Climate Change Curriculum Connections
11 |
SOCIAL STUDIES
SOCIAL STUDIES 20-1
AND 20-2
Perspectives on Nationalism
These courses are currently
in the consultation stage. They may contain links to the topic
of climate change – particularly in the area of international
agreements and responsibilities.
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.
|
Attitudes |
- develop an awareness of one’s
personal role in the preservation of the environment
- develop
a sense of responsibility toward use of our environment
- develop
optimism about humankind’s ability to learn to function
within the limits of sustainable development
- develop an open-mindedness
concerning the views and values of others
- develop an attitude
of participation in planning and shaping the future
- develop
an awareness of global issues and the contribution of local
activity to the resolution of global problems.
|
SCIENCES
BIOLOGY 20
Unit 1: The Biosphere |
Attitudes |
- develop an awareness of one’s
personal role in the preservation of the environment
- develop
a sense of responsibility toward use of our environment
- develop
optimism about humankind’s ability to learn to function
within the limits of sustainable development
- develop an open-mindedness
concerning the views and values of others
- develop an attitude
of participation in planning and shaping the future
- develop
an awareness of global issues and the contribution of local
activity to the resolution of global problems.
|
Concept 1
“The biosphere is
maintained by a constant flow of energy.” |
Knowledge
- understand that most of
the energy used in the biosphere comes from the Sun and is either
stored or reradiated back into space
Skills
- measure the amount
of solar radiation in the local area, and comparing this with solar
radiation data of other areas of the territory and/or the country
Science,
Technology and Society Connections
- understanding that the biosphere
is maintained by solar energy that flows through photosynthesis
and respiration and is lost as heat; and by measuring and comparing
solar
energy variations; and performing experiments that demonstrate
plant energy storage, within the context of:
- evaluating the evidence
for the influence of ice and snow on the storage of solar
energy (i.e., the albedo effect, hypothesizing about the
consequences
of fluctuations for biological systems ).
- assessing the energy
savings achieved in the overall requirements of large buildings
by using thermal energy recycling technologies to capture
metabolic heat, and
- the influence of the needs, interests and financial
support of society in the development of these technologies
|
Concept 2
“The cycling of
matter through the biosphere perpetuates its steady state equilibrium.” |
Knowledge
- the biogeochemical cycles
for carbon, nitrogen and phosphorous
- how water is cycled through
the biosphere along characteristic pathways
- the properties
of water and explaining their relevance to the hydrologic cycle;
e.g., hydrogen bonding
Skills
- hypothesizing how alterations
in the carbon cycle, as a result of the burning of fossil fuels,
might influence other cycling phenomena
- measuring the rates
of precipitation and evaporation in the local area; and comparing
this with precipitation and evaporation data of other areas
of the territory and/or the country
- designing an experiment to compare
carbon dioxide production by plants with that of animals
Science,
Technology and Society Connections
- understanding that biosphere
cycling of matter perpetuates its steady state; and by predicting
and hypothesizing the human influence in these cycles; and by measuring
and comparing precipitation and water movement; and designing matter
exchange experiments with plants and animals, within the context
of:
- analyzing how society affects the biogeochemical
cycle of carbon, which in turn influences the greenhouse
effect
- evaluating
the implications of the greenhouse effect on the hydrologic
cycle and the water requirements of society and its systems
|
Concept 3
“The balance of energy
and matter exchange in the biosphere, as an open system, maintains
its steady state equilibrium..” |
Knowledge
- air composition is influenced
by the activities of organisms, how energy and matter are exchanged
between living systems and their environment, and by:
- describing
how human activities can have a disrupting influence on
the balance, in the biosphere, of photosynthetic and cellular
respiratory
activities;
e.g., fossil fuel combustion, forest destruction.
Skills
- predicting
the effect of changes in carbon dioxide and oxygen concentration
on the atmospheric equilibrium by a significant reduction of photosynthetic
organisms through human activities
Science, Technology and Society
Connections
- understanding the balance of energy and matter
exchange in the biosphere and the influence of human activities
on this equilibrium; and by predicting atmospheric equilibrium
changes
and designing models of closed systems in equilibrium, within the
context of:
- discussing how the dynamic equilibrium of the
atmosphere is influenced by human activity
- examining the
influence of changes to atmospheric ozone levels on society,
plants and animals
- evaluating, from the past to the present, the
evidence for changes in atmospheric composition, with respect
to carbon dioxide and its significance to current biosphere
equilibrium
|
Unit 3: Energy and Matter Exchange in
Ecosystems |
Attitudes |
- develop an awareness of one’s
personal role in the preservation of the environment
- develop
a sense of responsibility toward use of the environment
- appreciate
the multidimensional nature of science, technology and society
issues
- appreciate
the contributions and limitations of scientific and technological
knowledge to societal decision making
- value the necessity
of being adaptable to changes in the environment
|
Concept 1
“The biosphere
is composed of a diversity of biomes, each with distinctive biotic
and abiotic
factors.” |
Knowledge
- the biosphere is composed
of biomes, each with many different ecosystems, characterized by
physiographic, climatic, edaphic (soil) and biotic factors, energy
and matter exchange in the biosphere, and by:
- describing
how energy and matter exchange contribute to the existence
of the biosphere’s major biomes; e.g., tundra, taiga, boreal
forest.
- identifying
ecosystem biotic and abiotic factors and explaining their
influence in an aquatic and a terrestrial ecosystem in a
local region;
e.g., stream or lake, boreal forest.
Skills
- hypothesizing the ecological
role of biotic and abiotic factors; e.g., albedo effect, competition
- evaluating
the dependability of resources, including technologies, used
for measurement, assessment or analysis; and identifying the
degree
of bias in a field study.
Science, Technology and Society Connections
- performing
a field study and measuring, quantitatively, appropriate abiotic
factors, such as temperature, precipitation, snow
- understanding
that the biosphere is composed of biomes and ecosystems, each
distinctly characterized by their energy and matter exchange;
- performing
field studies measuring, gathering and analyzing biotic and
abiotic data;
- evaluating resource and technology dependability;
- hypothesizing
the ecological roles of snow and ice; and
- predicting future
outcomes of ecosystems, within the context of:
- evaluating
the impact that human activity has had, or could have, on
the ecosystems chosen
|
Concept 2“Ecosystems have characteristic
structures determined by their energy and matter exchange.” |
Knowledge
- the structure of ecosystems
can be described by:
- explaining, quantitatively, the energy
and matter exchange in ecosystems, using models, such as
pyramids.
Skills
- evaluating,
quantitatively, the energy and matter exchange in a chosen
ecosystem, using a pyramid of mass or numbers
- analyzing data on the diversity
of plants, animals and decomposers that make up the biotic
component of a specific endangered ecosystem; and predicting
the future outcome
of that ecosystem.
Science, Technology and Society Connections
- understanding
how the nature of energy and matter exchange determines ecosystem
structure and representing this information in models; and by
collecting and analyzing energy and matter
|
OCEANS 11 |
Module 1: Oceans, Structure and Motion |
- SLO 1-18: Describe and explain
the global water cycle.
- SLO 1-21: Explain the effect of
Albedo on the Arctic.
- SLO 1-27: Describe and explain heat
transfer in the hydrosphere and atmosphere and its effects on
air and water
currents in the northern hemisphere.
- SLO 1-33: Explain
and illustrate the process of global air circulation.
- SLO
1-36: Explain, using scientific and traditional knowledge, ice
movement
and structures.
- SLO 1-42: Describe the importance of environmental
indicators and traditional knowledge in weather forecasting
and in safe travel of the land.
|
Module 4: Habitats |
- SLO 4-12: Examine factors that
contribute both positively and negatively to coastal areas.
- SLO
4-25: Examine factors that contribute both positively and negatively
to estuaries.
|
Module 5: Human Use and Governance |
- SLO 5-22: Analyze issues/decisions
in terms of implications for the economy, the environment, and
society, considering a variety of perspectives.
- SLO 5-29: Research and
discuss evidence and theories of climate change.
- SLO 5-30:
Explain the role of greenhouse gases in climate change.
- SLO
5-31: Identify causes of ozone depletion and is effects on Arctic
marine ecosystems.
- SLO 5-32: Describe the effects of ozone
depletion on phytoplankton.
|
SCIENCE 25 |
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 11 |
General Outcome 1: Explore thoughts, ideas,
feelings and experiences. |
1.1 Discover and Explore
- connect
ideas, observations, opinions, and emotions through a variety of
means to develop a train of thought and test tentative positions
- seek
others’ responses through a variety of means [such as
consulting elders, e-mail correspondence, surveys] to clarify
and rework ideas
and positions
1.2 Clarify and Extend
- examine and adjust initial
understanding according to new knowledge, ideas, experiences,
and responses from others
- extend understanding by exploring and
acknowledging multiple perspectives and ambiguities 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 to communicate ideas and enhance understanding
of forms and techniques
|
General Outcome 3: Manage ideas and information. |
3.1 Plan and Focus
- research formulate
and revise questions to focus inquiry or research topic and purpose
- explore
group knowledge and strengths to determine inquiry or research
topic, purpose, and procedures
- develop, use, and adapt an inquiry
or research plan appropriate for content, audience, purpose, context,
sources, and procedures
3.2 Select and Process
- identify and
discuss the purpose and usefulness of information sources relevant
to particular inquiry or research needs
- access information
using a variety of tools, skills, and sources to accomplish a particular
purpose
3.3 Organize, Record and Evaluate
- summarize and record
information, ideas, and perspectives from a variety of sources;
document sources accurately
- evaluate information for completeness, accuracy,
currency, historical context, relevance, and balance of perspectives
- explain
the importance of new understanding to self and others; assess
own inquiry and research skills
|
General Outcome 4: Enhance the clarity
and artistry of communication |
4.1 Generate and Focus
- generate,
evaluate, and select ideas to develop a topic, express a perspective,
engage an audience, and achieve a purpose
- select and use a
variety of forms appropriate for content, audience, and purpose
4.4
Present and Share
- demonstrate confidence when presenting
ideas and information; revise presentations as needed for subsequent
occasions
|
General Outcome 5: Celebrate and build
community |
5.1 Encourage, Support and Work With
Others
- take responsibility for respectfully questioning others
viewpoints and
requesting further explanation
- demonstrate flexibility in
assuming a variety of group roles and take responsibility for
tasks that achieve
group goals
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