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UNITE US ©2010 - 2012 Geophysical Institute, UAF Mitigation and Adaptation

MITIGATION AND ADAPTATION

Overview:Many changes are occurring across the Arctic. For the people who live there these changes will mean response decisions. How will human residents respond to impacts of climate change in ways that allow for sustainability of their communities now and in the future?

Objectives:The student will:• Conduct interviews with community members to determine how people view the word sustainable; and• Play a game that teaches the difference between reactive and proactive adaptation.

Targeted Performance Measures Tested on the Alaska High School Qualifying Exam (HSQE): R4.2 Summarize information or ideas from a text and make connections between summarized information or

sets of ideas and related topics or information.

Targeted Alaska Grade Level Expectations: Science[11] SA1.1 The student develops an understanding of the processes of science by asking questions, predicting,

observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating.

[11] SD3.1 The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth’s position in the solar system by describing causes, effects, preventions, and mitigations of human impact on climate.

[11] SE3.1 The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by researching a current problem, identifying possible solutions, and evaluating the impact of each solution.

Vocabulary:adaptation – making adjustments in decisions, activities and thinking because of observed or expected changesintricate – having many complex related parts or elementsmitigation – the effort to reduce loss of life and property by lessening the impact of disasters through risk

analysisresilient – capacity to prevent or withstand shocks, to rebuild and respond to change and surprisessustainable – practices that meet the needs of the present without compromising the ability of future

generations to meet their own needs

Whole Picture:Humans in the Arctic interact with climate-influenced systems in many ways and decisions that respond to climate changes will affect the Arctic and its inhabitants for generations. Strategies and materials for hunting, fishing, gathering and transportation and other activities are designed with particular conditions in mind. The interaction of multiple factors is important in assessing the sustainability of Arctic human communities. Overall, data collected by Western scientists demonstrates that climate is changing, however, there is great variation in the data over periods of years and across communities. Localized community decision-making must take into account many factors and as much accurate information as possible, gathered by both Western scientists and Indigenous knowledge-bearers. How does an individual or a community make such decisions?

Sustainable decisions, defined as “practices that meet the needs of the present without compromising the ability of future generations to meet their own needs,” require thoughtful and informed decision makers. Community

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members must consider the present need and the needs of their children and grandchildren. Some decisions must include mitigation in preparation for and adaptation in the face of climate change. When considering the sustainability of any course of action three components are usually considered. These are sometimes called the “Three E’s of Sustainability”: the decision’s effect on the environment, its effect on the economy and the equity (equality) of its impacts on all social groups, now and in the future. A decision’s impact can be positive, negative or neutral in regard to each of the three principles.

Materials:• TEACHER INFORMATION SHEET: “Alaska Climate Change Sub-Cabinet”• TEACHER INFORMATION SHEET: “Administrative Order 238”• STUDENT WORKSHEET: “Sustainable”• VISUAL AID: “A Sustainable Decision”• LECTURE: “A SNAP Decision: Nancy Fresco Talks”• STUDENT INFORMATION SHEET: “Adaptation and Mitigation.”• TEACHER GAME INSTRUCTIONS: “Adaptation”• GAME PIECES: “Adaptation – Response Cards”• GAME PIECES: “Adaptation – Issue Cards”

Activity Preparation:(NOTE: The first activity in this lesson requires students to interview peers, family members and/or community members. Determine ahead of time if this should be done a day or more prior to the remainder of the lesson and whether it should be assigned as homework or completed during class time.)

1. Read TEACHER INFORMATION SHEET: “Alaska Climate Change Sub-Cabinet” and TEACHER INFORMATION SHEET: “Administrative Order 238.”

2. Prepare game pieces for the game “Adaptation.” See TEACHER GAME INSTRUCTIONS: “Adaptation” and GAME PIECES: “Adaptation – Issue Cards” and “Response Cards.” Make enough response cards so that each student has one each of the Proactive Adaptation and Reactive Adaptation cards. Cut out the game pieces, keeping Issue Cards and Response Cards separate. NOTE: If you choose to laminate the cards, please note the following: There are some issue cards that have the adaptation section blank and some issue cards with both the issue and adaptation section blank. Students will write on these to create additional cards.

Activity Procedure:1. Hand out STUDENT WORKSHEET: “Sustainable.” Students will use this paper to record community responses.

Read through the directions with students and ask them to brainstorm a good question together. Write ideas on the board then narrow the choices to two or three by discussion. Ask students to vote on the favored question then write the question on their paper.

2. Ask students to complete the worksheet. At teacher’s discretion, this can be done in several ways. Students can take the sheet home and ask Elders, family and friends to answer the question. Students can canvas the school and ask peers and teachers to answer the question (without asking a person that has already answered for someone else). Students can use a video camera while interviewing and capture the answers digitally. (See Activity Preparation.)

3. Ask students to share the responses they obtained to the question about the word sustainable. Using the board, record phrases, sentences and main ideas. Indicate when an idea is repeated by marking it in some way: underline, star, circle, etc. Depending on the number of students in the class, and the time available, students my share all responses, or the teacher may need to limit the number shared to two or three.

NOTE: If students were able to interview Elders, pay exceptional attention to documenting Elders’ words. Mark Elders’ words in a special way to denote respect. If possible, use Elder phrasing in the final class definition.

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4. Working on the board containing recorded ideas, ask students to come up with a definition of the word sustainable. The word sustainable has taken on a modern meaning related to climate change, specifically the reduction of greenhouse gas emissions, but there is certainly more to it. It is very often paired with the word decision. A sustainable decision puts thought toward the current but also considers the decision’s impact on the future. (See Whole Picture.) Display VISUAL AID: “A Sustainable Decision.” Explain leaders, whether local, state, federal, or world, must take into account many things when making decisions. With the Arctic trending toward warmer temperatures it is very important for leaders to focus on sustainable decisions when addressing climate change.

5. Ask students to write the following questions, leaving space for answers, in either a science journal or a blank sheet of paper:a. What does it mean to adapt to climate change?b. What are some examples of mitigation?c. What is a scenario?d. For what kinds of things can people use SNAP data?e. Are the issues in northern Alaska the same as the issues in the southern part of the state? What are

some differences? Access LECTURE: “A SNAP Decision: Nancy Fresco Talks” on the UNITE US website at www.uniteusforclimate.

org. SNAP (Scenarios Network for Alaska Planning) is a tool used by decision makers when planning for the future. The purpose of the organization is help people understand what the climate might be like in decades to come. Students should watch the video presentation and write the answers to the questions. After the presentation is over, discuss the questions. Ask students to fill in information they might have missed while watching.

6. Hand out STUDENT INFORMATION SHEET: “Adaptation and Mitigation.” Choose a reading strategy best suited for the class then read the material. Ask students to be prepared to identify examples of adaptation and mitigation.

7. Play the game “Adaptation.” See Activity Preparation, TEACHER GAME INSTRUCTIONS: “Adaptation” and GAME PIECES: “Adaptation – Issue Cards” and “Response Cards.”

8. Discuss how proactive and reactive adaptations connect with sustainable decision-making.a. Can a reactive adaptation be sustainable? Can a reactive adaptation be unsustainable? Why?b. Can proactive adaptation be sustainable? Can a proactive adaptation be unsustainable? Why?c. Is it important for reactive and proactive adaptation to be sustainable?d. Is it always possible for reactive and proactive adaptations to be sustainable? Why or why not?

Extension Ideas: 1. The State of Alaska has a Governor’s subcommittee dedicated to the issues surrounding climate change.

For example, there is an advisory group on adaptation, an advisory group on mitigation, etc. Ask students to review information found on the site and report back on state plans and recommendations: http://www.climatechange.alaska.gov/. Review the site beforehand to review current policies and recommendations before assigning students. Ask student to write a mock letter to the governor’s Climate Change Sub-Cabinet about a local climate issue. The letter should address adaptation and mitigation.

2. Ask students to research community sustainable decisions around the world. Explain to students they each will be looking at a recent project undertaken by an individual or community to mitigate or adapt to climate change. The students’ primary source of information will be the Internet where many websites list small and large sustainable decision case studies. Students can initiate a web search for a project by beginning with key words such as “community sustainable decisions.” Students should address:• Whatisthetitleofthearticlewrittenabouttheprojectbasedonasustainabledecision?• Whereistheproject(countryorarea)?• Whatpromptedthepeopletodecidetotakeaction?• Whatactionwastaken?

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• Howwasthedecisionreached?Whohadasayinwhatwasdone?• Howsuccessfulhastheprojectbeen?Haveconditionsimproved?• Whatisthenextstep?• Whatdidyoulearnaboutsustainabledecision-makingthroughreadingaboutthisproject?• Howcouldthelesson(s)youlearnedhelpmakesustainabledecisionsinyourcommunity?After their summaries are complete, ask students to give a brief oral presentation on the projects they have learned about. As a class, the students will have completed a small survey of sustainable projects.

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ALASKA CLIMATE CHANGE SUB-CABINET

In September 2007, recognizing the need for Alaska’s state government to be well educated about climate change and its impact in Alaska, Governor Sarah Palin signed Administrative Order 238 which directs the formation of an Executive Sub-cabinet on Climate Change. Within the sub-cabinet, four advisory groups – Adaptation, Mitigation, Immediate Action and Research Needs – produced recommendations. The website (http://www.climatechange.alaska.gov/) provides the most up-to-date information about action proposed and completed by these advisory groups.

As of 2010 the state site narrowed the list of climate change issues to the most immediately pressing:• Melting glaciers, rising sea levels, and flooding of coastal communities: Warming of oceans and melting of

land-based ice increases the volume of ocean water. Loss of sea-ice cover changes habitat for Arctic species and leaves coastal communities more exposed to larger waves generated by severe storms.

• Thawing permafrost, and increased storm severity: These cause infrastructure damage to roads, utility infrastructure, pipelines and buildings. Extremes in weather patterns, precipitation and rising sea levels will affect safe water sources in villages, and contributes to increased erosion along Alaska coasts and rivers and undermines Alaska boreal forests.

• Loss of the subsistence way of life: As animal habitat and migration patterns shift, hunting and fishing become more dangerous with changing sea and river ice. Warming streams and increased silt from melting glaciers affect fish habitat. Boreal forests advance northward and to higher elevations, displacing tundra. Invasive species compete with native vegetation. Humans, animals and plants may be exposed to new infectious diseases as habitat changes.

• Forest fires and insect infestations: In the past decade, Alaska has witnessed an increase in frequency and intensity and experienced a record loss of forests to fires and spruce bark beetles.

This list is in no way exhaustive. The UNITE US website hosts a database titled “Ever Present Change” that lists climate change issues as well as responses to those issues. The site lists:

• Infrastructure• Warmer Temperatures• Subsistence• Animals/Wildlife• Travel• Water • Take Action

This lesson intends to focus students on three necessary elements when addressing any climate change issue: adaptation, mitigation and sustainability.

adaptation – Adaptation means making adjustments in decisions, activities and thinking because of observed or expected changes. It means making lifestyle adjustments to changing environmental conditions.

mitigation – FEMA defines mitigation as the effort to reduce loss of life and property by lessening the impact of disasters through risk analysis, which results in information that provides a foundation for mitigation activities that reduce risk. This definition easily applies to climate change issues, many of which threaten lifestyle and property.

sustainability – Sustainable decisions, policies and practices meet the needs of the present without compromising the ability of future generations to meet their own needs.

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ADMINISTRATIVE ORDER 238

I, Sarah Palin, Governor of the State of Alaska, under the authority of art. III, secs. 1 and 24 of the Alaska Constitution establish the Alaska Climate Change Sub-Cabinet to advise the Office of the Governor on the preparation and implementation of an Alaska climate change strategy.

BACKGROUND AND FINDINGS

Scientific evidence shows many areas of Alaska are experiencing a warming trend. Many experts predict that Alaska, along with our northern latitude neighbors, will continue to warm at a faster pace than any other state, and the warming will continue for decades. Climate change is not just an environmental issue. It is also a social, cultural, and economic issue important to all Alaskans. As a result of this warming, coastal erosion, thawing permafrost, retreating sea ice, record forest fires, and other changes are affecting, and will continue to affect, the lifestyles and livelihoods of Alaskans. Alaska needs a strategy to identify and mitigate potential impacts of climate change and to guide its efforts in evaluating and addressing known or suspected causes of climate change. Alaska’s climate change strategy must be built on sound science and the best available facts and must recognize Alaska’s interest in economic growth and the development of its resources. Commercializing Alaska’s great natural gas reserves through a new pipeline will improve the nation’s energy security while providing a clean, low carbon fuel to help the nation reduce its overall greenhouse gas emissions.

PURPOSE AND DUTIES

The purpose of the Climate Change Sub-Cabinet is to advise the Office of the Governor on the preparation and implementation of an Alaska climate change strategy. This strategy should include building the state’s knowledge of the actual and foreseeable effects of climate warming in Alaska, developing appropriate measures and policies to prepare communities in Alaska for the anticipated impacts from climate change, and providing guidance regarding Alaska’s participation in regional and national efforts addressing the causes and effects of climate change.

In view of its purpose, the Climate Change Sub-Cabinet shall develop recommendations on the following:

1. the assembly of scientific research, modeling, and mapping information in ways that will help the public and policymakers understand the actual and projected effects of climate change in Alaska, including the time frames in which those effects are likely to take place;

2. the prioritization of climate change research in Alaska to best meet the needs of the public and policymakers;

3. the most effective means of informing, and generating a dialogue with the public regarding climate change in Alaska;

4. the early assessment and development of an action plan addressing climate change impacts on coastal and other vulnerable communities in Alaska;

5. the policies and measures to reduce the likelihood or magnitude of damage to infrastructure in Alaska from the effects of climate change;

6. the policies and measures addressing foreseeable changes to the marine environment; the quantity, quality, and location of fish and game in Alaska; and the productivity of forests and agricultural lands in Alaska due to climate change;

7. the evaluation and response to the risks of new, or an increase in the frequency or severity of, disease and pests due to climate change in Alaska;

8. the identification of federal and state mechanisms for financing climate change activities in Alaska, including research and adaptation projects;

9. the potential benefits of Alaska participating in regional, national, and international climate policy agreements and greenhouse gas registries;

10. the opportunities to reduce greenhouse gas emissions from Alaska sources, including the expanded use of alternative fuels, energy conservation, energy efficiency, renewable energy, land use management, and transportation planning;

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ADMINISTRATIVE ORDER 238

11. aggressive efforts toward development of an Alaska natural gas pipeline to commercialize clean burning, low carbon natural gas reserves;

12. the opportunities to reduce greenhouse gas emissions from the operations of Alaska state government;

13. the opportunities for Alaska to participate in carbon-trading markets, including the offering of carbon sequestration;

14. the identification of economic opportunities for Alaska that might emerge as a result of the growing response to this global challenge;

15. other policies and measures that the Climate Change Sub-Cabinet considers would help achieve the purpose of this Order.

COMPOSITION AND CHAIRPERSON

The Climate Change Sub-Cabinet consists of the commissioners of the Department of Commerce, Community, and Economic Development; Department of Environmental Conservation; Department of Natural Resources; Department of Fish and Game; and Department of Transportation and Public Facilities. The Climate Change Sub-Cabinet shall consult with the President of the University of Alaska or his or her designee and the director of State/Federal Relations and Special Counsel in the Office of the Governor, Washington, D.C., or another representative designated by the governor.

ADMINISTRATIVE SUPPORT

The member agencies shall provide administrative support necessary to carry out this Order. In accordance with law, these agencies may enter into intergovernmental agreements or apply for federal and other grants available to accomplish the purposes of this Order.

OTHER PROVISIONS

The Climate Change Sub-Cabinet shall serve as the executive branch contact to, and a resource for, the Alaska Climate Impact Assessment Commission established by Legislative Resolve 49 (2006).

The Climate Change Sub-Cabinet may form one or more workgroups that include members of the public to assist the sub-cabinet in achieving the purpose of this Order.

At times and locations to be determined by the Climate Change Sub-Cabinet, it shall convene public meetings to present and receive comments on its draft recommendations.

Nothing in this Order is intended to limit or otherwise modify any existing or future statutory or regulatory authority of any state agency.

This Order takes effect immediately.

DATED at Juneau, Alaska, this 14th day of September, 2007.

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NAME: __________________________ SUSTAINABLE

Background: The word sustainable has become a very common word in the media. But what does it mean? This assignment will help you understand how peers and community members view the word sustainable as you work toward your own understanding.

Directions: Ask at least five people what they see as the definition of sustainable. Record the answers below.

• Determinethewordingofthequestionaheadoftimesoyoudon’tstumbleoveryourwords.• Askthepersontoanswerinasentenceortwo.

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NAME: __________________________ SUSTAINABLE


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NOTE: If you need more room, use the back!

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A SUSTAINABLE DECISION

Environment:

• Howmanyresourcesdoestheactionuse?• Doestheactioncausedamagetoplantsoranimals?• Isbiodiversityprotected?• Doesitcauseairpollution,waterpollution,orsoilerosion?• Doesituseresourcesataratethatallowstheresourcetoberenewedorregenerated?• Whathappenstothewastecreatedbytheaction?• Doestheactiongenerateexcessivewaste?• Doestheactionhonortraditionalbeliefsabouttherelationshipofmanandtheenvironment?

Equity for All Members of Society:

• Doesitcontributetoallpeople’squalityoflife?• Howdoesitaffectculture(s)?• Areindividualsandcommunitygroupsinvolvedinmakingdecisionsabouttheaction,andisthedecision-

making process fair and democratic?• Isitanequitableaction;doesitoffermoreoptionsandopportunitiestocertaingroupsofpeoplethan

others?

Economy:

• Whatistheeconomicimpactoftheactiononthecommunity?• Doesitcreatemeaningfulandsatisfyingworkforindividualsorhavethepotentialtodoso?• Doesitcontributetoacommunity’seconomicdevelopmentorhavethepotentialtodoso?• Doestheactionrelyonproductsorservicesthathavenegativeeffectsontheenvironmentorsocietynow

or in the future? • Dosomepeoplebenefiteconomicallyfromthisactionattheexpenseofothers?• Willthisactioncontributetotheconservationorlossofnaturalresources?

ENVIRONMENT

ECONOMY

SOCIALEQUALITY

SUSTAINABLE DECISION

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ADAPTATION AND MITIGATION

Arctic Climate Change and People

The climate in the Arctic is changing. While the environmental changes are documented, not so clear are the implications of these changes. People in the Arctic are affected by climate in many ways. Strategies for activities like hunting, fishing, gathering and transportation are planned with particular conditions in mind. Access to some hunting and fishing depends on the presence or absence of snow and ice. Sea ice, snow and ice roads provide a basis for community and commercial transportation. Permafrost provides a solid base, not only for structures like buildings and pipelines, but also for Arctic ecosystems. The interaction of all these things and more is important in assessing the sustainability of Arctic communities.

In a dissertation titled, Seasons out of Balance: Climate Change Impacts, Vulnerability, and Sustainable Adaptation in Interior Alaska, Shannon McNeeley notes that in the Koyukok-Middle Yukon region the Athabascan people are concerned about climate change impacts on the subsistence practices that are foundations of their livelihood. Tony Sam, an elder of Huslia, told McNeeley, “Old timers. I used to listen to old timers lots, you know, and they tell us that the weather is going to get old; its going to stay warm all the time. And that’s what’s happening now. Right now it’s happening.”

People that harvest food by hunting, fishing, trapping and gathering, and use the food that is harvested for their maintenance, are especially vulnerable to climate shifts.

“Human systems can be highly resilient to certain events in the short term,” McNeeley writes. But short-term decisions can result in unintended long-term outcomes. “The dependence of rural communities on fossil fuels and outside sources of income has enabled many communities to become resilient, for many decades, to most environmental and economic shocks. Now, with rising fuels costs, rising temperatures and a global economic downturn they are vulnerable because of that very dependency.”

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The Elders know that the younger generation will survive in the bush if they “keep the old ways” because that is how a person and a community as a whole keep their luck, Henry Beatus told McNeeley in 2004. If you don’t respect the land and the animals and keep the land clean you will be “out of luck with it,” he said.

Many Elders feel all of humanity has violated these codes of respect toward the natural world. They believe that now we as a human community, which includes the Koyukon, are experiencing the consequences of that in the changing climate.

Many Elders are hesitant to make changes in a world they feel has already been brought out of balance by man’s irreverence and disrespect, McNeeley notes.

“Decisions that result in sustainable adaptations to climate shifts must be made carefully if those who live close to the land are to maintain their traditions and their resource dependent livelihoods. Localized community decision-making must take into account many factors and as much accurate information as possible, gathered by both Western scientists and Indigenous knowledge-bearers.”

Adaptation and Mitigation

Indigenous communities have always adapted, moving with changing migration patterns and availability of traditional foods. Lifestyle mirrored ecological changes. In more recent times permanent villages have replaced the nomadic life. Now a changing Arctic climate is forcing new types of decision-making.

Mitigation and adaptation as responses

To mitigate is to take steps to stop or decrease the damage caused by a coming event. Climate change mitigation specifically means to commit to actions that decrease the amount of heat trapped in the atmosphere in

order to reduce global warming. Most often this involves reducing the amount of greenhouse gases by reducing their sources.

In the Arctic, mitigation will not solve current problems. Even if greenhouse gases could be stabilized immediately, change would continue to occur for a long time. Individuals and communities must adapt to changing conditions.

Adaptation includes actions that take place before impacts are noticed (proactive) and after impacts have been felt (reactive). In regard to climate change, it involves making adjustments in decisions, activities and thinking because of observed or expected changes in climate with the goals of moderating harm and taking advantage of new opportunities.

Decisions can be proactive or reactive

Proactive decision-making means recognizing an approaching issue and addressing it before it happens. It means taking control and creating solutions rather than just waiting for something to happen before it is acted upon.

Reactive decision-making means making a decision about how to handle something that has already happened. In the case of climate change, reactive decisions are those made after a change that impacts the community or individuals.


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How does an individual or community make such decisions? How can a community decide what to do in the face of changes it cannot control? Sustainable decisions require thoughtful and informed decision makers. Community members must consider not only their own needs, but also those of their children, grandchildren and beyond.

In an opinion article titled Alaska Natives Left Out in the Cold written for BBC News in 2007, Patricia Cochran, executive director of the Alaska Native Science Commission, and chairwoman of the Inuit Circumpolar Council writes:

“The sad fact is, according to the Army Corp of Engineers, that more than 80% of Alaskan communities (comprised mostly of indigenous peoples) are vulnerable to either coastal or river erosion. Natives have traditionally located their communities near water bodies for access to wild foods; so here is an example of the age-old Alaska native wisdom that everything is connected. Permafrost is thawing all over Alaska as a result of rising temperatures, causing land underneath many villages to subside and softening the soil on riverbanks like the mighty Yukon River. Adapting means more than adjusting hunting technologies and what kind of food we eat. It means re-learning how to garner information from a rapidly changing environment. Even science is recognizing the value of ancestral knowledge passed on to later generations of natives.”

“There is a reason native people have been able to survive for centuries in the harshest of conditions, in the strangest of times; it is because of our resilience and our adaptability. And it is that strength from within that our communities now have to rely upon as we face an uncertain future.”

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Key Points:

Mitigation addresses the cause of climate change. Mitigation efforts, such as reducing greenhouse gases, are essential to decreasing the speed and degree of climate changes.

Adaptation is necessary to reduce damage from climate change that cannot be avoided. It includes planning ahead for changes to come.


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ADAPTATION

Version One – SeatedPart One:

• Distribute one each of Proactive Adaptation and Reactive Adaptation response cards to each student. • Explain you will read aloud an issue then you will read one possible response. (Use only the cards that have

responses included.) Students must determine if the response is proactive or reactive then hold up the corresponding card.

• Ask one student with the correct response to explain why he or she chose that answer.• Each student should keep a tally of how many he or she gets correct. CAUTION! There are two responses on each issue card. Choose one to read during a round. DO NOT tell students if it is the proactive or the reactive adaptation, but pay attention to what you read to determine the correct student response.

Part Two:Included in each issue card set are cards with issues but no responses and cards with no issue or response. Students must fill in the cards to play a second round. Follow the directions for Part One using the new cards. If there is a disagreement about whether an answer fits, discuss it as a group!

Version Two – Movement

Part One: • Distribute one each of Proactive Adaptation and Reactive Adaptation response cards to each student.• Assign one side of the room as the PROACTIVE side and one side as the REACTIVE side. • Explain you will read aloud an issue then you will read one possible response. (Use only the cards that have

responses included.) Students must move to the appropriate side of the room.• Ask one student with the correct response to explain why he or she chose that answer.• Each student should keep a tally of how many they get correct. CAUTION! There are two responses on each issue card. Choose one to read during a round. DO NOT tell students if it is the proactive or the reactive adaptation, but pay attention to what you read to determine the correct student response.


Version Three – Teams

Part One: • Distribute one each of Proactive Adaptation and Reactive Adaptation response cards to each student.• Divide the class into small groups/teams. • Explain you will read aloud an issue then you will read one possible response. (Use only the cards that have

responses included.)• Teams have one minute to discuss among members whether the response is proactive or reactive. • When time is called, one group member will stand up and state the answer.• Ask one student with the correct response to explain why he or she chose that answer.• Each team should tally how many it gets correct.CAUTION! There are two responses on each issue card. Choose one to read during a round. DO NOT tell students if it is the proactive or the reactive adaptation, but pay attention to what you read to determine the correct student response.


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ADAPTATION - RESPONSE CARDS

Proactive AdaptationRecognizing an approaching issue and

creating solutions before it occurs















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ADAPTATION - RESPONSE CARDS

Reactive AdaptationMaking decisions about climate change

issues after it shows evidence of affecting lifestyle















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ADAPTATION - ISSUE CARDS

Permafrost is thawing in a field behind a village neighborhood.

Reactive: Make sure no new structures are built in the field

Proactive: Study the cause of the thaw and estimate the progression. Design any new structures to preserve the ground.

The airport runway is buckling from frost heaves.

Reactive: Repair runway as needed.

Proactive: Relocate runway to stable ground or rebuild using technology to avoid heaving.

Warmer temperatures mean less time for safe travel over the frozen slough each winter.

Reactive: Limit travel to safe period when the slough is frozen.

Proactive: Build a bridge to ensure year-round access.

The riverbank is eroding near a preferred fishing area. No structures are currently threatened.

Reactive: Find an alternative fishing area.

Proactive: Enact erosion control measures such as a buffer strip of netting or rock lining.

The threat of wildfire is making community members worry about losing property.

Reactive: Trust that local and state agencies are capable of fighting wildfires if they occur.

Proactive: Develop a plan to build and maintain a firebreak around the entire community.

Caribou have shifted their migration route due to changing habitat. They are no longer in traditional hunting areas.

Reactive: Supplement with alternatives (i.e. more salmon, moose and store-bought food).

Proactive: Work with game management groups to monitor herds and plan hunts accordingly.

The water level in the local river is much lower than in the past. Sandbars make boat travel difficult.

Reactive: Pay attention to the location of sandbars and avoid them or travel overland instead of using the river.

Proactive: Use boats equipped with hovercraft technology to travel or dredge areas vital to economic needs.

Traditional ice cellars are thawing and food is spoiling.

Reactive: Don’t use the ice cellars. Use modern refrigeration methods.

Proactive: Insulate existing ice cellars or reinforce with modern technological advances to prevent thaw.

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Increased runoff is causing flooding along the river during one out of four spring thaws.

Reactive: Relocate damaged structures to an area outside the flood zone.

Proactive: Implement food control measures, such as a levee or reservoir, to regulate the water level.

The lake is draining, threatening the habitat of the fish and waterfowl, important subsistence foods.

Reactive: Look for new subsistence sites.

Proactive: Investigate/research strategies for preservign the lake such as bringing in dense material to line the bottom.

Hunters are finding the population of moose has declined. There is not enough moose meat to last the winter.

Reactive: Supplement with alternatives such as more salmon and store bought food.

Proactive: Work with game management groups to monitor moose population and consider strategies to ensure the population thrives.

Thawing permafrost is discharging sediment into the river, threatening to suffocate salmon eggs.

Reactive: Harvest what fish do return and rely on other food sources to supplement.

Proactive: Monitor salmon population. Enact erosion control measures such as a buffer strip of netting or rock lining to keep sediment from the water.

Trappers note, due to warmer winters, animal furs are not as thick and long as in the past. Short, thin furs do not sell at as high a price.

Reactive: Accept the payment for the furs as offered.

Proactive: Study the wildlife populations. Set additional traps to make up for economic loss if stresses the population.

Warmer water at the surface of the river kills fish that stay in fishnets too long.

Reactive: Pull the fish out of the water at faster intervals.

Proactive: Develop alternative methods of net placement that keeps the fish in deeper, colder water.

Warmer temperatures allow more mosquitoes to breed, irritating local residents.

Reactive: Wear additional mosquito spray and use netting.

Proactive: Get rid of standing water (in ditches, etc.) around the community. Put up bird boxes to attract mosquito-eating birds.

Migration routes have changed, so hunters must travel farther spending more on travel. Some Elders cannot afford to hunt.

Reactive: Share food with Elders who cannot afford to hunt.

Proactive: Plan hunting strategies that divide the cost burden for travel and weapons among those who can afford it and invite Elders to join.

PFG-196



Thawing permafrost has caused the ground to shift disrupting water lines.

Reactive:

Proactive:

More evaporation and less precipitation means the water supply falls short of the community’s needs.

Reactive:

Proactive:

Shrinking wetlands and thawing permafrost cause unpredictable landscape changes.

Reactive:

Proactive:

Not only is the growing season getting hotter and drier, it is also getting longer.

Reactive:

Proactive:

Warmer winters mean sled dogs with long hair get overheated on the trail.

Reactive:

Proactive:

The season for safe travel on ice roads has decreased by several weeks.

Reactive:

Proactive:

Local fishing guides rely on tourism to supplement income, but the number of salmon has decreased.

Reactive:

Proactive:

An important community trail has become unusable due to permafrost thaw.

Reactive:

Proactive:

PFG-197



Wildfire threatens a traditional burial site.

Reactive:

Proactive:

Grasses grow taller and there are fewer berry bushes than ever before.

Reactive:

Proactive:

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Proactive:

Reactive:

Proactive:

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Proactive:

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Proactive:

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Proactive:

Reactive:

Proactive:

PFG-198

mitigation and adaptation - unite...

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