Climate Change Curriculum Connections
4 |
INUUQATIGIIT CURRICULUM 4-6
Relationship to the Environment |
Ice |
- learn how ice changes with the
seasons and when it can be dangerous
Key Experiences/Activities:
- Invite an elder or knowledgeable person to talk about the
dangers of ice
at different times of the year
- Observe ice near the community
during different times of the year, and have students record
the changes they observe
|
Weather and Weather Predicting |
- begin to develop a habit of frequently
observing the weather and noting changes
- begin to notice patterns
in the weather
Key Experiences/Activities:
- As a class observe
the weather several times each day and keep records of the
wind direction and speed, clouds, sun, rain or snow, temperature.
Do
this over a
period of time. Start out without using instruments, using
only the senses to describe the weather. After some time, see
if you
can notice
patterns, and try to predict the next day’s weather.
- Invite
an elder to talk about traditional ways of predicting weather.
|
Caribou |
- learn about the diet, habitat,
behaviour, seasonal cycles and migration routes of caribou
|
SCIENCE 4 |
Adaptation to the Environment |
- organisms react to and adapt to
changes in their environment
|
Water and Land |
- rainwater falls onto the land and
runs downhill to collect into lakes, rivers and finally the
sea
- some
water sinks into the land and some evaporates
- water evaporates
to form clouds, moves, and then falls to the earth again – water
cycle
|
Habitats and Communities |
- relate habitat loss to the endangerment
or extinction of plants and animals
- identify a variety of local
habitats and associated populations
|
Rocks, Minerals and Erosion |
- describe effects of wind, water
and ice on the landscape
- describe natural phenomena that cause
rapid and significant changes to the landscape
|
ENGLISH LANGUAGE ARTS 4 |
General Outcome 1: Explore thoughts, ideas,
feelings and experiences. |
1.2 Clarify and Extend
- express new
concepts and understanding in own words and explain their importance
|
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 murals, scripts for short plays, descriptive
stories, charts] to communicate and demonstrate understanding
of forms and techniques
|
General Outcome 3: Manage ideas and information. |
3.1 Plan and Focus
- ask general and
specific questions on topics using predetermined categories
- select
and use a plan for gathering information
3.2 Select and Process
- answer
inquiry or research questions using a variety of information sources
[such as classroom materials, school libraries, video programs,
Dene/Inuit hunts]
- use a variety of tools [such as indices, maps, atlases,
charts, glossaries, typographical features, card or electronic
catalogues, dictionaries] to access information and ideas
3.3 Organize,
Record
and Evaluate
- organize information and ideas in logical sequences
using a variety of strategies [such as clustering, webbing, charting
from a model]
- make notes of key words, phrases, and images
by subtopics; cite authors and titles of sources alphabetically
examine collected information to identify categories or aspects
of a topic
that need more information
|
General Outcome 4: Enhance the clarity
and artistry of communication |
4.1 Generate and Focus
- focus a
topic for oral, written, and visual texts using a variety of strategies
[such as jotting point-form notes, mind mapping, developing story
frames...]
- choose from a variety of favourite forms and experiment
with modelled forms [such as narrative and descriptive stories,
plays, graphs...] for various audiences and purpose
4.4 Present
and Share
- prepare
and share information on a topic using print and non-print aids
to engage and inform a familiar audience
|
General Outcome 5: Celebrate and build
community |
5.1 Encourage, Support and Work With
Others
- appreciate that everyone in a group has to work together
to achieve group tasks,
and act accordingly
- take roles and share responsibilities
as a group member
|
