 |
Climate Change Curriculum Connections
11 |
SOCIAL STUDIES
SOCIAL STUDIES 20 – THE GROWTH OF THE
GLOBAL PERSPECTIVE
Topic B: Interdependence in the Global Environment |
Knowledge – Theme I: Global Diversity |
b. Nations are interdependent.
- Introduce
the concept of interdependence among nations (e.g., trade,
transportation)
|
Knowledge – Theme III: Quality
of Life |
c. Quality of life is increasingly
affected by issues of global concern.
- Choose several examples
and study their impact on human populations (e.g., greenhouse
effect)
|
Knowledge – Theme IV: Alternative
Futures: Possibilities for Change |
a. There are issues of global concern.
- Study
at least one issue (e.g., resource consumption, energy
resources)
b.
Solutions to global concerns often require international dialogue
- Identify
opportunities for international dialogue and cooperation
(e.g., United Nations agencies and resolutions, worldwide conferences,
non-governmental
organizations)
c. There are potential solutions to global concerns.
- Study
several examples to illustrate solutions to global problems
(e.g., alternative energy sources, atmospheric regulations)
|
Skills – Process Skills |
- summarize materials after listening
to and observing presentations
- interpret and use information
from maps, graphs, charts and tables
- identify appropriate information
and ideas as evidence to support a point of view
- develop
and evaluate proposed solutions
|
Skills – Communication Skills |
- use comparisons and examples in
a written presentation
- present information effectively in a
group forum
- convey information by producing illustrations of
proposed solutions
- use quotes and references to provide support
for their views (footnotes, bibliographies).
|
Skills – Participation |
- participate in an informed way
in discussions on global issues that affect society
- resolve
differences of opinion by debating reasonably and rationally
- work
effectively with others in a variety of group settings.
|
Skills – Inquiry Strategies |
- consider alternative perspectives,
make decisions and substantiate choices regarding global issues
- examine
the processes whereby decisions affecting themselves and global
society are made
- use appropriate inquiry models to answer questions,
solve problems and resolve issues about interdependence in
the global environment
- evaluate alternative solutions on global issues
|
Attitudes |
- an appreciation that different
perspectives exist on quality of life
- an awareness and appreciation
of the interdependent nature of the world
- a willingness to
consider a variety of perspectives on global issues and questions.
|
SOCIAL STUDIES 23 – THE GROWTH OF THE
GLOBAL PERSPECTIVE
Topic B: Challenges in the Global Environment |
Knowledge – Theme II: Global
Interdependence and Quality of Life |
b. Environmental situations affect
quality of life.
- Select examples of environmental situations
focusing on their effects on quality of life; e.g., recycling,
ozone layer
depletion, greenhouse effect
|
Skills – Process Skills |
- locate, interpret and organize
information from print and nonprint sources
- identify points
of view or perspectives from various sources of information
- predict
outcomes of alternative futures based on factual data
- examine
evidence and evaluate alternatives before making a decision.
|
Skills – Communication Skills |
- write a report based on factual
data to support a position
- present information in such forms
as maps, diagrams and charts
- prepare visuals and notes
for delivery of a presentation
- defend a position in a group discussion
|
Skills – Participation Skills |
- contribute information on issues
and questions in the classroom
- work independently as part of
a larger group
- work effectively with others in a variety
of group settings
|
Skills – Inquiry Strategies |
- consider alternative perspectives,
make decisions and defend their choices
- use appropriate inquiry
models to answer questions, solve problems and resolve issues
- critically
examine developments that may affect quality of life
- evaluate
alternative solutions on global issues.
|
Attitudes |
- an appreciation that responsible
world citizenship includes recognizing the interdependent nature
of the world
- a respect for the right of others to hold different
viewpoints on global issues
- an appreciation that there are
varied approaches to the resolution of global issues
|
NORTHERN STUDIES 15 |
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.
|
INUUQATIGIIT CURRICULUM 10-12
Relationship
to the Environment |
Water |
- learn how to tell when it is safe
to travel by sea
- learn about areas of water that never freeze
in lakes, rivers, and/ or the sea near your community
Key Experiences/Activities:
- Bring
an elder to talk about all aspects of currents and channels.
The students can map these areas.
- Travel by water. During this
trip, go to a large lake and /or the sea. Observe the clouds
in the sky, check the water to see if there are currents, observe
plants
that live in and around the water. Observe any animals they
see. If you have an elder or hunter with you, ask them to tell
personal
stories about travelling in that particular area. When around
the
elder or hunter, watch to see how they observe their surroundings.
|
Ice |
- understand the relationships between
ice, weather, tides, currents, and the land
Key Experiences/Activities:
- Find
out how the floe edge is formed, and how it is affected by weather
and tides.
|
Weather and Weather Predicting |
- learn about modern weather forecasting.
- learn about long-term climate changes
Key Experiences/Activities:
- Have
students keep individual records of weather signs, e.g., wind
direction and intensity; how the distant land appears; the
shape, height, and speed of clouds; the presence of halos or
rainbows
around the sun and moon etc. Have them make predictions based
on their observations,
then evaluate their accuracy. Compare and discuss student’s
observations.
- Research
modern weather forecasting methods and discuss their advantages
and disadvantages.
- Discuss what causes the greenhouse effect.
Where does the pollution come from?
- Have students prepare
presentation on Kyoto Accord and relate it to the impacts
that are occurring
in the North.
|
Caribou |
- understand how changes in the environment
affect caribou
|
Birds |
- understand the threats to birds
in the south (e.g. habitat loss, pollution) and the implications
for the north.
Key Experiences/Activities:
- Find out where a
bird that breeds locally and is important to Inuit spends the winter.
Learn about that country (or region): its geography, climate, culture,
political issues, and especially environmental issues (potential
impacts of climate change). How might any or all of these affect
the birds?
- Review stories about unusual bird sightings and
potential link to climate change (e.g., South Baffin story
of sighting a humming bird – never been seen before)
|
Plants |
- understand how the actions of people
can affect the survival of plants
|
SCIENCE
BIOLOGY 20
Unit 1: The Biosphere |
Attitudes |
- develop an awareness of one’s
personal role in the preservation of the environment
- develop
a sense of responsibility toward use of our environment
- develop
optimism about humankind’s ability to learn to function
within the limits of sustainable development
- develop an awareness
of global issues and the contribution of local activity to
the resolution of global problems.
|
Concept 1
“The biosphere is
maintained by a constant flow of energy.” |
Knowledge
- understand that most of
the energy used in the biosphere comes from the Sun and is either
stored or reradiated back into space
Skills
- measure the amount
of solar radiation in the local area, and comparing this with solar
radiation data of other areas of the territory and/or the country
Science,
Technology and Society Connections
- understanding that the biosphere
is maintained by solar energy that flows through photosynthesis
and respiration and is lost as heat; and by measuring and comparing
solar
energy variations; and performing experiments that demonstrate
plant energy storage, within the context of:
- evaluating the evidence
for the influence of ice and snow on the storage of solar
energy (i.e., the albedo effect, hypothesizing about the
consequences
of fluctuations for biological systems ).
- assessing the energy
savings achieved in the overall requirements of large buildings
by using thermal energy recycling technologies to capture
metabolic heat and
- the influence of the needs, interests and financial
support of society in the development of these technologies
|
Concept 2
“The cycling of
matter through the biosphere perpetuates its steady state equilibrium.” |
Knowledge
- how water is cycled through
the biosphere along characteristic pathways
- the properties
of water and explaining their relevance to the hydrologic cycle;
e.g., hydrogen bonding
Skills
- hypothesizing how alterations
in the carbon cycle, as a result of the burning of fossil fuels,
might influence other cycling phenomena
- measuring the rates
of precipitation and evaporation in the local area; and comparing
this with precipitation and evaporation data of other areas of
the territory and/or the country
Science, Technology and Society
Connections
- understanding
that biosphere cycling of matter perpetuates its steady state;
and by predicting and hypothesizing the human influence in these
cycles;
and by measuring and comparing precipitation and water movement;
and designing matter exchange experiments with plants and animals,
within the context of:
- analyzing how society affects the
biogeochemical cycle of carbon, which in turn influences
the greenhouse effect
- evaluating the implications of the greenhouse
effect on the hydrologic cycle and the water requirements
of society
and its systems
|
Concept 3
“The balance of energy
and matter exchange in the biosphere, as an open system, maintains
its steady state equilibrium..” |
Knowledge
- air composition is influenced
by the activities of organisms, how energy and matter are exchanged
between living systems and their environment, and by:
- describing
how human activities can have a disrupting influence on
the balance, in the biosphere, of photosynthetic and cellular
respiratory
activities;
e.g., fossil fuel combustion, forest destruction.
Skills
- predicting
the effect of changes in carbon dioxide and oxygen concentration
on the atmospheric equilibrium by a significant reduction of photosynthetic
organisms through human activities
Science, Technology and Society
Connections
- understanding the balance of energy and matter
exchange in the biosphere and the influence of human activities
on this equilibrium; and by predicting atmospheric equilibrium
changes
and designing models of closed systems in equilibrium, within the
context of:
- discussing how the dynamic equilibrium of the
atmosphere is influenced by human activity
- examining the
influence of changes to atmospheric ozone levels on society,
plants and animals
- evaluating, from the past to the present, the
evidence for changes in atmospheric composition, with respect
to carbon dioxide and its significance to current biosphere
equilibrium
|
Unit 3: Energy and Matter Exchange in
Ecosystems |
Attitudes |
- develop an awareness of one’s
personal role in the preservation of the environment
- develop
a sense of responsibility toward use of the environment
- appreciate
the multidimensional nature of science, technology and society
issues
- value
the necessity of being adaptable to changes in the environment
|
Concept 1
“The biosphere is
composed of a diversity of biomes, each with distinctive biotic and
abiotic
factors.” |
Knowledge
- the biosphere is composed
of biomes, each with many different ecosystems, characterized by
physiographic, climatic, edaphic (soil) and biotic factors, energy
and matter exchange in the biosphere, and by:
- describing
how energy and matter exchange contribute to the existence
of the biosphere’s major biomes; e.g., tundra, taiga, boreal
forest.
- identifying
ecosystem biotic and abiotic factors and explaining their
influence in an aquatic and a terrestrial ecosystem in a
local region;
e.g., stream or lake, boreal forest.
Skills
- hypothesizing the ecological
role of biotic and abiotic factors; e.g., albedo effect, competition
Science,
Technology and Society Connections
- performing a field study
and measuring, quantitatively, appropriate abiotic factors,
such as temperature, precipitation, snow
- understanding that the
biosphere is composed of biomes and ecosystems, each distinctly
characterized by their energy and matter exchange
- performing field studies
measuring, gathering and analyzing biotic and abiotic data
- hypothesizing
the ecological roles of snow and ice
- predicting future outcomes
of ecosystems, within the context of:
- evaluating the impact
that human activity has had, or could have, on the ecosystems
chosen
|
Concept 2
“Ecosystems have
characteristic structures determined by their energy and matter exchange.” |
Knowledge
- the structure of ecosystems
can be described by:
- explaining, quantitatively, the
energy and matter exchange in ecosystems, using models,
such as pyramids.
Skills
- evaluating,
quantitatively, the energy and matter exchange in a chosen ecosystem,
using a pyramid of mass or numbers
Science, Technology and Society
Connections
- understanding how the nature of energy and matter
exchange determines ecosystem structure and representing this
information in models; and by collecting and analyzing energy and
matter exchange
information, and building models from this information,
|
OCEANS 11 |
Module 1: Oceans, Structure and Motion |
- SLO 1-18: Describe and explain
the global water cycle.
- SLO 1-21: Explain the effect of Albedo
on the Arctic.
- SLO 1-27: Describe and explain heat transfer
in the hydrosphere and atmosphere and its effects on air and
water currents in the northern hemisphere.
- SLO 1-33: Explain and
illustrate the process of global air circulation.
- SLO 1-36:
Explain, using scientific and traditional knowledge, ice movement
and structures.
- SLO 1-42: Describe the importance of environmental
indicators and traditional knowledge in weather forecasting
and in safe travel of the land
|
Module 4: Habitats |
- SLO 4-12: Examine factors that
contribute both positively and negatively to coastal areas.
- SLO
4-25: Examine factors that contribute both positively and
negatively to estuaries.
|
Module 5: Human Use and Governance |
- SLO 5-22: Analyze issues/decisions
in terms of implications for the economy, the environment,
and society, considering a variety of perspectives.
- SLO 5-29: Research
and
discuss evidence and theories of climate change.
- SLO 5-30:
Explain the role of greenhouse gases in climate change.
- SLO
5-31: Identify causes of ozone depletion and is effects on
Arctic marine ecosystems.
- SLO 5-32: Describe the effects of ozone
depletion on phytoplankton.
|
SCIENCE 25 |
Unit 3: Basic Ecology |
- Identify ecology as the study of
the relationships of living and non-living factors in the biosphere.
- Describe
the biosphere in terms of ecosystems that demonstrate the relationships
between biotic and abiotic factors.
- Demonstrate through appropriate
activities the chief abiotic factors of light, temperature,
air, water (also particularly in the form of ice and snow) and
soil
which influence living things.
- Describe the changing nature of abiotic
factors which cause plant and animal life to adapt, move or
die out.
- Show
how living things depend on each other for food by describing
and diagramming simple food chains and more complex food webs.
- Identify
niches in an ecosystem and classify living things such as producers,
consumers (herbivores, carnivores, omnivores) and decomposers.
- Use
food pyramids to compare the numbers of plants and different
types of animals that are involved in food relationships.
- Describe
in detail the natural history of at least one plant and animal
species found in a local ecosystem and outline its particular
role within
the biotic community.
- Recognize the importance of photosynthesis
in the overall energy requirements of ecosystems.
|
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE
ARTS 20-1 |
General Outcome 1: Explore thoughts, ideas,
feelings and experiences. |
1.1 Discover possibilities
1.1.1 Form
tentative understandings, interpretations and positions
a. identify
and experiment
with strategies that contribute to forming tentative understandings,
interpretations and positions [for example, posing questions, suspending
prejudgement as appropriate, recognizing that initial interpretations
and positions may be inaccurate and incomplete, and recognizing
that texts may be inaccurate, misleading or ambiguous]
1.1.2 Experiment
with language, image and structure
a. experiment with language,
image
and structure to influence the content of texts and to create different
effects in particular situations and for particular purposes and
audiences [for example, present the same information to two different
audiences, and make appropriate changes to the content to suit
the audiences]
1.2 Extend awareness
1.2.1 Consider new perspectives
b.
compare
own ideas, perspectives and interpretations with those of others,
through a variety of means, to expand perceptions and understandings
when exploring and responding to texts [for example, pro–con
charts, alternative Internet search engines, comparison tables, and
think–pair–share charts] |
General Outcome 2: Comprehend literature
and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively |
2.1 Construct meaning from text and
context
2.1.1 Discern and analyze context
a. explain the text creator’s purpose,
and analyze the target audience
b. analyze factors in the communication
situation and background environment of a text [for example,
whether or not a text creator is communicating as an individual
or as a representative
of a particular group]
2.1.2 Understand and interpret content
b. analyze
and describe the relationships between a text’s controlling
idea and its supporting ideas and supporting details
2.1.4 Use reference
strategies and reference technologies
a. use a variety of appropriate
reference strategies and reference technologies to aid understanding
[for example, formulating and refining questions, exploring
works cited in other references, taking notes, and using library
catalogues
and Internet search engines]
b. create and use own reference
materials to aid understanding [for example, a personalized dictionary/glossary
and a personalized URL address list]
2.2 Understand and appreciate
textual forms, elements and techniques
2.2.1 Relate form,
structure and medium to purpose, audience and content
d. analyze
the effect
of medium on message |
General Outcome 3: Manage ideas and information |
3.1.1 Focus on purpose and presentation
form
a. reflect on and describe strategies for determining the depth
and breadth of inquiry and for identifying the purpose, audience
and potential forms of presentation; select and monitor appropriate
strategies; and modify selected strategies as needed [for example,
define scope and parameters for research inquiry, create a timeline
to guide research, analyze topic, and understand purpose and audience]
c.
limit or expand the inquiry or research topic as appropriate
[for example, develop a focus question for inquiry]
3.1.2 Plan inquiry
or research, and identify information needs and sources
a. reflect
on and describe strategies for developing an inquiry or research
plan that will foster understanding; select and monitor appropriate
strategies; and modify strategies as needed to plan inquiry or
research effectively [for example, use a research journal to keep
and record
reflections on the research process, clarify thinking, revisit
initial perceptions, and ask questions that lead to new research]
b.
develop
a repertoire of effective strategies for planning inquiry and
research that will address the topic and satisfy contextual requirements
and requirements of presentation form [for example, questions
within
questions, inquiry charts, preliminary interviews, and consultations
with the teacher and librarian]
e. identify and select potential
strategies
and technologies for gathering, generating and recording information
[for example, outlining, webbing, taking notes in point form, recording
sources accurately during information gathering, writing direct
quotations correctly and bookmarking Internet sites]
3.2 Follow
a plan of inquiry
3.2.1 Select, record and organize information
a. reflect on and describe
strategies that may be used to select, record and organize information;
select and monitor appropriate strategies; and modify selected
strategies as needed
b. select information and other material appropriate
to
purpose from a variety of print and nonprint sources [for example,
from museums, archives, government agencies, periodicals, microfiche,
Internet, CD-ROMs, films, television and radio broadcasts, interviews,
surveys, and print and online encyclopedias]
c. record information
accurately and completely, and document and reference sources,
as appropriate [for example, document direct quotations, others’ ideas
and arguments, maps, charts, statistics, pictures and diagrams
from books, magazines, bibliographies, newspapers, audiovisual
materials,
electronic sources, interviews and films to avoid plagiarism]
d.
organize information logically [such as by question, by category,
by chronology
or by cause and effect]
3.2.2 Evaluate sources, and assess information
a.
reflect on and describe strategies for evaluating information
sources and for detecting bias; select and monitor appropriate
strategies;
and modify selected strategies as needed to evaluate sources
and detect bias
b. assess information sources for credibility
and for
appropriateness to purpose, audience and presentation form
c.
assess the accuracy, completeness and currentness of information
selected
from sources; and assess the relevance and appropriateness
of the information to purpose
d. identify and describe possible
biases
of sources, and describe the possible effects of such
biases on
the
credibility of information [for example, examine the
credibility of the author or organization, the proportion of verifiable
facts to generalizations, the sponsor/author/purpose/date
of
a Web
site]
3.2.3 Form generalizations and conclusions
b. draw
conclusions that are
appropriate to findings, reflect own understandings
and are consistent with the identified topic, purpose and situation |
General Outcome 4: Create oral, print,
visual and multimedia texts, and enhance the clarity and artistry
of communication |
4.1.3 Develop content
f. develop content
appropriate to form and context [for example, provide grounds
and evidence to construct an argument, and use chronological order
to
write an informal essay]
4.1.4 Use production, publication and
presentation strategies and technologies consistent with context
b.
adapt presentation
materials, strategies and technologies to suit purpose, audience
and situation [for example, focus audience attention by providing
a notetaking frame]
4.2 Improve thoughtfulness, effectiveness
and correctness of communication
4.2.1 Enhance thought and
detail
b. review
the accuracy, specificity, precision, vividness and
relevance of details, events, images, facts or other data intended
to support a controlling idea or to develop a unifying effect;
and
add
to, modify
or delete details, events, images, facts or other data
as needed to provide complete and effective support or development |
ENGLISH LANGUAGE ARTS 20-2 |
General Outcome 1: Explore thoughts, ideas,
feelings and experiences. |
1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations
and positions
a. identify
and experiment
with strategies that contribute to forming tentative understandings,
interpretations and positions [for example, posing questions, suspending
prejudgement as appropriate, recognizing that initial interpretations
and positions may be inaccurate and incomplete, and recognizing
that texts may be inaccurate, misleading or ambiguous]
1.1.2 Experiment
with language, image and structure
a. experiment with language,
image
and structure to influence the content of texts and to create
different effects in particular situations and for particular purposes
and
audiences [for example, present the same information to two different
audiences, and make appropriate changes to the content to suit
the audiences] 1.2 Extend awareness
1.2.1 Consider new perspectives
b.
compare
own ideas, perspectives and interpretations with those of others,
through a variety of means, to expand perceptions and understandings
when exploring and responding to texts [for example, pro–con
charts, alternative Internet search engines, comparison tables, and
think–pair–share charts] |
General Outcome 2: Comprehend literature
and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively |
2.1 Construct meaning from text and
context
2.1.1 Discern and analyze context
a. paraphrase key messages
in a text and
identify elements present in the communication situation, in order
to describe the text creator’s purpose and target audience
b.
analyze factors in the communication situation and background environment
of a text [for example, whether a text creator is communicating
as an individual or as a representative of a particular group]
2.1.2 Understand and interpret content
b. paraphrase a text’s controlling
idea, and relate its supporting ideas and supporting details to
its controlling idea 2.1.4 Use reference strategies and reference
technologies
a.
use a variety of appropriate reference strategies and reference
technologies to aid understanding [for example, formulating
and refining questions,
exploring works cited in other references, taking notes, and
using library catalogues and Internet search engines]
b. create
and use
own reference materials to aid understanding [for example,
a personalized dictionary/glossary and a personalized URL address
list]
2.2 Understand
and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience and content
c.
analyze the effect of medium on message |
General Outcome 3: Manage ideas and information |
3.1.1 Focus on purpose and presentation
form
a. reflect on and describe strategies for determining the depth
and breadth of inquiry and for identifying the purpose, audience
and potential forms of presentation; select and monitor appropriate
strategies; and modify selected strategies as needed [for example,
define scope and parameters for research inquiry, create a timeline
to guide research, analyze topic, and understand purpose and audience]
c.
limit or expand the inquiry or research topic as appropriate [for
example, develop a focus question for inquiry]
3.1.2 Plan inquiry
or research, and identify information needs and sources
a. reflect
on and describe strategies for developing an inquiry or research
plan that will foster understanding; select and monitor appropriate
strategies; and modify strategies as needed to plan inquiry or
research effectively [for example, use a research journal to keep
and record
reflections on the research process, clarify thinking, revisit
initial perceptions, and ask questions that lead to new research]
b.
develop
a repertoire of effective strategies for planning inquiry and research
that will address the topic and satisfy contextual requirements
and requirements of presentation form [for example, questions within
questions, inquiry charts, preliminary interviews, and consultations
with the teacher and librarian]
e. identify and select potential
strategies
and technologies for gathering, generating and recording information
[for example, outlining, webbing, taking notes in point form, recording
sources accurately during information gathering, writing direct
quotations correctly and bookmarking Internet sites]
3.2 Follow
a plan of inquiry
3.2.1 Select, record and organize information
a. reflect on and describe
strategies that may be used to select, record and organize information;
select and monitor appropriate strategies; and modify selected
strategies as needed
b. select information and other material appropriate
to
purpose from a variety of print and nonprint sources [for example,
from museums, archives, government agencies, periodicals, microfiche,
Internet, CD-ROMs, films, television and radio broadcasts, interviews,
surveys, and print and online encyclopedias]
c. record information
accurately and completely, and document and reference sources,
as appropriate [for example, document direct quotations, others’ ideas
and arguments, maps, charts, statistics, pictures and diagrams
from books, magazines, bibliographies, newspapers, audiovisual
materials,
electronic sources, interviews and films to avoid plagiarism]
d.
organize information logically [such as by question, by category,
by chronology
or by cause and effect] 3.2.2 Evaluate sources, and assess information
a.
reflect on and describe strategies for evaluating information
sources and for detecting bias; select and monitor appropriate
strategies;
and modify selected strategies as needed to evaluate sources
and detect bias
b. assess information sources for credibility and
for
appropriateness to purpose, audience and presentation form
c.
assess the accuracy, completeness and currentness of information
selected
from sources; and assess the relevance and appropriateness
of the information to purpose
d. identify and describe possible
biases
of sources, and describe the possible effects of such biases
on
the
credibility of information [for example, examine the credibility
of the author or organization, the proportion of verifiable
facts to generalizations, the sponsor/author/purpose/date of
a Web
site] 3.2.3 Form generalizations and conclusions
b. draw conclusions
that are
appropriate to findings, reflect own understandings and
are consistent with the identified topic, purpose and situation |
General Outcome 4: Create oral, print,
visual and multimedia texts, and enhance the clarity and artistry
of communication |
4.1.3 Develop content
f. develop content
appropriate to form and context [for example, provide grounds
and evidence to construct an argument]
4.1.4 Use production, publication
and presentation strategies and technologies consistent with
context
b.
develop presentation materials; and select strategies and
technologies appropriate to purpose, audience and situation [for
example,
give members of the audience a pretest on the presentation
topic to understand
their prior knowledge]
4.2 Improve thoughtfulness, effectiveness
and correctness of communication
4.2.1 Enhance thought and detail
b.
review
the accuracy, specificity and precision of details, events,
images, facts or other data intended to support a controlling
idea or
to develop a unifying effect; and add to details, events,
images, facts
or other data as needed to provide sufficient support
or development |
|
