Climate Change North | Curriculum | NWT | Connections 10

Climate Change Curriculum Connections 10
SOCIAL STUDIES SOCIAL STUDIES 10-1 AND 10-2 Perspectives on Globalization These courses are currently in the consultation stage. They will probably contain links to the topic of climate change. NORTHERN STUDIES 15 Northern Studies 15 can be taken in Grades 10–12.
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.
SCIENCES SCIENCE 10 Unit 1: Energy from the Sun
Attitudes	appreciate the importance of solar energy in sustaining life and driving weather systems on Earth recognize that scientific knowledge of meteorological phenomena is cumulative and subject to change recognize the limits of current scientific theories in predicting natural phenomena, such as weather.
Concept 3 “Energy from the Sun determines climate and drives weather systems.”	Knowledge explaining the principal factors that determine climate; i.e., large bodies of water, ocean currents, latitude, surface characteristics explaining weather changes in terms of pressure systems, cold and warm fronts, and the Coriolis effect Skills comparing weather forecasts to observed weather Science, Technology and Society Connections understanding that weather systems, such as chinooks, thunderstorms, hailstorms and tornadoes, are driven by energy from the Sun through the mechanisms of vertical air currents, pressure systems, cold and warm fronts and the Coriolis effect, and that climate is strongly affected by large bodies of water, ocean currents and latitude, within the context of: describing the use of technology to solve practical problems; e.g., the operation of weather satellites in monitoring weather systems describing the limitations of scientific knowledge and technology; e.g., how more accurate weather predictions could benefit millions of people globally describing the technology used to monitor levels of atmospheric gases describing the central role of experimental evidence in the accumulation of knowledge, and the way in which proposed theories may be supported, modified or refuted; e.g., using a greenhouse as a model of Earth’s atmosphere
Unit 3: Energy and Matter in Chemical Change
Concept 4 “Energy is involved in each change that matter undergoes.”	Science, Technology and Society Connections identifying chemical reactions that are harmful to the environment; e.g., destruction of the ozone layer by chlorofluorocarbons, formation of acid rain and greenhouse gases; explaining 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
SCIENCE 15 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.
ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS 10
General Outcome 1: Explore thoughts, ideas, feelings and experiences.	1.1 Discover and Explore seek and consider others’ ideas through a variety of means [such as interviews, Internet discussion groups, dialogue] to expand understanding 1.2 Clarify and Extend explain opinions, providing support or reasons; anticipate other viewpoints connect ideas and experiences through a variety of means to gain understanding when generating and responding to texts
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 editorials, compact disc covers, displays, essays, photographs, multimedia presentations] to communicate ideas and enhance understanding of forms and techniques
General Outcome 3: Manage ideas and information.	3.1 Plan and Focus formulate questions to focus and guide inquiry or research collaborate to determine group knowledge base and to define research or inquiry purpose and parameters develop and use an inquiry or research plan to access relevant ideas and information from a variety of sources 3.2 Select and Process determine the credibility, accuracy, and completeness of a variety of information sources for a particular inquiry or research plan access information using a variety of tools and sources [such as electronic networks, libraries, taped oral histories] 3.3 Organize, Record and Evaluate select and record important information and ideas using an organizational structure appropriate for purpose and information source; document sources accurately evaluate information for completeness, accuracy, usefulness, and relevance integrate new information with prior knowledge to draw logical conclusions and to refine understanding
General Outcome 4: Enhance the clarity and artistry of communication	4.1 Generate and Focus select organizational structures and techniques to create oral, written, and visual texts; use effective introduction, well-organized body, and effective conclusion to engage and sustain audience interest 4.4 Present and Share present ideas and information using a variety of print and other resources and interactive approaches [such as dramatizations, multimedia presentations, photographs and slides, audiotapes]
General Outcome 5: Celebrate and build community	5.1 Encourage, Support and Work With Others make and encourage contributions [such as making accurate notes, exploring others viewpoints, listening attentively] to assist in developing group ideas; take responsibility for developing and expressing viewpoints