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Maine Climate Action Now


6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Earth and Space Sciences, Geography

Resource Type

  • Articles and Websites

Regional Focus

North America, United States, USA - Northeast, Maine

Maine Climate Science Portal

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  • This article is an introduction to the Maine Climate Science Portal, what the Wabanaki concept of Two-Eyed Seeing is and why its important, and how Two-Eyed Seeing is being applied to this science portal.
  • Students will learn that the portal provides information on how climate change is impacting Maine, Two-Eyed Seeing combines the perspectives of Western Science and Indigenous Science, and some articles within this portal have a Two-Eyed Seeing tool that provides more ecological knowledge.
Teaching Tips


  • Engaging photographs are included to further illustrate the main ideas of the portal.
  • This article is well-organized and concise.

Additional Prerequisites

  • It may be beneficial if students already know what Traditional Ecological Knowledge is.
  • Students should have a basic understanding of climate change.


  • Students can use this article for an informative essay on Traditional Ecological Knowledge and its importance for understanding climate change.
  • To engage students, the teacher can ask students to predict what they think Two-Eyed Seeing is, as it pertains to ecological knowledge.
  • This article can support a lesson about Indigenous culture throughout the United States.
  • This article can enhance a classroom discussion on the abilities and limitations of Western Science.
Scientist Notes
This resource from Maine Climate Action NOW! is a central portal that covers the breadth of climate science in Maine. Throughout a holistic approach to climate science is emphasized based on the Mi’kmaq First Nation concept of Two-Eyed Seeing, where one eye accounts for Indigenous knowledge and ways of thinking, while the other eye is focused on the objective, empirical data that Western science prioritizes. While very broad, this resource is accessible to all as it includes an excellent glossary for students unfamiliar with climate science terms. A "Frequently Asked Questions" page is also included with each question leading to a topic page with more information. This resource is exceptionally well-sourced with all figures cited and includes many links to additional resources and reports. The resource also features a thorough climate justice crash course and a "Take Action" page, where students can find organizations that they can personally get involved with. This resource is recommended for teaching.
  • Science and Engineering
    • ESS3: Earth and Human Activity
      • MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
      • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  • English Language Arts
    • Reading (K-12)
      • R.9-12.5 Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.
  • Social Studies
    • Geography
      • Geography 2 (F1): Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans, by explaining how geographic features have impacted unity and diversity in Maine, the United States, and other nations.
      • Geography 1 (D2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by using inquiry to predict and evaluate consequences of geographic influences.
      • Geography 2 (F2): Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by summarizing and interpreting the relationship between geographic features and cultures of Maine Native Americans, and historical and recent immigrant groups in Maine, the United States, and the world.
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