific Ecological Knowledge (SEK), put together by the Great Lakes Indian Fish and Wildlife Commission. It is a thorough review of the threats the Upper Midwest Ceded Territories face from climate change. I have reviewed all of the climate change information within and all information is correct and sourced appropriately. This resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ETS1: Engineering Design
      • MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
      • HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Geography
      • D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
      • D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
      • D2.Geo.10.9-12 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.
      • D2.Geo.9.9-12 Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
      • CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
      • CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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