Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Climate impact

20 minutes

Find Out: Research case studies

25 minutes

Take Action: Solution design to an environmental issue

5 minutes

Reflection

Learning intentions

Students will:

investigate how First Nations knowledge informs scientific approaches to climate adaptation and environmental restoration
analyse the impact of cultural-led projects on climate resilience.

Success criteria

Students can:

explain how a cultural-led project contributes to addressing environmental challenges
design and present a solution incorporating First Nations knowledge to improve environmental sustainability.

Tune In: Climate impact

Step 1

Using the Visual Explainer, introduce students to environmental challenges through imagery. This activity is designed to get students thinking about the different types of environmental challenges we face, and how solutions that combine First Nations knowledge and Western science can meet these challenges.

Step 2

Next, watch the following video as a class that demonstrates how land is managed by Kalan rangers, a group of First Nations people working to protect their Country from environmental challenges such as invasive species.

Feral pigs and Kalan wetlands (vimeo.com/110112135?share=copy)

Step 3

Ask the class why First Nations communities might be uniquely positioned to lead these efforts. Lead a discussion with students on the solutions they may know for environmental challenges. Use the following prompts:

What traditional practices have you heard about that First Nations people use to look after the land, water, or animals?
How do these practices help care for the environment?
What are some environmental problems in your community?
Can you give examples of how looking after Country is different from just using the land?

Step 4

Work with the class to create a T-chart titled ‘How First Nations Knowledge Helps the Environment.' List problems (such as drought, bushfires, and invasive species) on 1 side of the whiteboard, and First Nations practices or approaches that provide solutions on the other.

Find Out: Research case studies

Step 1

Divide the class into 4 groups. Each group will explore the guiding question: How does First Nations knowledge help scientists care for Country and take positive climate action?

Students should use the Indigenous Desert Alliance (IDA) (indigenousdesertalliance.com) website to identify and research a specific project led or supported by the IDA, such as:

Learning support: If students are researching the Desert Nature Market, please advise them to begin with this factsheet before exploring the webpage above.

Encourage groups to look for details about the environmental challenge, the cultural knowledge applied, and the outcomes achieved.

Step 2

Instruct groups to record their findings using the Student Worksheet, focusing on:

the project and its purpose
the role of First Nations knowledge in the project
the role of scientific methods or technology
the environmental or community impact
key takeaways about why this project matters.

Step 3

Bring the class back together for a discussion comparing First Nations-led and Western-led conservation efforts. Use prompts such as:

How does First Nations knowledge help scientists respond to challenges like drought, fire, or species loss?
What strengths does Western science contribute?
Why is it powerful to combine both knowledge systems rather than relying on just 1?
How do these partnerships benefit biodiversity and communities?

Learning opportunity: If possible, arrange a site visit to an Indigenous Protected Area supported by the IDA, either in person or virtually. Students can observe how First Nations rangers and scientists work together to improve biodiversity, manage fire, and protect Country.

Take Action: Solution design to an environmental issue

Step 1

Your students’ task is to design a solution to an environmental issue, using principles from First Nations practices that they have explored in this lesson. In groups, students can come up with an environmental issue of their choice or select 1 of the following:

drought
soil erosion
invasive species
water contamination
biodiversity loss

Step 2

Direct students to work in groups to outline their solution on the Student Worksheet. Once groups have outlined their solution, allow them time to design the format in which they will present it.

Reflection

Step 1

Invite groups to present their solutions in the form of a gallery walk. Allow groups to set up their desk to effectively display their solution, and reflect on how the principles of First Nations practices improve climate science.

First Nations-led Solutions to Climate Change

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Summary

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