Climate Change Curriculum Connections 5

SCIENCE

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

• Conservation of Energy
• Weather

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)
• with others on the land, in the school, and at home (4-6)
• 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)

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:
  
  
  • realize and appreciate how much grandparents know about the history of the land (4-6)
  • know that elders are a rich source of information about the land (K-6)

ENGLISH LANGUAGE ARTS 5

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

1.2 Clarify and Extend

• explain personal viewpoints in clear and meaningful ways and revise previous 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 journals, posters combining print and art, dioramas, travelogues] to communicate and demonstrate understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• formulate general and specific questions to identify information needs
• gather and record ideas and information using a plan

3.2 Select and Process

• answer inquiry or research questions using a variety of information sources [such as newspapers, series by the same writer, scripts, diaries, elders, interviews, trips, oral traditions]
• determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria

3.3 Organize, Record and Evaluate

• organize information and ideas into categories [such as what, who, where, why, when, how] using a variety of strategies [such as webbing, using graphic organizers, sequencing]
• record information in own words; cite authors and titles alphabetically and provide publication dates of sources
• recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose
• assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further inquiry or research

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• focus a topic for oral, written, and visual texts by integrating ideas from experiences and a variety of other sources
• choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes

4.4 Present and Share

• prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• distinguish between on-task and off-task ideas and behaviours in a group, and stay on task
• assume the responsibilities for various group roles