WHAT WE HEARD Central Canada Indigenous Community—Based Climate Monitoring Forum Summary Report

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First Nations University of Canada, Regina, Treaty Four Territory March 28-30, 2019 CONTENTS

Executive Summary 3

Introduction 4

Forum Structure and Reporting Methodology 5

1. Leadership & Elders: Traditional Ecological Knowledge (TEK) and Climate Change 7

2. Central Canada Community-Based Projects Overview 10

3. Breakout Sessions 12

Community engagement sessions: How to engage communities? 13

How to design and manage a community-based monitoring program? And, how to create your project’s methodology to blend multiple ways of knowing? 14

Collection and management of Traditional Ecological Knowledge 15

Snow, ice, and permafrost monitoring 15

Freshwater monitoring – lakes, rivers, and streams; techniques and challenge 16

Weather stations: data management and data sharing, techniques and challenges 16

Wildlife and vegetation monitoring 17

4. Science, Technology, Engineering and Mathematics (STEM) Teacher and Youth Participants: Involving Indigenous Youth in Climate Change Awareness 18

5. Community-Based Climate Monitoring Tools and Resources Discussion 20

6. Next Steps and Conclusion 23

Appendix 25

Appendix 1 — Forum Program 26

Appendix 2 — Participants List 29 3

EXECUTIVE SUMMARY

A Central Canada Indigenous Community-Based Climate Monitoring Forum (the Forum) was held at First Nations University of Canada, Regina, Treaty Four Territory, on March 28-30, 2019. The goal of the Forum was to promote learning, discussions, and feedback about the community-based climate monitoring initiatives taking place in Alberta, Saskatchewan, and Manitoba by First Nations, Métis Settlements, and other relevant organizations. The overall objectives were to strengthen the network of Indigenous community-based climate monitoring initiatives across central Canada, share best practices, provide opportunities for collaboration, and share challenges, successes, and milestones among these initiatives.

During the three days of the event, more than 55 participants shared their knowledge, expertise, successes, and challenges. Through a series of thematic presentations, group discussions and breakout sessions, participants have reiterated the importance of land-based education and stressed the importance of building capacity within impacted First Nations and Métis Settlements regarding climate change monitoring, climate change education and adaptation.

Participants have also voiced that their respective climate monitoring projects could benefit from educational kits for schools, a website for information sharing and networking, introductory guides on community-based monitoring, and other tools that are further discussed in the report. 4

INTRODUCTION

The Indigenous Community-Based Climate Monitoring (ICBCM) Program was developed by Crown- Indigenous Relations and Northern Affairs Canada (CIRNAC) in response to needs identified by Indigenous partners through engagement on the Pan-Canadian Framework on Clean Growth and Climate Change. The overarching objectives of the ICBCM Program are:

• To build capacity within Indigenous communities to monitor climate change impacts; and

• To foster the co-application of Indigenous Knowledge and science.

The ICBCM Program provides funding to support Indigenous Peoples in the design, implementation, and/or expansion of long-term community-based climate monitoring projects. Specifically, the ICBCM Program supports community-led projects to monitor climate and/or the environmental effects of climate change on traditional lands and waters. The ICBCM Program also facilitates access to tools and best practices, enhances collaboration and coordination among community-based monitoring initiatives, and supports Indigenous participation in program delivery and governance.

In the fall of 2018, Wicehtowak Limnos Consulting Services Ltd. (WLCS), an environmental services provider that is wholly owned by George Gordon Developments Ltd. (GGDL), the business corporation of George Gordon First Nation, entered into discussions with the ICBCM Program regarding potential networking opportunities with other ICBCM Program funding recipients. WLCS was interested in sharing their experiences, successes, and challenges, and learning from other Indigenous communities. These discussions led to the development of a Central Canada Indigenous Community-Based Climate Monitoring Forum (the Forum) that was held at First Nations University of Canada, Regina, Treaty Four Territory, on March 28-30, 2019.

The goal of the Forum was to promote learning, discussions, and feedback about the community- based climate monitoring initiatives taking place in Alberta, Saskatchewan, and Manitoba by First Nations, Métis Settlements, and other relevant organizations. The overall objectives were to strengthen the network of Indigenous community-based climate monitoring initiatives across central Canada, share best practices, provide opportunities for collaboration, and share challenges, successes, and milestones among these initiatives.

This report presents an overview of the discussions and recommendations pertaining to the ICBCM Program that emerged during the Forum.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM 5

Forum Structure and Reporting Methodology Forum Structure and Reporting Methodology — 6

The Forum agenda and attendee list were co-developed by WLCS and the ICBCM Program. WLCS provided the organization, logistics, and facilitation support for the Forum. The full Forum agenda is presented in Appendix 1. Participants came from several First Nations throughout Alberta, Saskatchewan and Manitoba, as well as Métis Settlements and the Alberta Métis Nation (Appendix 2). The attendees were mostly project leads and participants in projects funded by the ICBCM Program. Other invited participants were from agencies, governments and other supportive groups who could support or add value to Indigenous community-based projects to monitor climate change. Table 1 lists the Indigenous communities and organizations who attended the Forum.

Manitoba Saskatchewan Alberta

Chipewyan Prairie Dene First Black River First Nation George Gordon First Nation Nation

Bunibonibee Cree Nation/ Okanese First Nation Dene Tha’ First Nation Oxford House

Ebb & Flow First Nation Star Blanket Cree Nation Gift Lake Métis Settlement

Keewatin Tribal Council Samson Cree Nation

Métis Settlements General Northlands First Nation Council

Sayisi Dene First Nation/ Métis Nation of Alberta Tadoule Lake

Table 1: Indigenous communities and organizations who attended the Forum.

Additionally, participants from the University of Regina, Government of Saskatchewan, Government of Alberta, Assembly of First Nations, Nature United, Environment and Climate Change Canada, Indigenous Services Canada and CIRNAC were present at the Forum.

The opening reception was held at Hotel Saskatchewan the evening of Thursday, March 28. Opening remarks were given by Chief Byron Bitternose of George Gordon First Nation, Glen Pratt, CEO of George Gordon Developments, and the organizing committee, followed by storytelling by Rodger Ross from George Gordon First Nation. On Friday and Saturday, March 29-30, the Forum took place at First Nations University of Canada. Pipe ceremonies by Elders from George Gordon First Nation, Star Blanket Cree Nation, and Okanese First Nation were held on Friday and Saturday morning at the First Nations University of Canada. The pipe ceremonies were followed by opening remarks of Chief Michael Starr of Star Blanket Cree Nation, and Chief Marie-Anne Day Walker of Okanese First Nation on Friday and Saturday, respectively.

This report presents, in chronological order, the main themes, comments, ideas, and suggestions that were discussed during the Forum and during an online post-forum survey that was sent to the participants a week after the event. This report has been developed from the written notes taken by several note takers present at the meeting. A draft version of this report has been sent to all participants and the comment and suggestions received have been integreated.

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1

Leadership & Elders: Traditional Ecological Knowledge (TEK) and Climate Change Leadership & Elders — 8

During the three days of the Forum, participants heard remarks, teachings, and welcoming words from Treaty Four Elders and Leadership. Several themes emerged from these words.

“We have not caused climate change, but we must be part of the solution.”

Leadership has emphasized that Indigenous Peoples are not the cause of the changes that are affecting their lands, resources, economies, and traditional activities. They shared that the environmental changes that are affecting all First Nations must be looked at through a lens of cumulative impacts, as they affect territories that have been dramatically altered by industrialization, forestry and agricultural practices, including the drainage of land, the use of fertilizers, pesticides, and insecticides. The cumulative impacts of climate change and land use practices are overwhelmingly harming the soils, forests, wetlands, lakes, and rivers, and all the living organisms that rely on them.

“It’s all about preparedness. We need to be prepared. Change will come.”

Leadership emphasized that the best way to protect their communities, lands, and resources is to be prepared for the changes to come. Leadership and Elders have told us that the way to ensure First Nations are ready and equipped to face environmental and climate changes is through education and capacity building. The communities and their citizens must develop the solutions for the challenges ahead. Education must be done in ways that are respectful of both Traditional Ecological Knowledge and western science and Nations must be given the tools to ensure that all have access to quality information and education regarding the environment and climate changes.

“Climate change monitoring ties into emergency management and renewable energy development.”

Leadership emphasized that climate change monitoring cannot be developed in a silo and must be inclusive of emergency management, adaptation and mitigation measures. Climate change has a substantial impact on forest and grass fire occurrence and intensity, flooding, and drought. Risk reduction must be part of the climate monitoring projects as a way to keep the community safe. Leadership also highlighted the importance of renewable energy development projects. Leadership and Elders highlighted that several First Nations are becoming significant players in green energy production and that instruments such as weather stations can be used to collect information useful in feasibility studies.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Leadership & Elders — 9

“Prayers help the environment.”

Elders and Leadership reiterated the importance of cultural practices and ceremonies. Prayers and ceremonies remind us of the importance of respecting Mother Earth and to interact with each other in a good way. These practices must be part of the monitoring programs and teachings for the Youth and Citizens. They are vital as they are part of the First Nation identity, alongside language and worldviews. Elders also pointed out that climate change is affecting traditional medicines abundance and health and that this is having devastating impacts on the preservation of health, culture, and traditions.

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Central Canada Community-Based Projects Overview Central Canada Community-Based Projects Overview — 11

Project leaders from nine Indigenous community-based monitoring initiatives presented their respective projects on the first day of the workshop (Friday, March 29). These projects include a wide range of activities, such as:

• Practicing traditional and spiritual ceremonies at project onset and throughout the project’s lifespan • Hosting community meetings to present project objectives and proposed activities and receive meaningful input from band membership and/or citizens • Developing a Fire Smart Plan • Involving schools and students in scientific data collection (including snow depth, water quality measurements, fish health measurements, and weather station data) • Analyzing past and future trends in temperature and precipitation • Installing, calibrating and maintaining weather stations on reserve lands and traditional territories • Measuring snow depth and freshwater ice thickness • Recording observations on wildlife and vegetation health, abundance and distribution • Permafrost thaw and soil stability monitoring • Measuring water quality parameters in freshwater lakes, rivers, and streams • Fish abundance surveys • Interviewing and surveying Elders, Knowledge Keepers, and land users on climate and environmental changes • Designing, building and maintaining a community garden • Using weather station data to determine the feasibility of installing solar panels • Waste management (instituting a recycling program on-reserve) • Working on policy documents (e.g. Bill-C69) • Conducting Traditional Land Use (TLU) Studies • Contributing to the development of Caribou Range Plans with external partners and neighbouring Nations • Conducting Environmental Assessments (EA) • Developing a Source Water Protection Plan • Designing and executing after school programming • Organizing and executing community clean-ups • Managing Indigenous Knowledge, TEK and scientific databases

Most projects are in a development phase and emphasized that there is a need for sharing best practices and sampling methodologies. Several project leaders also mentioned that although their project has a strong focus on climate change and climate monitoring, climate change must be understood holistically as, in many instances, it cannot be isolated from other environmental changes. Many project leaders have also highlighted the importance of community engagement in shaping the direction and specific activities of climate monitoring projects. Specific challenges, needs, and successes were discussed further in the breakout sessions.

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Breakout Sessions Breakout Sessions — 13

Simultaneous breakout sessions took place on Friday, March 29 with the objective of brainstorming on a series of topics relevant to the diversity of projects. Reporting and discussions on the breakout sessions took place the next morning.

Community engagement sessions: How to engage communities?

Community engagement sessions are at the core of several ICBCM projects. They provide information regarding the activities planned and, in return, they facilitate the gathering of input, ideas, and suggestions regarding ways to move forward. Participants have highlighted the importance of including diverse groups in these engagement sessions, including Elders, Women, Youth, Knowledge Holders and Harvesters, and to follow the Nation or community-specific cultural protocols. To ensure broad community participation, some projects provided transportation, food, and door prizes. To be well attended, engagement sessions must be advertised appropriately using social media, newsletters, bingos, postcards, radio announcements, and other relevant outlets. Project leaders also stressed the importance of overcoming mobility and language barriers by having a door-to-door engagement strategy and interpreters when necessary. Lastly, participants also recommended hosting engagement sessions outdoors, on-the-land, at monitoring site locations, and at different meeting places throughout the community.

Participants mentioned the importance of being prepared before an engagement session; this could include the preparation of information packages, having a PowerPoint presentation, and having performed the necessary research to be able to inform the community properly.

Participants stated that meaningful engagement must be seen as a continuum, with follow-up sessions to ensure the community is informed not only at the beginning of the project but throughout its entirety. We also heard that successful engagement can be challenging to achieve for entities that are not from the community, and that some communities are experiencing an engagement fatigue from external partners and organizations. Building networks and bridges between governments, First Nations or Indigenous communities, and stakeholders takes time, but it is the only way toward meaningful information sharing. In that sense, it is essential to differentiate engagement from consultation, as consultation refers to the Crown duty to consult and, where appropriate, accommodate when the Crown contemplates conduct that might adversely impact potential or established Aboriginal or Treaty rights.

Furthermore, it is important to present information in a manner that is easily understandable for all. The information (community concerns, feedback, Indigenous Knowledge, project objectives, proposed monitoring methodologies and locations, etc.) gathered during the engagement session should be incorporated into the monitoring program’s design and implementation. In all instances, using plain language, photographs of monitoring locations and equipment, and easily understandable graphic illustrations of scientific data is strongly recommended.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Breakout Sessions — 14

How to design and manage a community-based monitoring program? And, how to create your project’s methodology to blend multiple ways of knowing?

Once again, participants reiterated the importance of engaging Elders, Youth, Women, and Citizens throughout the projects. Participants also mentioned the importance of land-based activities that are inclusive of all interested community members.

The goals and objectives of any successful project must come from community concerns and should not be driven or enforced by an external partner; defining these questions should be the first step of all projects. To identify community concerns, the project leaders or facilitators must be asking the Citizens about the changes that they have observed and how to measure, record, and document them. Community members should also be asked what changes are the most concerning to them, who should be involved in the project, and what outcome(s) they hope to see. Project participants have also mentioned that project leaders and coordinators must research what existing monitoring approaches are currently underway so as not to replicate work that has already been done but instead complement it. We heard about the importance of looking at the land from a geographical perspective and to divide it into “monitoring zones” when appropriate to achieve a project objective.

Bridging technology and cultural components, including land-based teachings and language in a monitoring program, have been identified as being a successful and culturally appropriate approach. Monitoring projects could include cultural camps and science camps, sessions at community gardens, and any other outlet that allows an exchange of ideas. We also heard that the inclusion of schools and academic institutions can provide some of the tools and capacity support necessary for a successful project.

Providing training opportunities for monitors and project participants has been identified as being essential for the continuity of projects. Training must include safety training, cultural and environmental training, and any other appropriate job readiness programming. Alongside training, monitors must have access to the proper equipment, including safety equipment, scientific instruments, and transportation that is well maintained and reliable for the work that they are performing. Setting safety protocols, including communication protocols, must also be done before any field work is performed. This can include rules regarding the importance of working in pairs and providing an itinerary before working in a remote location. Participants also mentioned the importance of having a set maximum of working days, for example 10 days on, 10 days off, as this helps with job retention, mental health, family inclusion and workers conducting themselves appropriately.

Training Examples: • Safety: first aid, wilderness first aid, bear aware, pipeline inspection, dangerous working conditions • Cultural: community protocols, conducting interviews with Elders, Knowledge Holders and Land Users • Environmental: sampling techniques, recording wildlife observations, species identification • Job Readiness: employment services, financial management, workers code of conduct

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Breakout Sessions — 15

Collection and management of Traditional Ecological Knowledge

Traditional Ecological Knowledge (TEK) is a term that has become more and more present in the past decades. Participants have raised the importance of defining what is “Traditional Ecological Knowledge” and in what way it is different from any other type of knowledge based on experience and observation. We heard that we must be careful when using these concepts, as without context they can be without meaning and/or appropriated by broader society.

Forum particpants discussed the importance of respecting the knowledge and advice provided by Elders and Knowledge Holders, of making an offering and of recognizing the value of oral history. Project participants have raised the importance of training for non-Indigenous people on Indigenous cultures and cultural protocols. The protection and respect of Indigenous Knowledge must be taken very seriously, and Knowledge Holders must be fully informed and provide informed consent before any of that information be released or collected. The Knowledge Holder has the right to know how their information will be used, where it will be stored, and who they are sharing information with. They should provide informed consent before they provide any information. The individual collecting knowledge should also be open to an Indigenous vocabulary and languages. Therefore, they should conduct interviews with a translator, if needed, to ensure that “true meaning or correct interpretation” is being recorded.

Participants recommended that non-Indigenous people or government staff should receive training on cultural protocols, Indigenous Knowledge systems, and how to conduct themselves appropriately when engaging with Indigenous Peoples and communities.

The participation of women should also be prioritized, as women’s voices are not heard as often as the voices of men, as women may possess greater knowledge of plants and traditional medicines, teachings and youth needs.

Youth must be allowed to share with the community their knowledge, success, and accomplishments. They are aware of climate change and can teach others about global and local issues and ways to mitigate them. Youth can organize community clean-ups, be a community ambassador, and rely on role models, including within and outside their communities. We heard that there is a need to expose First Nation and Métis Youth to science-related careers choices, to partner them with academic programs, organize lab visits and invite grad students to participate in initiatives.

Snow, ice, and permafrost monitoring

Some community-based climate monitoring projects perform snow, ice, and permafrost monitoring. Simple projects can be achieved using manual measurements of ice and snow thickness, time-lapse cameras or citizen science programs such as CoCoRaHs (cocorahs.org) or IceWatch (naturewatch.ca), but permafrost, snow, and ice monitoring projects can be expensive and technologically demanding. When it comes to permafrost monitoring, participants have mentioned that partnerships with academic projects and co-development of research programs can be a significant asset.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Breakout Sessions — 16

Freshwater monitoring – lakes, rivers, and streams; techniques and challenge

As water quality, quantity, and seasonality is changing rapidly in central Canada, several community- based climate monitoring projects focus on lakes, rivers, and streams. Here again, we heard the need to explain or to adapt the terminology in a way that is meaningful for communities: in many instances, freshwater will be understood as “clean water” rather than as in “inland water/low salinity water.” Participants reiterated that water quality in central Canada is a significant issue, that water bodies that were used for subsistence and recreational activities a few decades ago are now too polluted to sustain any fishing or harvesting, and that the poor water quality also impacts mammals. We heard that, in addition to climate change, land uses practices, fracking, agriculture, invasive species, and urbanization all have negative impacts on water.

Participants discussed the need to obtain more data where it is already known that water bodies are polluted; others have stressed the importance of recording this poor quality so as to be able to induce policy changes. In that sense, we heard of a need for data archival and data sharing tools, such as databases, collaboration with water security agencies, and academic monitoring programs.

Participants have mentioned that Indigenous groups must be better involved in watershed management plans and that initiatives such as the Lake Winnipeg Basin Program (canada.ca/en/ environment-climate-change/services/water-overview/comprehensive-approach-clean/lake- winnipeg) could serve as an example of a successful program. We heard that there is a need to include Indigenous Knowledge in water monitoring, and that citizen science tools, such as the Water Ranger Program (waterrangers.ca) can be easily implemented and provide quality data and data management tools for community-based programs.

Weather stations: data management and data sharing, techniques and challenges

Many central Canada community-based climate monitoring projects have installed a weather station or are using existing weather stations to inform their communities regarding changes in weather and climate. Participants mentioned that before purchasing or installing a weather station, there is a need to establish the objectives of acquiring weather station data. Will the station be used for education/ teaching purposes? Will it provide baseline data for feasibility studies (wind and solar projects)? Can it be part of a regional, national, or global network? Could it help communities with risk management (e.g. ice thickness, drought, extreme weather events)? Is there a need for real-time access to the data? As weather stations can measure a wide array of parameters, from soil moisture to wind direction, participants also mentioned the importance of identifying what environmental variables are of interest to the community. Choosing an appropriate location is another important aspect of designing a program that involves the installation of a weather station. Finally, it is important to ensure that an appropriately trained individual will be designated to conduct quality control and interpret the data.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Breakout Sessions — 17

Project leaders and participants raised the issue of the long-term cost of maintaining weather stations, as well as how and where to archive weather station data, and how to perform data quality screening. We also heard about different ways to give the community access to the data acquired; this could include a website, apps, or reports during engagement sessions. We heard that some Indigenous communities are located in regions with data gaps, and questions about the best approaches to address them. We heard about the need to have better access to regional climate change analysis such as those that were presented during the workshop by the Canadian Centre for Climate Services.

Participants expressed an interest in being better informed on weather station technology, including telemetry systems and the benefits of the different weather stations offered on the market. We also heard about the advantages of low-cost, citizen-science initiatives such as CoCoRaHS versus high-end research type weather stations.

“Sharable data” was also discussed during the session. Participants felt that raw data was sharable, but analyzed data or data that has been interpreted using Indigenous Knowledge was not. There was also a discussion on data sharing agreements, and it was recommended that communities include the “first right of review” in their agreements. This ensures that communities have an opportunity to review information before it is published. Lastly, a community review of reports should take place before they are released.

Wildlife and vegetation monitoring

Several community-based climate monitoring projects include forests, grassland, berries, traditional medicine mapping, and wildlife monitoring. We heard that the abundance of some species, such as caribou, are declining, while other species such as moose are extending their ranges. Among other techniques, cameras, observations on the land, interviews with land users are different approaches that have been used to monitor wildlife.

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Science, Technology, Engineering and Mathematics (STEM) Teacher and Youth Participants: Involving Indigenous Youth in Climate Change Awareness STEM Teacher and Youth Participants — 19

Youth are at the center of many community-based climate monitoring programs, as they are tomorrow’s leaders and can instigate long-lasting changes within their communities. We heard that the retention of Youth within community-based programs can be a challenge, as Youth are often solicited through school and other activities. Project teams need to be flexible and willing to make personal investments into the students. Suggested engagement methods include the inclusion of sports, after-school programs, summer employment programs, summer camps, and the use of technology that can be attractive to this age segment. We heard of successful projects that employed Youth to produce videos and photography, created contests and engaged community schools through science fairs, science curriculum, and other meaningful tasks that result in tangible end products. These successful projects give recognition and provide meaningful awards for good work, creative solutions and commitment to the projects.

We also heard, from an elementary school teacher who specializes in STEM education, that involving Youth in STEM-related activities has impacts on both the community and the students. STEM teaching provides opportunities to make connections to practical, real life applications. Through a STEM- oriented project, the student can become a resource, help with technological aspects of the project, and can become a leader in inter-generational knowledge transfer activities such as water testing results or weather station data that can be presented in both a scientific perspective and translated into community-specific concerns.

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Community-Based Climate Monitoring Tools and Resources Discussion Community-Based Climate Monitoring Tools and Resources Discussion — 21

The workshop concluded with a discussion on the monitoring tools and resources that could help community projects. As shown in Table 2, the workshop participants expressed a keen interest in having access to educational kits for schools, the development of a website for information sharing and networking, introduction guides to monitoring, and community visits and mentorship with Elders or scientists.

Tool or Resource Number of Votes

Educational kits for schools 14

Website for information sharing and networking 12

Intro guide to monitoring 11

Community visits or exchanges 11

Mentorships with Elders or scientists 11

Program e-mail updates or newsletters 6

Guidelines with Standards Council of Canada 5

Regional gatherings and conference calls 4

Basic courses such as EcoCanada/BEAHR 3

Webinars on key topics 3

Equipment for loan/sharing 1

Emergency/safety protocols 1

Table 2. Tools and resources, ranked by interest from program recipients.

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM Community-Based Climate Monitoring Tools and Resources Discussion — 22

Among other ideas that were suggested are the development of cultural awareness tools, inventories of technical advisors/lists of experts and partnerships with universities or technical institutes, list of existing monitoring programs outside the ICBCM Program and resources regarding equipment options.

A need for educational resources, as mentioned earlier, was also identified by several participants. This could include resources regarding environmental data analysis and basic education programs for monitors.

The workshop participants provided inputs on the content of a website that could be dedicated to the ICBCM Program. Such a site should be easily accessible in mobile app form and be regularly updated. The website could include a Frequently Asked Question section, a section regarding collaboration and networking, technical guidance and expert resources, data management and mapping resources, a section on community engagement and decision-making, and useful links.

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Next Steps and Conclusion Next steps and conclusion — 24

Storytelling by Rodger Ross, from George Gordon First Nation, offered time to the participants to reflect on our symbolic relation to Mother Earth as individuals and as communities. These stories found echo throughout the Forum; participants reiterated the importance of respecting our connection to the land, the importance of ceremonies, and the importance of knowing where each of us come from and what we want to leave for the future generations.

The forum also highlighted the importance of adopting a Nation approach when it comes to working with First Nation and Métis communities. Each Nation have their own cultures, protocols and traditions; any successful community-based program should recognize and celebrate the diversity of approaches that result from these specificities.

An online survey sent to all participants after the forum shows that the workshop content and logistic has met or exceeded the expectations of more than 90% of participants. Team leaders and members of the monitoring teams mentioned that they have benefited from the exchange of information and would like to see other networking activities take place. This could be in the form of a website, a resource page, a mailing list or other ways to interact with each other. This first regional Forum has demonstrated that the ICBCM Program is responding to actual needs within Nations: a need to build long lasting capacity in the field of environmental science and climate change, a need to bring together multiples ways of knowing, and an acute need to involve the youth in an inter-generational dialogue regarding the environment, technology, and community development.

The ICBCM program will use the feedback received through this gathering, as well as feedback received through other engagement and governance committees, to inform on the on-going and future development of tools and resources to support Indigenous Peoples in designing and implementing climate monitoring programs.

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Appendix 26

Appendix 1 — Forum Program

March 28, 2019 Hotel Saskatchewan Blue Lounge 5:30 PM Registration 6:00 PM Welcoming Prayer 6:10 PM Welcoming Remarks by Chief Bitternose, George Gordon First Nation 6:20 PM Welcoming Remarks by Glen Pratt, CEO, George Gordon Developments 6:30 PM Welcoming Remarks by the Organizing Committee 7:00 PM Meal Blessing and Dinner 7:30 PM Storytelling by Rodger Ross, George Gordon First Nation

March 29, 2019 First Nations University of Canada Multipurpose Room 6:30 – 8:00 AM Complimentary Breakfast at Hotel Saskatchewan 8:00 AM Shuttle Service Departs from Hotel Saskatchewan to First Nations University of Canada 8:15 AM Pipe Ceremony—First Nations University Tipi 8:50 AM Welcoming Remarks Chief Michael Starr, Star Blanket Cree Nation 9:00 AM Overview of the Day’s Schedule Josh Montana and David Fortin, Wicehtowak Limnos Consulting Services Ltd. 9:10 AM Meeting Purpose Marlene Doyle, Indigenous Community-Based Climate Monitoring Program 9:30 AM Traditional Knowledge, Climate Change and Environmental Changes John Stonechild, Okanese First Nation 10:15 AM Health Break 10:30 AM Project Leaders Round Table Discussion Five minutes overview of each ICBCM Project given by project leader/project representative. 12:00 Lunch Presentation Historical Trends and Future Projections Daniel Ingram, Canadian Center for Climate Service

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1:00 PM Breakout Sessions Multipurpose Room: Community engagement sessions: how to engage communities? Facilitators: Arlene Ridgway & David Fortin Board Room 1: How to design and manage a community-based monitoring program? Facilitators: Scott Barnes & Josh Montana Board Room 2: How to design your project’s methodology to blend multiple ways of knowing? Facilitators: Jarmila Abraham & Pat Malbeuf 1:45 PM Breakout Sessions Multipurpose Room: Collection and management of Traditional Ecological Knowledge. Facilitators: Jarmila Abraham. & Arlene Ridgway Board Room 1: Youth and climate change awareness, best practices and challenges. Facilitators: Josh Montana & Scott Verot Board Room 2: Snow, ice and permafrost monitoring. Facilitators: Scott Barnes & David Fortin 2:15 PM Breakout Sessions Multipurpose Room: Fresh water monitoring— lake, rivers and streams; techniques and challenges. Facilitators: David Fortin & Jarmila Abraham Board Room 1: Weather stations: data management and data sharing, techniques and challenges. Facilitators: Scott Barnes & Scott Verot Board Room 2: Wildlife and vegetation monitoring. Facilitators: Josh Montana and Arlene Ridgway 3:15 PM Health Break 3:30 PM Provincial Initiatives Panel Randall Shymko, Government of Manitoba Christine Markel, Government of Saskatchewan Krista Tremblett, Government of Alberta Alvin First River, Kainai First Nation Abbey Soosay, Samson Cree Nation 4:15 PM Round Table Discussion How do we coordinate ourselves? Opportunities for success? 5:00 PM Shuttle bus returns to Hotel Saskatchewan 6:00 PM Complimentary dinner at Memories Dining and Bar (1717 Victoria Avenue). Memories is located two blocks east of Hotel Saskatchewan (6 mins walk from the hotel, see map at the end of this document)

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March 30, 2019 First Nations University of Canada Multipurpose Room

6:30 – 8:00 AM Complimentary Breakfast at Hotel Saskatchewan 8:00 AM Shuttle Service Departs from Hotel Saskatchewan to First Nations University of Canada 8:15 AM Pipe Ceremony—First Nations University Tipi 8:50 AM Welcoming Remarks 9:00 AM Reporting Back: Results from Breakout Sessions and Discussion Facilitators: Pat Malbeuf, Arlene Ridgway, Scott Barnes, Scott Verot, Jarmila Abraham, Josh Montana, David Fortin 10:30 AM Health Break 10:45 AM Science, Technology, Engineering and Mathematics (STEM) Teacher and Youth Participants: Involving Indigenous Youth in Climate Change Awareness. Report from Youth involvement breakout session Youth involved in projects Why STEM? an educator perspective, Heather Crook. 12:00 Lunch 1:00 PM Community-Based Climate Monitoring Tools and Resources Discussion Molly Morse, Indigenous Community-Based Climate Monitoring Program 2:15 PM Next Steps Discussion How do we work together better? 3:00 PM Health Break 3:15 PM Closing Remarks ICBCM Program Staff Wicehtowak Limnos Consulting Services 3:45 PM Closing Prayer 4:00 Participants leave 6:00 Dinner for Participants Leaving Next Day

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Appendix 2 — Participants List

Participant (Alphabetic order) Affiliation/Project/Community

Abbey Soosay Samson Cree Nation

Abdul Khan Keewatin Tribal Council

Agnes Duke Chipewyan Prairie Dene First Nation

Agnes Pelletier Ebb & Flow First Nation

Amanda Karst Nature United

Andrew Lamouche Gift Lake Métis Settlement

Angus Cyr George Gordon First Nation

Arlene Ridgway Wicehtowak Limnos Consulting Services Ltd.

Bob Austman Black River First Nation

Bob Malbeuf Wicehtowak Limnos Consulting Services Ltd.

Bobby Jo Starr Star Blanket Cree Nation

Brenda Bear Assembly of First Nations Climate Change Coordinator — Manitoba

Brianna Otennnadzahe Northlands First Nation/ Lac Brochet

Cade Tukanow Okanese First Nation

Cassidy Dutchak Indigenous Services Canada Regional Office — Saskatchewan

Charlene Holmes Métis Settlements General Council

Chief Byron Bitternose George Gordon First Nation

Chief Marie-Anne Day Walker Okanese First Nation

Chief Michael Starr Star Blanket Cree Nation

Christine Markel Climate Change Branch - Government of Saskatchewan

Canadian Centre for Climate Services — Environment and Climate Daniel Ingram Change Canada

Darren Patenaude Métis Settlements General Council

David Sauchyn University of Regina

David Fortin Wicehtowak Limnos Consulting Services Ltd.

Don Ross George Gordon Developments

Glen Pratt George Gordon Developments

Harvey Weensuk Keewatin Tribal Council

Heather Crook Wicehtowak Limnos Consulting Services Ltd.

Jack Johnson Black River First Nation

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM 30

Participant (Alphabetic order) Affiliation/Project/Community

Jaime Dawson Oil Sands Monitoring — Environment and Climate Change Canada

John Stonechild Okanese First Nation

Jonas Munroe Bunibonibee Cree Nation/ Oxford House

Josh Montana Wicehtowak Limnos Consulting Services Ltd.

Indigenous Knowledge, Community Monitoring, and Citizen Science — Krista Tremblett Government of Alberta

Kyle Hodder University of Regina

Laura Lynes The Rockies Institute

Linda Semansha Dene Tha' First Nation

Lyndsay Star Star Blanket Cree Nation

Indigenous Community-Based Climate Monitoring Program — Crown Marlene Doyle Indigenous Relations and Northern Affairs Canada

Mary Pupo Métis Nation of Alberta

Jarmila Abraham Wicehtowak Limnos Consulting Services Ltd.

Indigenous Community-Based Climate Monitoring Program – Crown Molly Morse Indigenous Relations and Northern Affairs Canada Indigenous Community-Based Climate Monitoring Program – Crown Nicole Cerpnjak Indigenous Relations and Northern Affairs Canada

Noami Little Light Star Blanket Cree Nation

Norma Black Chipewyan Prairie Dene First Nation

Pat Malbeuf Wicehtowak Limnos Consulting Services

Penny Tukanow Okanese First Nation

Randall Shymko Climate Change and Energy Branch - Government of Manitoba

Richard Sand Berry Sayisi Dene First Nation/Tadoule Lake

Rodger Ross George Gordon First Nation

Robyn Houle Ebb & Flow First Nation

Scott Barnes Wicehtowak Limnos Consulting Services Ltd.

Scott Verot Wicehtowak Limnos Consulting Services Ltd.

Indigenous Community-Based Climate Monitoring – Crown Indigenous Somunachi Okee-Aguguo Relations and Northern Affairs Canada

Steve Ahnassay Dene Tha' First Nation

Tebesi Mosala Indigenous Services Canada Regional Office - Manitoba

Tyson Anderson Gift Lake Métis Settlement

Wayne Bitternose George Gordon First Nation

Zachary Houle Ebb & Flow First Nation

WHAT WE HEARD — CENTRAL CANADA INDIGENOUS COMMUNITY-BASED CLIMATE MONITORING FORUM