Climate Change Curriculum Connections 1

SOCIAL STUDIES 1-3

The Elementary Social Studies Curriculum is made up of 6 strands. Strands 1, 2, and 3 represent the core curriculum for Grades 1-3.

STRAND 1: PEOPLE AROUND US

Theme 1: Understanding Individual Needs

• Students should begin to understand the relationship between their desire to satisfy their needs and wants, the desire of other individuals, near and far, to do the same, and the establishment of social and political institutions to enable everyone to do this in an effective and efficient way, hopefully involving the least injustice and instability.

Theme 2: Different Individuals With Common Needs

• Students should be helped to understand that one of the best ways to create a social environment in which their needs and legitimate wants can be satisfied to the fullest measure is for them to recognize and respect the needs and legitimate wants of all others.
• Students should be helped to understand that because we have needs in common with all other human beings there is a tremendous opportunity for making common, co-operative efforts to satisfy common needs.

Theme 5: Understanding Individual Wants

• Students must be assisted to see the direct relationship that exists between action and the consequences of action. They must be helped to understand that because they are capable of action, they can play a very significant role in determining the consequences that will impact their future lives. They must be helped to see that if they have realistic personal wants, they can take sequential action that will probably result in the satisfaction of those wants.

STRAND 2: OUR COMMUNITY

Theme 1: Understanding the Family’s Needs

• Pupils should come to understand the needs and wants that their family shares in common with other families, and come to appreciate the role that the community, and individuals within the community, play in satisfying those needs and wants.

STRAND 3: OTHER COMMUNITIES

Theme 1: Diverse People With Common Needs

• Pupils should come to understand that it is often beneficial to co-operate with people who are “different” in undertaking common action in order to satisfy common needs and wants.

Theme 2: Satisfying Needs Co-operatively in the Territories

• Students should learn that their community is part of a natural region, and that because of this, there is an opportunity to maximize co-operative efforts in order to satisfy common needs and wants.

INUUQATIGIIT CURRICULUM K-3

Relationship to the Environment

Land

• hear stories about hunting on the land
• share their experiences about being on the land
• share stories about going out on the land

Weather and Weather Predicting

• hear stories about weather and how Inuit coped with it.
• begin to appreciate how weather affects lifestyle

Key Experiences/Activities:

• Invite an elder to talk about the importance of weather predicting. Record stories the elder tells.
• Collect stories of unpredictable events that happened because of weather.

SCIENCE 1

1.3: Properties of Materials and Change

Concept 7: Some changes are more easily reversed than others.

1. discriminate between changes in terms of ease of reversal (e.g. present pictures of effects of global warming and compare it to other changes that can be easily reversed)

Concept 8: Some changes occur slowly and others rapidly.

1. observe and describe changes of different duration (e.g. compare length of time for ice to melt in the spring with some more immediate change like popping a balloon)
2. compare the time needed to produce a change (e.g., compare the time it takes to melt an ice cube in a drink with the ice in the river)

Concept 9: Weather can exhibit different kinds of change.

1. observe changes in weather and infer whether they are gradual or rapid (e.g., have students make a weather record and then try predicting weather based on their observations)

1.4: Energy and Energy Conservation

Concept 1: Energy is found in many forms. Everything we do requires energy.

1. describe several human functions (walk, run) as example of human energy

Concept 2: Machines use a different kind of energy.

1. identify different types of machines that are all around us b. identify gasoline or electricity as the major source of energy for most machines

Concept 3: The sun’s energy can be seen as light or felt as heat.

1. predict the effect of energy from the sun

Concept 4: If we are careful (wise), some energies can be saved.

1. identify ways that we can save energies

ENGLISH LANGUAGE ARTS 1

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

1.2 Clarify and Extend

• connect new experiences and information with prior knowledge
• describe new experiences and ideas

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 paintings and drawings, dramatizations, oral stories] to communicate and demonstrate understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• discuss personal knowledge of a topic to discover information needs
• listen actively and follow directions for gathering information

3.2 Select and Process

• answer questions using oral, visual, and print information sources [such as picture and concept books, people, excursions, camps]
• recognize when information answers the questions asked

3.3 Organize, Record and Evaluate

• represent and tell key facts and ideas in own words

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• organize print and pictures to express ideas and tell stories

4.4 Present and Share

• share information and ideas in a brief presentation to a familiar audience; use illustrations and other materials to aid the presentation

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• work in partnerships and groups
• take turns sharing information and ideas