Climate Change Curriculum Connections 9

SOCIAL STUDIES 9

CANADA: OPPORTUNITIES AND CHALLENGES

General Outcome 9.3: Issues for Canadians

• critically assess policies in Canada and the United States regarding environmental issues by exploring and reflecting upon the following questions and issues:
  
  
  • How do Canada and the United States collaborate on addressing environmental issues (e.g., oil, water, air, forests)?

SCIENCE 9

Unit A: Biological Diversity (Social and Environmental Emphasis)

Foundations 1 and 2 – Science, Technology & Society and Knowledge

• Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival
  
  
  • identify the role of variation in species survival under changing environmental conditions
• Identify impacts of human action on species survival and variation within species, and analyze related issues for personal and public decision making
  
  
  • describe ongoing changes in biological diversity through extinction and extirpation of native species, and investigate the role of environmental factors in causing these changes

Foundation 3 – Skills

Initiating and Planning

• Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
  
  
  • identify questions to investigate arising from science-related issues
  • state a prediction and a hypothesis based on background information or an observed pattern of events
  • define and delimit questions and problems to facilitate investigation

Performing and Recording

• Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
  
  
  • observe and record data, and prepare simple line drawings
  • estimate measurements
  • research information related to a given issue

Analyzing and Interpreting

• Analyze qualitative and quantitative data, and develop and assess possible explanations
  
  
  • identify strengths and weaknesses of different ways of displaying data
  • interpret patterns and trends in data, and infer and explain relationships among the variables
  • apply given criteria for evaluating evidence and sources of information
  • identify new questions and problems that arise from what was learned

Communication and Teamwork

• Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
  
  
  • communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means
  • evaluate individual and group processes used in investigating an issue and evaluating alternative decisions
  • defend a given position on an issue, based on their findings

Foundation 4 – Attitudes

Interest in Science

• Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields

Mutual Respect

• Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds

Scientific Inquiry

• Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues

Collaboration

• Work collaboratively in carrying out investigations and in generating and evaluating ideas

Stewardship

• Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans cultural values and a sustainable environment

Safety

• Show concern for safety in planning, carrying out and reviewing activities

Unit C: Environmental Chemistry (Social and Environmental Emphasis)

Foundations 1 and 2 – Science, Technology & Society and Knowledge

• Investigate and describe, in general terms, the role of different substances in the environment in supporting or harming humans and other living things
  
  
  • describe and illustrate processes by which chemicals are introduced to the environment or their concentrations are changed
  • identify questions that may need to be addressed in deciding what substances – in what amounts – can be safely released into the environment
• Identify processes for measuring the quantity of different substances in the environment and for monitoring air and water quality
  
  
  • describe and illustrate the use of biological monitoring as one method for determining environmental quality
  • identify chemical factors in an environment that might affect the health and distribution of living things in that environment

Foundation 3 – Skills

See Foundation 3 above (Unit A)

Foundation 4 – Attitudes

See Foundation 4 above (Unit A)

Unit D: Electrical Principles and Technologies (Science and Technology Emphasis)

Foundations 1 and 2 – Science, Technology & Society and Knowledge

• Describe and discuss the societal and environmental implications of the use of electrical energy
  
  
  • identify and evaluate alternative sources of electrical energy, including oil, gas, coal, biomass, wind, waves and batteries
  • describe the by-products of electrical generation and their impacts on the environment
  • identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use.

Foundation 3 - Skills

See Foundation 3 above (Unit A)

Foundation 4 – Attitudes

See Foundation 4 above (Unit A)

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