Climate Change Curriculum Connections 2

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 2

2.1
Properties of Living Objects

Concept 4: Plants live in many different habitats within an environment.

1. identify habitats in which plants live (e.g. soil, air, water)
2. identify changes that plants undergo on a seasonal basis

Concept 5: Animals live in many different habitats within an environment.

1. identify habitats where animals live

2.3
Energy and Energy Conservation

Concept 2: There are natural and man-made forms of energy.

1. identify objects as being man-made or made by nature
2. infer that electricity is an example of a man-made form of energy
3. infer that wind, water and wood are natural forms of energy

Concept 3: Some energy sources are renewable while others are not.

1. infer that wind and water energy are renewable energy sources

ENGLISH LANGUAGE ARTS 2

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

1.2 Clarify and Extend

• connect new information, ideas, and experiences with prior knowledge and experiences
• explain new experiences and 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 oral or written stories, pictures, dramatizations] to communicate and demonstrate understanding of forms and techniques

General Outcome 3: Manage ideas and information.

3.1 Plan and Focus

• record personal knowledge of a topic to identify information needs
• recall and follow directions for accessing and gathering information

3.2 Select and Process

• participate in group talk to generate information on a topic and to identify sources of additional information
• access information using a variety of sources [such as simple chapter books, multimedia resources, computers, elders]

3.3 Organize, Record and Evaluate

• categorize related information and ideas using a variety of strategies [such as linking significant details, sequencing events in a logical order...]
• record key facts and ideas in own words
• examine gathered information to decide what information to share or omit

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus

• generate and contribute ideas on particular topics for oral, written, and visual texts
• use a variety of forms [such as simple reports, llustrations, role-plays of characters and situations, string games...] for particular audiences and purposes

4.4 Present and Share

• share information and ideas on a topic with a familiar audience; clarify information by responding to questions

General Outcome 5: Celebrate and build community

5.1 Encourage, Support and Work With Others

• contribute related ideas and information in whole-class and small-group activities