Climate Change Curriculum Connections 4

SCIENCE

The NWT curriculum for Science K-6 is in the process of change. However, the following topic, proposed for the new curriculum, relates to climate change:

• Habitats and Communities

SOCIAL STUDIES 4

THE LAND, PEOPLE AND STORIES

General Outcome 4.1: A sense of the land

• How does latitude determine climate in the regions of NWT?
• What are significant differences in climate between diverse regions of NWT?
• How do physical geography and climate affect the seasonal activities in NWT?

DENE KEDE CURRICULUM K-6

“In order to survive and to live life to the fullest, Dene students must develop respectful relationships with the Land, the Spiritual World, Other People and Themselves. These relationships are best developed with the aid of the Dene Elders and their voice which is the Dene Language.”

General Learner Expectations

The Land

Enjoy the Land:

• be aware of the sights, sounds, smell and feel of the land (K-6)
• recall personal land experiences (K-6)
• enjoy and retell others’ stories about the land (K-6)

Demonstrate increasing skills in land survival:

• observe habitats and habits of plants and animals (K-6)
• familiarity with how Dene use plants and animals (K-6)
• observe nature and its ways (K-6)

The People

Understand the importance of group identity and group cooperation for survival:

• with others in the extended family, community and tribe and Dene Nation (K-6)
• with others on the land, in the school, and at home (4-6)
• work within a group with assigned responsibilities (K-6)

Thematic Units

The Land and the Sky: Water and Rivers

Water and Rivers

• students can learn how important water is for life

The Land

• know the characteristics of the rivers and lakes in different seasons, i.e., the animals hunted and the condition of the river (K-6)
  
  
  • spring: water levels, breakup and ice conditions, beaver, ducks, fish spawning grounds
  • winter: ice conditions, fish, which rivers do not freeze over
  • fall: freeze-up and ice conditions, ducks, geese, moose
  • summer: windy and calm, fish

The People

• be aware of how the seasonal changes of rivers or lakes near a community affect the mood and activity in a community: summer traffic and travel, threat of flooding, etc. (K-4)

Plants

• students will recognize the different kinds of plants in their area and know what their uses are

The Land:

• Recognize, name and pick local plants used for food, dyes, medicines or domestic purposes (K-6)
• Recognize the various plants on which animals feed and be able to locate these plants (3-5)

Animals

Caribou

• to give students understanding and appreciation of the caribou
• The Land:
  
  
  • know kinds of caribou, their habitat, migration patterns, life cycles and kinds within a herd (K-6)

Birds

• students will begin to notice and appreciate the many birds found in the North and their value to the Dene both past and present
• The Land:
  
  
  • identify edible and non-edible birds in local area, and describe their habits or characteristics (K-6)
• The Self:
  
  
  • Seek challenge in beginning and completing independent projects for researching birds (3-6)

People

Grandparents

• students should know about the traditional role of grandparents in Dene cultures, and how important they are for transmitting the knowledge, skills and attitudes of our ancestors
• The Land:
  
  
  • realize and appreciate how much grandparents know about the history of the land (4-6)
  • know that elders are a rich source of information about the land (K-6)

ENGLISH LANGUAGE ARTS 4

General Outcome 1: Explore thoughts, ideas, feelings and experiences.

1.2 Clarify and Extend

• express new concepts and understanding in own words and explain their importance

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 murals, scripts for short plays, descriptive stories, charts] to communicate and demonstrate understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• ask general and specific questions on topics using predetermined categories
• select and use a plan for gathering information

3.2 Select and Process

• answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts]
• use a variety of tools [such as indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, dictionaries] to access information and ideas

3.3 Organize, Record and Evaluate

• organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model]
• make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically examine collected information to identify categories or aspects of a topic that need more information

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• focus a topic for oral, written, and visual texts using a variety of strategies [such as jotting point-form notes, mind mapping, developing story frames...]
• choose from a variety of favourite forms and experiment with modelled forms [such as narrative and descriptive stories, plays, graphs...] for various audiences and purpose

4.4 Present and Share

• prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly
• take roles and share responsibilities as a group member