MITIGATION AND ADAPTATION (MODIFIED FOR...

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

MITIGATION AND ADAPTATION (MODIFIED FOR ADEED)

Overview:Many changes are occurring across the Arctic. For the people who live there these changes will mean responsedecisions. How will human residents respond to impacts of climate change in ways that allow for sustainabilityof 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 Alaska Grade Level Expectations:[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] SC3.2 The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

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.

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 toclimate 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. Theinteraction 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 inthe data over periods of years and across communities. Localized community decision-making must take intoaccount many factors and as much accurate information as possible, gathered by both Western scientists andIndigenous 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 abilityof future generations to meet their own needs,” require thoughtful and informed decision makers. Communitymembers must consider the present need and the needs of their children and grandchildren. Some decisionsmust include mitigation in preparation for and adaptation in the face of climate change. When considering the


MITIGATION AND ADAPTATION

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, negativeor 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” (www.uniteusforclimate.org)• 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.


MITIGATION AND ADAPTATION

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: • What is the title of the article written about the project based on a sustainable decision?• Where is the project (country or area)? • What prompted the people to decide to take action?• What action was taken?


ALASKA CLIMATE CHANGE SUB-CABINET

• How was the decision reached? Who had a say in what was done?• How successful has the project been? Have conditions improved?• What is the next step?• What did you learn about sustainable decision-making through reading about this project?• How could the lesson(s) you learned help make sustainable decisions in your community?

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.

In September 2007, recognizing the need for Alaska’s state government to be well educated about climatechange 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 listsclimate 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.


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 FINDINGSScientific evidence shows many areas of Alaska are experiencing a warming trend. Many experts predict thatAlaska, 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, thawingpermafrost, 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 impactsof climate change and to guide its efforts in evaluating and addressing known or suspected causes of climatechange. Alaska’s climate change strategy must be built on sound science and the best available facts and mustrecognize Alaska’s interest in economic growth and the development of its resources. Commercializing Alaska’sgreat natural gas reserves through a new pipeline will improve the nation’s energy security while providing aclean, low carbon fuel to help the nation reduce its overall greenhouse gas emissions.

PURPOSE AND DUTIESThe purpose of the Climate Change Sub-Cabinet is to advise the Office of the Governor on the preparationand implementation of an Alaska climate change strategy. This strategy should include building the state’sknowledge of the actual and foreseeable effects of climate warming in Alaska, developing appropriatemeasures and policies to prepare communities in Alaska for the anticipated impacts from climate change, andproviding guidance regarding Alaska’s participation in regional and national efforts addressing the causes andeffects 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;

ADMINISTRATIVE ORDER 238


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;

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 CHAIRPERSONThe 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 ChangeSub-Cabinet shall consult with the President of the University of Alaska or his or her designee and the directorof State/Federal Relations and Special Counsel in the Office of the Governor, Washington, D.C., or anotherrepresentative designated by the governor.

ADMINISTRATI VE SUPPORTThe member agencies shall provide administrative support necessary to carry out this Order. In accordancewith law, these agencies may enter into intergovernmental agreements or apply for federal and other grantsavailable to accomplish the purposes of this Order.

OTHER PROVISIONSThe Climate Change Sub-Cabinet shall serve as the executive branch contact to, and a resource for, the AlaskaClimate 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 toassist 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 meetingsto 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 regulatoryauthority of any state agency.

This Order takes effect immediately. DATED at Juneau, Alaska, this 14th day of September, 2007.

ADMINISTRATIVE ORDER 238


NAME: __________________________ SUSTAINABLE

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

Directions: Ask at least five people what they see as the definition of sustainable. Record the answers below.• Determine the wording of the question ahead of time so you don’t stumble over your words.• Ask the person to answer in a sentence or two.

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NAME: __________________________ SUSTAINABLE


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


A SUSTAINABLE DECISION

Environment:• How many resources does the action use?• Does the action cause damage to plants or animals?• Is biodiversity protected?• Does it cause air pollution, water pollution, or soil erosion?• Does it use resources at a rate that allows the resource to be renewed or regenerated?• What happens to the waste created by the action?• Does the action generate excessive waste?• Does the action honor traditional beliefs about the relationship of man and the environment?

Equity for ALL Members of Society:• Does it contribute to all people’s quality of life?• How does it affect culture(s)?• Are individuals and community groups involved in making decisions about the action, and is the

decisionmaking process fair and democratic?• Is it an equitable action; does it offer more options and opportunities to certain groups of people than

others?

Economy:• What is the economic impact of the action on the community?• Does it create meaningful and satisfying work for individuals or have the potential to do so?• Does it contribute to a community’s economic development or have the potential to do so?• Does the action rely on products or services that have negative effects on the environment or society now

or in the future?• Do some people benefit economically from this action at the expense of others?• Will this action contribute to the conservation or loss of natural resources?


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.”



Arctic Climate Change and People

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 youdon’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 ahuman 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.



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 decisionmakers. 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, PatriciaCochran, executive director of the Alaska Native Science Commission, and chairwoman of the InuitCircumpolar 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 havetraditionally located their communities near water bodies for access to wild foods; so here is an example of theage-old Alaska native wisdom that everything is connected. Permafrost is thawing all over Alaska as a result ofrising temperatures, causing land underneath many villages to subside and softening the soil on riverbanks like themighty Yukon River. Adapting means more than adjusting hunting technologies and what kind of food we eat. Itmeans re-learning how to garner information from a rapidly changing environment. Even science is recognizing thevalue 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 thestrangest of times; it is because of our resilience and our adaptability. And it is that strength from within that ourcommunities now have to rely upon as we face an uncertain future.”

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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 – MovementPart One:


• 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.


• Each student should keep a tally of how many they get correct.


Part Two:


Version Three – TeamsPart One:


• 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.


ADAPTATION

• When time is called, one group member will stand up and state the answer.


• Each team should tally how many it gets correct.


Part Two:



ADAPTATION - RESPONSE CARDS

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