Climate Change Curriculum Connections 3

SCIENCE

The NWT curriculum for Science K-6 is in the process of change. However, the following topic, proposed for the new curriculum, relates to climate change:

• Growth and Changes in Animals

SOCIAL STUDIES 3

CONNECTING WITH THE WORLD

General Outcome 3.2: Global Citizenship

Explore the concept of global citizenship by reflecting upon the following questions for enquiry:

• What are the environmental concerns that Canada and communities in the world share?
• In what ways can individuals and groups contribute to positive change in the world?

DENE KEDE CURRICULUM

“In order to survive and to live life to the fullest, Dene students must develop respectful relationships with the Land, the Spiritual World, Other People and Themselves. These relationships are best developed with the aid of the Dene Elders and their voice which is the Dene Language.”

General Learner Expectations

The Land

Enjoy the Land:

• be aware of the sights, sounds, smell and feel of the land (K-6)
• recall personal land experiences (K-6)
• enjoy and retell others’ stories about the land (K-6)

Demonstrate increasing skills in land survival:

• observe habitats and habits of plants and animals (K-6)
• familiarity with how Dene use plants and animals (K-6)
• Observe nature and its ways (K-6)

The People

Understand the importance of group identity and group cooperation for survival:

• with others in the extended family, community and tribe and Dene Nation (K-6)
• work within a group with assigned responsibilities (K-6)

Thematic Units

The Land and the Sky: Water and Rivers

Water and Rivers

• students can learn how important water is for life

The Land

• know the characteristics of the rivers and lakes in different seasons, i.e., the animals hunted and the condition of the river (K-6)
  
  
  • spring: water levels, breakup and ice conditions, beaver, ducks, fish spawning grounds
  • winter: ice conditions, fish, which rivers do not freeze over
  • fall: freeze-up and ice conditions, ducks, geese, moose
  • summer: windy and calm, fish

The People

• be aware of how the seasonal changes of rivers or lakes near a community affect the mood and activity in a community: summer traffic and travel, threat of flooding, etc. (K-4)

Plants

• students will recognize the different kinds of plants in their area and know what their uses are
• The Land:
  
  
  • Recognize, name and pick local plants used for food, dyes, medicines or domestic purposes (K-6)
  • Recognize the various plants on which animals feed and be able to locate these plants (3-5)

Animals

Caribou

• to give students understanding and appreciation of the caribou
• The Land:
  
  
  • know kinds of caribou, their habitat, migration patterns, life cycles and kinds within a herd (K-6)
  • know what caribou eat (K-3)

Birds

• students will begin to notice and appreciate the many birds found in the North and their value to the Dene both past and present
• The Land:
  
  
  • identify edible and non-edible birds in local area, and describe their habits or characteristics (K-6)
• The Self:
  
  
  • Seek challenge in beginning and completing independent projects for researching birds (3-6)

People

Grandparents

• students should know about the traditional role of grandparents in Dene cultures, and how important they are for transmitting the knowledge, skills and attitudes of our ancestors
• The Land:
  
  
  • know that elders are a rich source of information about the land (K-6)

ENGLISH LANGUAGE ARTS 3

General Outcome 1: Explore thoughts, ideas, feelings and experiences.

1.2 Clarify and Extend

• examine how new experiences, ideas, and information connect to prior knowledge and experiences
• explain understanding of new concepts ask questions to clarify information and develop new understanding

General Outcome 2: Comprehend and respond personally and critically to oral, print and other media texts.

2.3 Understand Forms and Techniques

• create original texts [such as puppet plays, dramatizations, tableaux, visual art, personal narratives] to communicate and demonstrate understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• ask topic-appropriate questions to identify information needs
• recall and follow a sequential plan for accessing and gathering information

3.2 Select and Process

• review information to determine its usefulness to inquiry or research needs
• use knowledge of visual and auditory cues and organizational devices [such as titles, pictures, headings, labels, diagrams, library files, dictionary guide words...] to locate and gather information and ideas

3.3 Organize, Record and Evaluate

• organize and explain information and ideas using a variety of strategies [such as clustering, categorizing, sequencing]
• determine whether collected information is sufficient or inadequate for established purpose
• determine information needs during the inquiry or research process; assess inquiry or research experiences and skills

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• generate and contribute ideas on particular topics for oral, written, and visual texts using a variety of strategies [such as brainstorming, creating thought webs...]
• use a variety of forms [such as puppet plays, drum dances, readers theatre, murals, narrative stories...] for particular audiences and purposes

4.4 Present and Share

• present information and ideas on a topic to engage a familiar audience using a pre-established plan; use print and non-print aids to enhance the presentation

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• cooperate in small groups