Climate Change North | Curriculum | Nunavut | Connections 9

Climate Change Curriculum Connections 9
INUUQATIGIIT CURRICULUM 7-9 Relationship to the Environment
Water	understand the relationship between water, weather, and seasons Key Experiences/Activities: Ask an elder to talk about all any observed changes in currents or water channels close by. Find out how a person learns to “read” the water, and how to be aware of changing currents and channels. Have students map the areas described by the elder. Go camping for several days near water. Keep track of the weather and water conditions, and notice any relationships between them. Keep records of all the plants and animals that students observe and how they are “using” the water.
Weather and Weather Predicting	learn what to observe and watch for in order to predict weather. learn how weather affects animals and how this affects Inuit lifestyle, today and in the past. appreciate how weather affects travel become more skillful at predicting the weather using traditional and modern approaches Key Experiences/Activities: Invite an elder to talk about the importance of weather predicting and traditional ways of predicting weather. Discuss what can happen if you don’t pay attention to the weather or if you don’t predict the weather accurately. Invite someone from Department of Transport or the airport to talk about keeping weather records. Research then discuss how the weather might affect different kinds of animals (think about migration).
Bugs	understand and appreciate how different bugs have adapted to their environment appreciate the relationships between caribou and insects Key Experiences/Activities: Have your students learn about the different bugs that live in their region. Explore whether climate changes are affecting the bugs in their region. Have your students research parasites on caribou. Explore how the climate changes that affect caribou herds affect the parasites that live on them or the bugs that surround them.
SCIENCE 9
Life and the Environment	Diversity of Living Things traditional and local knowledge as it pertains to the perception and understanding of their environment: cultures of the NWT and other world views
Matter and Energy	Chemical Nature of our Environment physical and chemical changes in their daily lives
Characteristics of Electricity	relate electrical energy to domestic power consumption costs determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy describe the transfer and conversion of energy from a generating station to the home
ENGLISH LANGUAGE ARTS 9
General Outcome 1: Explore thoughts, ideas, feelings and experiences.	1.1 Discover and Explore question and reflect on personal responses and interpretations; apply personal viewpoints to diverse situations or circumstances and interpretations acknowledge the value of others’ ideas and opinions in exploring and extending personal interpretations and viewpoints 1.2 Clarify and Extend articulate, represent, and explain personal viewpoints clearly reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity consider diverse opinions, explore ambiguities, and assess whether new information clarifies 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 readers theatre, video scripts, debates, editorials, audiotapes with voice and music, advertisements] to communicate and demonstrate understanding of forms and techniques
General Outcome 3: Manage ideas and information.	3.1 Plan and Focus generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topic prepare and use a plan to access, gather, and evaluate ideas and information from a variety of human, print, and electronic sources 3.2 Select and Process obtain information and varied perspectives when inquiring or researching using a range of information sources [such as expository essays, radio and television transcripts, charts, tables, graphs, diagrams] evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [such as on-line catalogues, periodical indices, broadcast guides, film libraries, electronic databases] 3.3 Organize, Record and Evaluate organize information and ideas by developing and selecting appropriate categories and organizational structures distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals
General Outcome 4: Enhance the clarity and artistry of communication	4.1 Generate and Focus use a variety of techniques to generate and select ideas for oral, print, and other media texts adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts...] appropriate for content, audience, and purpose 4.4 Present and Share plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic use a variety of media and display techniques to enhance the effectiveness of oral presentations
General Outcome 5: Celebrate and build community	5.1 Encourage, Support and Work With Others plan, organize, and participate in presentations of group findings