Climate Change Curriculum Connections
11 |
SOCIAL STUDIES 11 |
Skills and Processes I |
- demonstrate the ability to think critically, including
the ability to:
- define an issue or problem
- develop
hypotheses and supporting arguments
- gather relevant information
from appropriate sources
- assess the reliability, currency,
and objectivity of evidence
- develop and express appropriate
responses to issues or problems
- reassess their responses
to issues on the basis of new information
- assess the influence
of mass media on public opinion
- develop, express, and
defend a position on an issue, and explain how to put the ideas
into action
|
Skills and Processes II |
- demonstrate skills associated with
active citizenship, including the ability to:
- collaborate
and consult with others
- respect and promote respect for
the contributions of other team members
- interact confidently
- assess
the role of values, ethics, and beliefs in decision making
- demonstrate
appropriate research skills, including the ability to:
- develop
pertinent questions about a topic, an issue, or a situation
- collect
original data
- use a range of research tools and resources
- compile
and document task-specific information from a wide variety
of print and electronic sources
- present and interpret data
in graphic form
- evaluate and interpret data for accuracy,
reliability, bias, and point of view
- understand the
nature of and appropriate uses for primary and secondary
sources
- recognize
connections between events and their causes, consequences, and
implications
- demonstrate
mapping skills, including the ability to organize and synthesize
various types of mapping data
- demonstrate awareness of
the value of social studies education in their daily lives
and careers
|
Social Issues II |
- recognize the importance of both
individual and collective action in responsible global citizenship
- identify
and assess social issues facing Canadians
|
Legal Issues |
- identify and assess critical legal
issues facing Canadians
|
Economic Issues |
- assess implications of industrial
and technological development for societies and cultures
- identify
and assess economic issues facing Canadians
|
Environmental Issues |
- explain the environmental impact
of economic activity, population growth, urbanization, and standard
of living
- apply the following themes of geography to relevant
issues:
- location (a position on the earth’s surface)
- place
(the physical and human characteristics that make a location
unique)
- movement
(the varied patterns in the movement of life forms, ideas,
and materials)
- regions
(basic units of study that define an area with certain human
and physical characteristics)
- human and physical interaction
(the way humans depend on, adapt to, and modify the environment)
- identify
and assess environmental issues facing Canadians
|
SCIENCES
EARTH SCIENCE 11 |
Earth and Its Environment (Introduction) |
- identify sources of heat that drive
dynamic changes in the atmosphere, hydrosphere, and interior of the
earth
- describe methods of obtaining, visualizing, and
analysing local and regional information about the earth
|
Geological Science (Resources and Environment) |
- distinguish between renewable and
non-renewable resources
- identify the uses of ore minerals,
rock and sediment materials, and fossil fuels
- identify and
describe some tools used to gain information about the location
and extent of earth resources
- describe the methods of extraction
employed in the development of ore minerals, rock and sediment
materials, and fossil fuels, including local examples
- describe the methods
of concentrating and refining ore minerals and fossil fuels
- identify
environmental problems related to development of a natural resource
such as coal, oil and gas, or any metallic or non-metallic mineral
of economic value
- describe the value of resource conservation
- suggest
strategies to conserve both material and energy resources
- evaluate
two non-conventional forms of energy
|
Oceanographic Science (Oceans) |
- describe the physical and chemical
properties of sea water
- describe and diagram the general pattern
of major currents in oceans
- correlate oceanic currents with
world climates
- assess the interrelationships between human
activities and oceans
|
Atmospheric Science (the Atmosphere) |
- describe the structure of the atmosphere
and the abundance of various substances in it
- describe the
effects of the sun’s radiation on the atmosphere, including
the greenhouse effect, conduction, convection, and radiation
- predict
the effects of the changing composition of the atmosphere,
such as ozone, water vapour, greenhouse gases, and pollutants
|
Atmospheric Science (Evaporation, Precipitation,
and Water) |
- demonstrate or illustrate the hydrologic
cycle, including how temperature and pressure are related to
phase changes of water in the atmosphere and relative humidity
- measure,
record, and identify a variety of atmospheric data and use them
to predict weather conditions
- describe the origins and uses
of weather forecasts and weather maps
|
FORESTS 11 |
Forest Ecology |
- demonstrate awareness of forests
as complex ecosystems
- assess the effects of natural & human
forces on the forest
- describe a variety of food chains
and food webs
|
Plants |
- describe the processes of photosynthesis,
respiration, and transpiration
- analyze factors affecting
plant survival and growth
|
Animals |
- describe factors affecting local
animal populations and behaviours
|
BIOLOGY 11 |
Plant Biology (Green Algae, Mosses, Ferns) |
- describe the ecological roles of
green algae, mosses, and ferns
|
Ecology |
- describe factors that limit and
control population growth
- define and describe a pyramid of
energy in terms of energy flow through an ecosystem
- describe
the roles of photosynthesis and cellular respiration
|
SCIENCE & TECHNOLOGY 11 |
The Nature and Interaction of Science,
Technology and Society (core) |
- identify and analyse the interrelationships
among science, technology, and society
- apply a decision-making
model to science, technology, and society issues
- demonstrate
an awareness that today’s science and technology decisions will
influence the future of society
- describe the major factors influencing
society with respect to science and technology and describe
their relative importance
|
Module 4: Transportation |
- describe the impact of transportation
technologies on individual lifestyles
- describe the interrelationships
between society, technology, and transportation systems
- outline
the scientific and technological changes that have taken place
in transportation over time
|
Module 5: Resource Management and Environmental
Planning |
- identify resources used and the
costs and benefits of their use
- describe the technological
advances in the use and management of resources over the past
100 years
- describe the changes in the skills required by the workforce
involved in resource use and management
- demonstrate an awareness
of the challenges faced by resource management and predict how
technology might address these concerns
- describe the role of current
scientific research in improving resource use and management
- analyse
the effects of economics and politics, and the environmental
impact on resource use and management
- relate energy use to resource
use and management
- apply decision-making models to the management
and use of resources
- identify the variety of energy uses in
relationship to resources and the environment
- describe how
supply and demand create stress on particular resources
- analyse
the economic significance of our resources in the context of
political and ecological concerns
- identify, compare, or analyse
techniques used to extract resources from their natural location
|
Module 6: Pollution |
- describe the types of pollutants
that influence air, land, and water
- describe the effects and
possible solutions to various sources of pollution
- develop
and implement a 3-R (reduce, reuse, and recycle) waste management
system at home or school
- outline the detrimental effects of
pollutants on society
- identify undesirable and unexpected
byproducts and relate them to specific technologies
- describe
the interactions of technology and society in the historical
development of a specific waste management technology
- relate individual
and community responsibilities to societal waste problems
|
Module 7: Energy and Environmental Trade-offs |
- relate energy systems to corresponding
natural resources in B.C. and the rest of Canada
- identify
the environmental impacts and societal benefits of a specific
source of energy
- describe the interactions among society, technology,
use of energy sources, and the design of energy systems
- identify
technologies created as a result of society’s concern for dwindling
non-renewable energy resources (e.g., solar power, electric cars)
- identify
the organizations (and their roles) and the processes involved
in making energy decisions in B.C. and globally
- identify
alternative energy sources in [Yukon and Canada] and the potential
impact of
their use
|
Module 9: Shelter |
- identify or describe technological
advances in the service systems (e.g., heat, electricity, water,
sewage) of a modern house
- describe the relationships among
shelter design, population, and community planning
|
Module 12: Consumerism and Population |
- outline scientific and technological
solutions to the problems associated with population growth
- compare
the consumption of resources in developed countries with that
in developing countries
- analyse their individual consumption
of resources (e.g., water, paper, food, electricity)
- describe
the use of technology in the advertising industry and the influence
of advertising on consumption patterns
- differentiate between
human needs and human wants
|
Module 15: The Future |
- analyse the effects of technologies
on society and predict future effects, locally and globally
- demonstrate
an awareness that decisions made today will influence the future
of society
|
COMMUNICATIONS 11 |
Comprehend and Respond (Engagement and
Personal Response) |
- relate a range of texts, genres,
and mass media to personal interests, ideas, and attitudes
- identify
indicators of cultural diversity in print and non-print media,
including electronic media
- demonstrate willingness to reassess their
understanding of a topic on the basis of responses from others
and new ideas and experiences
- develop and defend a point of
view using evidence from work they have read, heard, or viewed
|
Comprehend and Respond (Critical Analysis) |
- identify various techniques of
persuasion in a variety of works, including workplace communications
- explain
how perspectives and biasses are reflected in print and non-print
resources, including electronic communications
- compare different
sources of information on the same topic
- identify ways
in which mass media influence individual perceptions and social
behaviours
|
Communicate Ideas and Information (Improving
Communications) |
- use appropriate criteria to critique
their own and others’ ideas, use of language, and presentation forms
relative to purpose and audience
- use a variety of organizational
structures and appropriate transitions to enhance oral, written,
and visual communications
|
Communicate Ideas and Information (Improving
Communications) |
- use appropriate criteria to critique
their own and others’ ideas, use of language, and presentation
forms relative to purpose and audience
- use a variety of organizational
structures and appropriate transitions to enhance oral, written,
and visual communications
|
Self and Society (Working Together) |
- use appropriate criteria to evaluate
group processes and individual contributions
- demonstrate
respect for others’ viewpoints when working collaboratively
|
Self and Society (Building Community) |
- communicate purposefully, confidently,
and ethically in a variety of situations
- demonstrate respect
for the diversity of ideas, language, and culture in an inclusive
community
|
FINE ARTS 11 |
Expressing our HumanityCreating/
Performing/
Communicating |
- create/perform a work of art expressing
the students’ own ideas, thoughts, or feelings
- create
or perform a work of art for a specific public need (e.g.,
advertising, public
ceremony, or social cause)
|
Perceiving/
Responding/Reflecting |
- identify, describe, analyse, interpret,
and make judgements about how ideas, thoughts, feelings, or messages
are communicated in a variety of others’ art works
|
