Climate Change Curriculum Connections
3 |
SOCIAL STUDIES 1-3
The Elementary Social Studies Curriculum
is made up of 6 strands. Strands 1, 2, and 3 represent the core
curriculum for Grades 1-3. |
STRAND 1: PEOPLE AROUND US |
Theme 1:
Understanding Individual Needs |
- Students should begin to understand
the relationship between their desire to satisfy their needs
and wants, the desire of other individuals, near and far, to do
the same,
and the establishment of social and political institutions to
enable everyone to do this in an effective and efficient way, hopefully
involving the least injustice and instability.
|
Theme 2:
Different Individuals With Common
Needs |
- Students should be helped to understand
that one of the best ways to create a social environment in which
their needs and legitimate wants can be satisfied to the fullest
measure is for them to recognize and respect the needs and legitimate
wants of all others.
- Students should be helped to understand
that because we have needs in common with all other human beings
there is a tremendous opportunity for making common, co-operative
efforts to satisfy common needs.
|
Theme 5: Understanding Individual Wants |
- Students must be assisted to see
the direct relationship that exists between action and the consequences
of action. They must be helped to understand that because they
are capable of action, they can play a very significant role in
determining
the consequences that will impact their future lives. They must
be helped to see that if they have realistic personal wants, they
can
take sequential action that will probably result in the satisfaction
of those wants.
|
STRAND 2: OUR COMMUNITY |
Theme 1: Understanding the Family’s
Needs |
- Pupils should come to understand
the needs and wants that their family shares in common with other
families, and come to appreciate the role that the community,
and individuals within the community, play in satisfying those
needs
and wants.
|
STRAND 3: OTHER COMMUNITIES |
Theme 1:
Diverse People With Common Needs |
- Pupils should come to understand
that it is often beneficial to co-operate with people who are
“different” in
undertaking common action in order to satisfy common needs and
wants.
|
Theme 2:
Satisfying Needs Co-operatively
in the Territories |
- Students should learn that their
community is part of a natural region, and that because of this,
there is an opportunity to maximize co-operative efforts in order
to satisfy common needs and wants.
|
INUUQATIGIIT CURRICULUM – K-3
Relationship
to the Environment |
Land |
- hear stories about hunting on the
land
- share their experiences about being on the land
- share
stories about going out on the land
|
Weather and Weather Predicting |
- hear stories about weather and
how Inuit coped with it.
- begin to appreciate how weather affects
lifestyle
Key Experiences/Activities:
- Invite an elder to talk
about the importance of weather predicting. Record stories
the elder tells.
- Collect stories of unpredictable events that happened
because of weather.
|
SCIENCE 3 |
3.1
Populations |
Concept 1: The term “population” describes
a group of organisms of the same kind in a particular environment.
- explain in their own words the definition of a population
- observe
and identify various populations and classify them as plant
or animal populations
Concept 2: The place of a population is its
habitat.
- describe in their own words the definition of a
habitat
- identify
organisms within their habitat
Concept 3: Populations
in a particular habitat form a community. These populations are
usually
inter-dependent.
- observe a community and identify its various populations
- predict
the effect upon a community when one of the
populations is
removed
- infer that seashore communities are affected
by tides and temperature
|
3.2
Energy, Heat and Temperature |
Concept 1: There are different forms of
energy. Heat is one form of energy.
- observe different kinds of
energy and the interactions which have produced motion (e.g.,
car moving)
- identify heat as a source of energy
Concept 4A: Gases
expand
and contract when heat is added and removed.
- infer the
cause of expansion and contraction in a gas
Concept 4g: For a
given substance, large masses change temperature more slowly
than small
masses
(other
factors being equal). |
3.3
Changes in Matter |
Concept 6: Water can exist as particles
in the air.
- observe the formation of condensation and infer the
presence of water vapour in the air
- test the effect of different
temperatures upon rate of evaporation; identify variables
that affect the rate of evaporation; measure and graph water
levels
Concept
8: Some physical changes can be easily reversed while others
cannot.
- identify some changes as easily reversed and others as
not
easily reversed
|
3.4
Energy and Energy Conservation |
Concept 1: Fossil fuels are a source of
energy.
- identify uses for coal, oil and gas in my community
Concept
2: Once we use fossil fuels they are gone forever.
- identify
fossil fuel as the major energy source in most communities
Concept
3: Energy
can be saved at home, at school, in my community.
- distinguish
between needs and wants as related to energy use
- identify
ways to reuse,
recycle, reduce
|
3.5
Air and Air Pressure |
Concept 2: Air exerts pressure.
- demonstrate
the effects of air pressure (e.g., bring in barometer, talk
about effects of air pressure in weather)
Concept 3: Air contracts when
cooled and expands when warmed.
- observe the results of expansion
and contraction of air
Concept 4: Warm air rises and cold
air sinks.
- infer that warm air rises because it expands and
cold air sinks because
it contracts when cooling
|
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
|
