Climate Change Curriculum Connections 12

SOCIAL STUDIES

SOCIAL STUDIES 30-1 AND 30-2

Issues in Contemporary Citizenship

These courses are currently in the consultation stage. They will probably contain links to the topic of climate change, particularly in the area of social responsibility.

NORTHERN STUDIES 15

Northern Studies 15 can be taken in Grades 10–12.

Module 2: Northern Issues

• Students will be encouraged to take a position on a Northern Issue based on their beliefs and values.
• One of the skills that students need to draw upon in examining issues such as those raised by residential schools, is the awareness that it is very important to understand the history of an issue before we make a judgment about it. Issues are often far more complex than they first appear and students need to gather as much information as possible before making a judgment. It is also important for them to remember that gathering new information can change or challenge their initial judgments. They should be prepared to be open-minded as they go about issues research.
• Students demonstrate their research skills as they gather information on a Northern Issue from a wide variety of sources.
• Students are given the opportunity to discuss with their peers the issue they have chosen, their position on it, and demonstrate an understanding or awareness of some of the questions associated with their issue that make it important to explore. They should be able to take a stand on the issue and defend their point of view while being open to new learning they may receive from their peers.

SCIENCE

BIOLOGY 30

Unit 4: Populations and Communities

Attitudes

• be open-minded toward new evidence and be aware of the changes it may promote
• appreciate the diversity in populations and communities
• develop optimism about the human ability to learn to function within the limits of sustainable development
• develop an attitude of participation in planning and shaping the future
• appreciate the contributions and limitations of scientific and technological knowledge to societal decision making.

Concept 2
“Individuals of populations interact with each other and members of other populations”

Knowledge

• describing the relationships between predator and prey species and their influence on population changes

Skills

• performing simulation to investigate the relationships between predators and their prey

Science, Technology and Society Connections

• understanding that individuals interact with each other and other populations, and that communities and their populations change over time; and by summarizing and evaluating relationships; and by performing predatory–prey simulations; and designing and performing experiments demonstrating biotic interactions, within the context of:
• discussing the implications of the predator–prey relationship and how it is affected by the impacts of climate change (e.g., polar bears-seals)

CHEMISTRY 30

Unit 1: Thermochemical Changes

Attitudes

• appreciate the need to balance long-term energy and environmental objectives with various societal needs

Concept 1
“There are energy changes associated with changes to matter.”

Science, Technology and Society Connections

Students should be able to demonstrate:

• examples of personal reliance on the chemical potential energy of matter; e.g., of fuels and identifying and evaluating ways of using energy more efficiently in the home and community in order to use natural resources judiciously to ensure adequate supplies for future generations
• evaluating different fuels from the perspective of economic and environmental impact; and researching and analyzing alternative energy sources, in terms of the ability and responsibility of society, through science and technology, to protect the environment and use natural resources judiciously to ensure quality of life for future generations
• assessing, qualitatively, the risks and benefits of relying on fossil fuels or nuclear reactions as energy sources, considering the limitations of scientific knowledge and technology in societal decision making

Unit 2: Electrochemical Changes

Attitudes

• develop an interest in oxidation–reduction reactions that occur in everyday life
• develop an awareness that the application of technology by human societies can have beneficial and harmful effects on biological systems

Concept 1
“Many chemical changes involve the transfer of electrons.”

Knowledge

Students should be able to demonstrate an understanding of:

• describing oxidation–reduction in simple biochemical processes

Science, Technology and Society Connections

Students should be able to demonstrate:

• relating oxidation–reduction reactions to global environmental problems, such as the production of greenhouse gases and acid rain

ENVIRONMENTAL STUDIES 35

Northern Climate - Meteorology

• understand concepts relating to the atmosphere e.g., air, air pressure, air masses, cloud formation and types, wind patterns and currents
• understand the concept of radiation with respect to seasonal variations, differential insulation, and the Albedo Effect
• read weather maps and describe different techniques used in weather forecasting
• explore and contrast Western scientific and local traditional weather forecasting

Northern Climate – Climate

• understand how topography affects seasonal change

Northern Climate – Atmospheric Environmental Issues

• understand how northern atmospheric environmental occurrences such as greenhouse effect and ozone depletion affect northern ecosystems and human activities

Northern Ecosystems – Biomes

• understand arctic biomes (e.g., floe edge studies, pond studies, marine studies)

Northern Ecosystems – Northern Species

• identify northern plants and animals
• understand the population dynamics of local species
• understand the management techniques of local species
• use various sampling techniques with appropriate equipment

Northern Environmental Issues – Community

• different forms of energy sources, both current and alternative methods of energy production

ENGLISH LANGUAGE ARTS 12

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

1.1 Discover and Explore

• weigh and assess the validity of a range of ideas, observations, opinions, and emotions to reconsider and/or affirm positions

1.2 Clarify and Extend

• explore the strengths and limitations of various viewpoints on an issue or topic and identify aspects for further consideration; evaluate implications of particular perspectives when generating and responding to texts

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 to communicate ideas and enhance understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• formulate focused inquiry or research questions and refine them through reflection and discussion of topic, purpose, and context
• develop and select from a repertoire of inquiry and research strategies [such as posing, refining, and eliminating questions; clarifying thesis statement or core message], and adjust plan according to changes in audience, purpose, and context

3.2 Select and Process

• identify and discuss diverse information sources relevant to particular inquiry or research needs
• evaluate factors that affect the credibility, authenticity, accuracy, and bias of information sources for inquiry or research

3.3 Organize, Record and Evaluate

• synthesize information, ideas, and perspectives from a variety of sources; document sources accurately
• evaluate information for completeness, accuracy, currency, historical context, relevance, balance of perspectives, and bias
• assess the effect of new understanding on self and others; evaluate the effect of inquiry or research plans and procedures on conclusions

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• generate, evaluate, and select ideas to focus and clarify a topic and perspective appropriate for audience, purpose, and context
• adapt and use forms appropriate for audience, purpose, and context

4.4 Present and Share

• demonstrate confidence and flexibility in meeting audience needs when presenting ideas and information; adjust presentation plan and pace according to purpose, topic, and audience feedback

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• encourage differing viewpoints to extend breadth and depth of individual and group thought
• monitor own and others’ contributions, and build on others strengths to achieve group goals