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B. Biology: Sustainable Ecosystems and Climate Change · Sustainable Ecosystems and Climate Change

Climate Change and Communities in Canada, Including First Nations, Métis and Inuit Communities

B1.2 B1.1 A2.3 A2.5About 70 minutes
Learning goals
  • I can assess impacts of climate change on communities in Canada, including First Nations, Métis and Inuit communities.
  • I can explain why some communities face greater impacts, using exposure, sensitivity and adaptive capacity.
  • I can describe how communities, including Indigenous-led initiatives, are responding and adapting.
  • I can use respectful, accurate language and reliable sources when learning about communities.

Words to know

community
A group of people who share a place, identity, culture or interests; for example a town, a First Nation, a Métis community or an Inuit community.
food security
When all people have reliable access to enough safe, healthy, culturally appropriate food.
country food (Inuit) / traditional foods
Foods harvested from the land and water, such as caribou, seal, Arctic char, moose, fish, wild rice and berries.
winter road
A seasonal road built over frozen ground, lakes and rivers that connects remote communities for a few weeks or months each winter.
exposure
How much a community faces a climate hazard.
sensitivity
How much a community depends on things that are changing.
adaptive capacity
The resources, knowledge, infrastructure and decision-making power a community has to respond to change.
self-determination
The right of a people to make decisions about their own lands, lives and futures.

Remember from Grade 8

In Grade 8 Water Systems you learned about First Nations, Métis and Inuit relationships with water, drinking water advisories, and how thinner sea ice makes travel less safe in the North. This lesson looks at all kinds of communities in Canada, including First Nations, Métis and Inuit communities, and asks a Grade 9 question: how do we assess who is affected by climate change, how much, and why?

When learning about any community, use sources created by or with that community where you can, use the names communities use for themselves, and remember that First Nations, Métis and Inuit are distinct peoples with many different nations and communities.

Let's start with a road made of ice

In Ontario's Far North, many First Nations communities have no year-round road. For most of the year, people and supplies travel by small plane. In winter, crews build winter roads across frozen muskeg, lakes and rivers, so trucks can bring in fuel, building materials and food at much lower cost than by air.

As winters get warmer, the season when these roads are safe is often shorter and less predictable. When roads open late or close early, supplies have to be flown in at a higher cost, and building projects can be delayed. A change in climate becomes a change in the price of groceries and the timing of a new school.

Why are some communities affected more?

Scientists and community planners assess impacts using three ideas:

  • Exposure: where is the community, and what hazards does it face? Northern communities face the fastest warming; coastal communities face erosion and sea-level rise; communities on floodplains face floods; forest communities face wildfires.
  • Sensitivity: how much does the community depend on things that are changing? Communities that rely on sea ice or winter roads for travel, or on fish, caribou or wild rice for food, are more sensitive.
  • Adaptive capacity: what resources, infrastructure, health services, knowledge and decision-making power does it have to respond?

Many First Nations, Métis and Inuit communities face high exposure (northern and remote locations, fast warming) and high sensitivity (close, everyday relationships with land and water for food, culture, health and language). At the same time, they hold deep knowledge of local environments that is a great strength for adapting. Their adaptive capacity has often been limited by colonial policies, such as decisions made by governments about where some communities were located and how they are funded. This is why many Indigenous leaders say that self-determination, communities making their own decisions, is central to climate action.

VULNERABILITYEXPOSURESENSITIVITYADAPTIVE CAPACITYhigher with more exposure and sensitivity,lower with more adaptive capacity
Three parts of vulnerability. Exposure: how much a community faces a hazard (thin ice, floods). Sensitivity: how much it depends on what is changing (ice roads, country food). Adaptive capacity: resources, knowledge and decision-making power to respond.

Impacts on Inuit communities and the North

  • Sea ice is the "highway" for travel between communities and to hunting areas for much of the year. Thinner ice that forms later and breaks up earlier, and weather that is harder to predict, make travel more dangerous and harvesting more difficult. Elders' knowledge of safe ice routes must be combined with new observations as conditions change.
  • Permafrost thaw damages houses, roads, water and sewage pipes, and airstrips that were built on frozen ground.
  • Coastal erosion: with less sea ice to protect shorelines from storm waves, some coastlines are eroding quickly. The Inuvialuit community of Tuktoyaktuk on the Beaufort Sea coast in the Northwest Territories is one well-known example.
  • Food security: changes in ice, snow and animal movements affect access to country food such as seal, caribou and Arctic char. Store-bought food in the North is very expensive.

Inuk leader Sheila Watt-Cloutier has spent decades explaining these impacts to the world, describing Inuit rights to culture and a safe environment as "the right to be cold".

Before: thin active layeractive layer (thaws in summer)permafrost(frozen all year)After warming: thicker active layeractive layer(thaws each summer)permafrost(frozen all year)piles no longer frozen in: ground sinks and shifts
Many northern buildings stand on piles frozen into permafrost. As the climate warms, the active layer that thaws each summer gets deeper. Piles can loosen and the ground can sink, cracking buildings, roads and airstrips (not to scale).

Impacts on First Nations communities in Ontario

  • Winter roads: shorter, less reliable seasons raise costs for fuel, food and building supplies in remote communities.
  • Flooding: Kashechewan First Nation, on the Albany River near James Bay, has had to evacuate many times because of spring flooding caused by ice jams on the river.
  • Wildfires and smoke: longer fire seasons threaten remote communities with evacuation. In 2021, wildfires in northwestern Ontario led to evacuations of several First Nations, including Pikangikum and Poplar Hill.
  • Water and harvesting: changes in water levels, temperature and timing affect fish, wild rice (manoomin), moose and berries that are important for food, culture and ceremonies.

Impacts on Métis communities

Métis communities in Ontario and across the Métis Homeland have a long tradition of harvesting: hunting, fishing, trapping and gathering. Harvesters report changes in animal movements, water levels, ice conditions and the timing of plants. These changes affect food, income and the passing on of knowledge between generations. Métis governments and organizations, including the Métis Nation of Ontario, have worked with their citizens to record these observations and plan for adaptation.

Impacts on other communities in Canada

  • Cities: heat waves are especially dangerous for older adults, people with health conditions and people without air conditioning or shade; paved areas create urban heat islands. In 2021, an extreme "heat dome" in British Columbia was linked to more than 600 deaths. Heavy rainstorms overwhelm sewers and flood basements.
  • Smoke: wildfire smoke can travel thousands of kilometres. In June 2023, smoke from Quebec and Ontario fires gave Toronto and Ottawa some of the worst air quality readings ever recorded there.
  • Farming communities: droughts, floods and new pests affect harvests and incomes.
  • Coastal communities in Atlantic Canada and British Columbia: sea-level rise, storm surges and erosion.
  • Health: Lyme disease spreading with ticks; stress and grief about environmental change, which researchers have documented in northern communities as well as among young people across Canada.

Communities responding

Communities are not just affected; they are leading:

  • SmartICE, an Inuit-led enterprise that started in Nunatsiavut (Labrador), combines sea-ice thickness sensors with Inuit knowledge to help people plan safer travel routes.
  • Indigenous Guardians programs employ community members to monitor land, water and wildlife, combining Indigenous knowledge and science.
  • Wataynikaneyap Power, a transmission project majority-owned by First Nations in northwestern Ontario, is connecting remote First Nations to the provincial power grid so they rely less on diesel generators, which are expensive and polluting. Pikangikum was the first community connected, in 2018.
  • Cities plant trees, open cooling centres, build flood-resistant infrastructure and create heat-alert systems.
  • Farmers test drought-tolerant crops and soil practices that hold more water (Lesson 15).

Learning respectfully

  • Use specific names (Kashechewan First Nation, Inuvialuit, Métis Nation of Ontario) rather than lumping all Indigenous peoples together.
  • Use present tense: these are living communities with their own governments, plans and leaders.
  • Look for sources by the communities themselves (community websites, Indigenous organizations, interviews with community members).
  • Focus on strengths and leadership, not only on problems.
Worked example

Let's assess a community's vulnerability

A fictional fly-in community in northern Ontario (called Community X here) depends on a winter road for fuel and building supplies, harvests fish and moose, and sits beside a river that floods in some springs. It has trained land monitors and a new connection to the power grid. Assess its vulnerability using exposure, sensitivity and adaptive capacity.

  1. Exposure: high. Northern Ontario is warming faster than the global average; risks include shorter winter road seasons, spring flooding and wildfires.
  2. Sensitivity: high. It depends on the winter road for affordable supplies and on fish and moose for food.
  3. Adaptive capacity: medium and growing. Land monitors track changes and combine knowledge systems; the grid connection reduces reliance on trucked-in diesel for electricity. It still faces high transport costs.
  4. Overall: vulnerability is high, but its own monitoring program and the grid connection show how adaptive capacity can be built.

High exposure + high sensitivity = high vulnerability, partly offset by growing adaptive capacity. Strengthening community-led monitoring, infrastructure and decision-making lowers vulnerability.

Worked example

Let's compare two impacts fairly

Compare the impact of a shorter winter road season on a remote First Nation with the impact of a shorter ski season on a ski resort town in southern Ontario.

  1. What is affected: remote First Nation: access to essential supplies (fuel, food, building materials) and affordable travel. Ski town: jobs and income from recreation.
  2. Alternatives: the First Nation has few alternatives (air transport costs much more). The ski town can make artificial snow (for a while) or shift to other seasons' tourism.
  3. Severity: both are real economic impacts, but losing access to essential supplies affects basic needs.

Both communities are affected, but the remote First Nation's sensitivity is higher because the change affects essential needs and there are fewer alternatives. Assessing impacts means looking at what is affected and what options exist.

Hands-on activity

Listening to experience: then and now (A2.3)

You need: a notebook or phone recorder (ask permission before recording), a list of questions.

Part 1: Interview. Ask an older family member, neighbour or family friend who has lived in one area for a long time (at least 20 years) about changes they have noticed. Possible questions:

  • How were winters different when you were my age? (snow, ice on lakes, skating, cold snaps)
  • Have you noticed changes in when plants bloom, which birds or insects are around, or in summer heat or storms?
  • Has anything about your work, food, travel or activities changed because of the weather?

Write a summary. Remember: one person's memory is observation, not data, but it can raise good questions.

Part 2: Research a community story. Choose one Canadian community, such as a First Nation, Métis community, Inuit community, town or city, and research how climate change is affecting it and how it is responding. Use at least one source created by the community or an organization representing it.

Part 3: Assess. Use exposure, sensitivity and adaptive capacity to rate the community's vulnerability (low/medium/high) and give reasons. End with one strength the community is using to adapt.

What to look for: specific names and places, present-tense language, at least two sources, a balanced assessment, and attention to community leadership.

Your turn

1

Define exposure, sensitivity and adaptive capacity.

2

Give two ways changing sea ice affects Inuit communities.

3

Why are shorter winter road seasons a problem for remote First Nations in northern Ontario?

4

How does permafrost thaw affect northern communities?

5

Name two climate impacts on cities in Canada.

6

Describe one Indigenous-led initiative that helps communities adapt.

7

Why do many Indigenous leaders say self-determination is central to climate action?

More practice: warm-up

1

What is country food?

2

Who is Sheila Watt-Cloutier?

3

What is a winter road?

4

Name a First Nation in Ontario that has been evacuated because of spring flooding.

5

What does SmartICE combine?

More practice: on your own

1

Explain how one climate change impact can affect a community's food, health and culture at the same time.

2

Why might two communities experiencing the same heat wave be affected differently?

3

How does connecting a remote community to the power grid help with both mitigation and adaptation?

4

Why is it important to use sources created by or with a community when researching it?

5

Wildfire smoke from northern forests drifted over Toronto in June 2023. Explain how a climate impact in one place can affect communities far away.

Challenge

1

Assess this statement: "Climate change affects everyone in Canada equally." Use at least three examples and the vulnerability framework.

2

Explain why combining Indigenous knowledge with scientific monitoring (as SmartICE and Guardians programs do) can lead to better decisions than either alone.

3

Choose one Canadian community type (northern, coastal, urban, farming or remote First Nation). Propose two adaptation actions and explain who should lead them and why.

Check your understanding

Quiz

1.

Which factor describes how much a community DEPENDS on something that is changing?

2.

Why are winter roads important to many remote First Nations in northern Ontario?

3.

What damages buildings and roads as permafrost thaws?

4.

SmartICE helps communities by...

5.

Which is the most respectful way to research a community's experience of climate change?

6.

How does Wataynikaneyap Power help remote First Nations?

For parents and teachers

Big idea (B1.2): climate change affects communities across Canada unequally. Exposure, sensitivity and adaptive capacity explain why First Nations, Métis and Inuit communities, along with other northern, remote, coastal and low-income communities, often face greater impacts, and why community knowledge and self-determination are central to responses. Analysing how social, economic and cultural contexts shape impacts builds A2.3; learning about Indigenous-led science and monitoring addresses A2.5.

A note for parents: this lesson discusses evacuations, heat deaths and food insecurity. Keep the focus on understanding and on the many ways communities are leading solutions. There is deliberately no joke box in this lesson. If your teen feels worried, talk about actions they can take and the progress described here.

How to help: Help arrange the interview with an older relative or neighbour. When researching, look together at community or organization websites (for example Inuit Tapiriit Kanatami, the Métis Nation of Ontario, Nishnawbe Aski Nation or a specific First Nation's site).

Common difficulties:

  • Treating Indigenous peoples as one group. Use specific names.
  • Describing communities only as victims. Include leadership, knowledge and solutions.
  • Forgetting that climate impacts are social and economic as well as environmental.

Sources: SmartICE (SmartICE Sea Ice Monitoring and Information Inc.); Wataynikaneyap Power (company and Government of Canada announcements; Pikangikum connected 2018); Kashechewan flooding evacuations (Government of Canada and Ontario news releases); 2021 northwestern Ontario wildfire evacuations (Ontario government and Indigenous Services Canada); BC 2021 heat dome deaths (BC Coroners Service, 619 deaths); Sheila Watt-Cloutier, The Right to Be Cold (2015).