Climate Change Curriculum Connections
12 |
SOCIAL STUDIES
SOCIAL STUDIES 30 –- THE CONTEMPORARY
WORLD
Topic A: Political and Economic Systems |
Knowledge – Theme II: Political
and Economic Systems in Practice |
e. New issues and ideas challenge traditional
political and economic beliefs and practices
- Identify recent
issues that illustrate the need for change and adaptation
in existing political and economic arrangements. These may
involve
issues drawn
from: environmental concerns
|
Skills – Process Skills |
- access and use appropriate sources
of information
- synthesize information and ideas determine underlying
assumptions of a statement or position
- formulate and evaluate
alternative conclusions, solutions and decisions
- logically
defend a position on an issue or a problem.
|
Skills – Communication Skills |
- develop a thesis and support it
in a well-written essay
- express ideas and information by constructing
graphs, charts, concept maps and timelines
- effectively defend
a point of view, orally or in writing.
|
Skills – Participation |
- work effectively with others in
a group setting to reach consensus or compromise
- assume appropriate
leadership and support roles
- use a variety of skills in an
appropriate manner—exhibit confidence in own ideas and
work, but present them in a considerate manner.
|
Skills – Inquiry Strategies |
- design, select and use appropriate
inquiry strategies to answer questions, solve problems and
make decisions
- demonstrate
maturity of thought in stating and defending a position
- use
creative analogy and metaphor to show relationships or to
describe a situation.
|
Attitudes |
- an appreciation of independent
and critical thinking about significant social issues
- intellectual
curiosity, open-mindedness and interest in current issues
related to political and economic systems
|
Topic B: Global Interactions |
Knowledge – Theme IV: Contemporary
Global Interactions |
c. concern for global peace, human
rights and the environment has emphasized the need for international
cooperation
and understanding
- Identify the role of the following in
international cooperation and understanding (e.g., Kyoto
Accord)
|
Skills – Process Skills |
prepare, interpret and analyze
retrieval charts, concept maps, timelines, graphs and maps
critically
evaluate the message in visual material, and identify the purpose
and intended audience
analyze information from a variety of
sources, compare different points of view and predict outcomes
propose
and evaluate solutions to international problems |
Skills – Communication Skills |
express ideas clearly in oral form
for a variety of purposes and audiences
write persuasively
and effectively to support one’s point of view
construct
and use visual aids to support ideas |
Skills – Participation |
display self-confidence and respect
for the opinion of others when discussing social issues
work
effectively with others in a variety of group settings |
Skills – Inquiry Strategies |
evaluate strategies used by nations,
organizations and individuals in dealing with international problems
use
appropriate inquiry models to answer questions, solve problems
and resolve issues regarding international interactions. |
SOCIAL STUDIES 33 – THE CONTEMPORARY
WORLD
Topic A: Political and Economic Systems |
Knowledge – Theme II: Economic
Systems |
d. Economic systems adapt to new ideas
and changing circumstances
- Briefly examine several of the
following ideas, and refer to current illustrations where
appropriate (environmental legislation)
|
Skills – Process Skills |
- select and organize information
from a variety of references for a particular purpose
- note
key ideas to identify a speaker’s or writer’s purpose
- interpret
information by selecting main ideas, key points and supporting
points
- analyze
information to detect bias, propaganda or opinion
- synthesize
information to identify alternative positions.
|
Skills – Communication Skills |
- clearly express ideas in oral and
written form
- express and defend a point of view
- select
and use an appropriate medium for presenting ideas
- acquire
and use vocabulary appropriate to course content
|
Skills – Participation Skills |
- show respect for the rights and
opinions of others
- work independently and in group settings
|
Skills – Inquiry Strategies |
- distinguish between relevant and
irrelevant information
|
Topic B: Global Interaction: The 20th
Century and Today |
Knowledge – Theme III: Interactions
in the Contemporary World (1975-Present) |
c. Individuals and organizations play
a role in addressing international concerns
- Examine at
least one current example of how individuals and groups
are attempting to solve international concerns and problems
(environmental
movements)
|
Skills – Process Skills |
- locate, select, interpret and organize
information from print and nonprint sources
- analyze information
to determine accuracy and relevancy
- synthesize information
gathered from a variety of sources
|
Skills – Communication Skills |
- deliver information in oral presentations
with the aid of prepared notes
- defend a point of view in a
written composition
|
Skills – Participation Skills |
- contribute ideas confidently in
a variety of group settings, such as brainstorming, class discussions
and small group discussions
- work effectively with others in
a variety of group settings
|
Skills – Inquiry Strategies |
- use appropriate inquiry models
to answer questions, solve problems and resolve issues regarding
perspectives on global interaction
- develop a conclusion/solution
to problems and issues related to global interaction
|
Attitudes |
- a desire to keep informed on issues
that affect society
|
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 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 simulations 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
|
SCIENCE 35
Environmental Studies |
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
ENGLISH LANGUAGE
ARTS 30-1 |
General Outcome 1: Explore
thoughts, ideas, feelings and experiences. |
1.1 Discover possibilities
1.1.1 Form tentative
understandings, interpretations and positions
a. draw from a repertoire
of effective strategies to form tentative understandings, interpretations
and positions
1.2 Extend awareness
1.2.1 Consider new perspectives
b.
recognize and assess the strengths and limitations of
various perspectives on a theme, issue or topic; and identify aspects
for further consideration
when exploring and responding to a text |
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, including implicit purpose when applicable, and explain
the suitability
of the text to 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. explain
how controlling ideas, supporting ideas and supporting details
are related in a broad variety of texts
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. assess the medium of a presentation
[such
as the use of unamplified voice, printed handouts
and computer generated slides] in terms of its appropriateness
to
purpose and content and
its effect on audience |
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. sharpen perceptions of the nature of the target audience
and the
potential form for presentation
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. select from
a repertoire
of effective strategies to develop appropriate inquiry
or research plans that will address the topic and satisfy contextual
requirements
and requirements of presentation form
e. develop and
draw from a repertoire of effective strategies and technologies
for gathering,
generating
and recording information
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 use a consistent
style to
document and reference sources, when applicable
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
and vested
interests of sources; and explain how
underlying assumptions, biases,
and
positive
or negative spin affect the credibility
of sources 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
consistent with form and appropriate to context [for example,
link questions and answers when reporting the results of an interview]
4.1.4 Use production, publication and presentation strategies and
technologies consistent with context
b. adapt presentation strategies
to suit
changes
in purpose, audience and situation
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 30-2 |
General Outcome 1: Explore
thoughts, ideas, feelings and experiences. |
1.1 Discover possibilities
1.1.1 Form tentative
understandings, interpretations and positions
a. draw from a repertoire
of effective strategies to form tentative understandings, interpretations
and positions
1.2 Extend awareness
1.2.1 Consider new perspectives
b.
recognize and assess the strengths and limitations of
various perspectives on a theme, issue or topic; and identify aspects
for further consideration
when exploring and responding to a text |
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. identify the text creator’s
purpose and target audience
b. identify and describe aspects of a text [for
example, specialized terminology and jargon, and acronyms] 2.1.2 Understand
and interpret content
b. identify a text’s controlling idea,
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
c. identify and describe the characteristics
of various common communications media [such as the
use of headlines
in newspapers, and menus and tabs in Internet web pages] |
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. sharpen perceptions of the nature of the target audience
and the
potential form for presentation
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. select from
a repertoire
of effective strategies to develop appropriate inquiry
or research plans that will address the topic and satisfy contextual
requirements
and requirements of presentation form
e. develop and draw
from a repertoire of effective strategies and technologies
for gathering,
generating
and recording information 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 use a consistent
style
to
document and reference sources, when applicable
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
and vested
interests of sources; and explain how underlying
assumptions, biases,
and
positive
or negative spin affect the credibility
of sources 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 audience and situation [for example, provide data
and information to develop a written or oral report, craft rich
visual images to develop a video] 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 |
