Climate Change Curriculum Connections
8 |
SCIENCE 8 |
Applications of Science |
- use graphs and simple statistics to analyse data
- use
information and conclusions as a basis for further comparisons,
investigations, or analyses
- critique information presented
in a variety of media
- analyse the costs and benefits of
making alternative choices that impact on a global problem
- describe
how scientific principles are applied in technology
|
Life Science (Diversity) |
- describe the environmental conditions
in the major biomes
- compare and contrast how various organisms
have adapted to the conditions in each biome and how these
organisms interact with each other
|
Life Science (Social Issues) |
- assess different impacts of using
renewable and non-renewable natural resources
- compare and contrast
the practical, ethical, and economic dimensions of population
growth and polluted environments
- relate the extraction and harvest
of earth’s resources to sustainability and reduction of waste
|
Life Science(Global Ecosystems) |
- evaluate how major natural events
and human activity can affect local and global environments and
climate change
- critique the hypothesis that the earth is like
a living organism
|
FINE ARTS
DRAMA 8 |
Context (Social and Cultural Context) |
- reflect the cultural variety of
their communities in their dramatic work
- identify and describe
the influence of the media on their own work in drama
- identify
and examine relationships between real-life experiences and
dramatic presentations
|
VISUAL ARTS 8 |
Context (Creating/Communicating) |
- create images:
- that support
or challenge personal and societal beliefs, values, traditions,
or practices
- that incorporate stylistic elements from various
artists, movements, and periods
- in response to historical
and contemporary images or issues
- that reflect a sense of
personal and social responsibility
- make a display or portfolio
of work, taking into consideration the venue and audience
|
ENGLISH LANGUAGE ARTS 8 |
Comprehend and Respond (Critical Analysis) |
- identify and discuss the advantages
and limitations of a variety of media and explain their effects
on people’s behaviour
- identify bias and false reasoning in
communications as these relate to their contexts
|
Communicate Ideas and Information (Composing
and Creating) |
- formulate pertinent questions to
help them develop works of communication on a wide variety of
topics
- compose
or create works of communication for specific audiences and purposes,
including to entertain, persuade, or inform
- locate, access,
and select relevant information from a variety of sources (including
technological sources) for defined purposes
- identify gaps
in information obtained
- organize and structure information
in a variety of literary, expository, persuasive, and other forms
- identify
the purposes and audiences for their communications
- acknowledge
sources in their written work
- apply various strategies
to generate and shape ideas
|
Communicate Ideas and Information (Presenting
and Valuing) |
- demonstrate pride and satisfaction
in using language to create and express their thoughts, ideas,
and feelings
- demonstrate a willingness to experiment with language
and enjoy the ways in which language is used in popular culture
- create
a variety of academic, technical, and personal communications,
including poems, stories, personal essays, oral and written
reports, group
presentations, and informal dramatizations
|
