Climate Change Curriculum Connections 10

SOCIAL STUDIES

SOCIAL STUDIES 10 - CANADA IN THE MODERN WORLD

Topic A: Challenges for Canada: The 20th Century and Today

Knowledge – Theme I: Sovereignty

e. the consequences of foreign policy can result in conflict or cooperation with other nations
Briefly examine Canada’s involvement in the global community:

• Canada and the United Nations
• Canada/United States of America relations (e.g., environment)
• Canada and global concerns (e.g., environment)

Knowledge – Theme III: Identity

a. Canadian identify with community, region, nation.
Examine how others perceive Canada:

• reputation on the world scene – honouring commitments

Skills – Process Skills

• acquire information from print and nonprint resources
• record and organize information in note form
• analyze and evaluate information, including detecting bias and distinguishing fact from opinion
• interpret and summarize materials.

Skills – Communication Skills

• express and defend ideas in written form
• present ideas through visual/multimedia materials
• debate issues effectively
• report on research results.

Skills – Participation

• work at individual tasks in a group situation
• work together in proposing and discussing alternative solutions to issues
• cooperate in decision making

Skills – Inquiry Strategies

• apply critical and creative thinking skills in problem solving and decision making
• develop the ability to propose and discuss alternative solutions to issues
• develop the skills necessary for composing an argumentative essay
• use appropriate inquiry models to answer questions, solve problems and resolve issues

Attitudes

• respect for and an appreciation of the uniqueness of Canada
• an appreciation of Canada’s role as a nation in an interdependent world

Topic B: Citizenship in Canada

Knowledge – Theme I: Politics and Government

a. Politics are a feature of everyday life.

• Identify examples of consensus, majority rule, influence, negotiation and compromise at school, community, provincial and national levels (laws, services, etc.)

c. the political processes are influenced by a variety of groups in the community

• Examine how television and other media are used to create images, communicate demands, disseminate policies and ideas
• Select examples of how interest groups lobby for change; e.g.: environmental groups

Knowledge – Theme II: Citizen Participation

b. the citizen has a role in the political process

• Briefly examine citizens’ participation in the political process:
  
  
  • lobbying
  • demonstrating
  • letter writing

Skills – Process Skills

• identify and use relevant information from print and nonprint sources
• distinguish between fact and opinion
• analyze a variety of alternative positions on a problem or an issue
• recognize underlying assumptions on an issue

Skills – Communication Skills

• defend a position in a short, written assignment
• convey information and express ideas, using a visual format
• express themselves effectively in an oral presentation
• present ideas effectively in class discussion

Skills – Participation

• interact effectively with others in a variety of group settings
• participate in group decision making
• choose appropriate strategies for bringing about change in society.

Skills – Inquiry Strategies

• develop further the creative and critical thinking skills necessary for responsible citizenship
• develop the ability to consider alternatives, make decisions and substantiate choices
• use appropriate inquiry models to answer questions, solve problems and resolve issues.

Attitudes

• a willingness to accept responsibility for the consequences of one’s actions

SOCIAL STUDIES 13 – CANADA IN THE MODERN WORLD

Topic B: Citizenship in Canada

Knowledge – Theme III: Citizen Participation

b. There are methods of participating in and influencing in the political decision-making process in Canada

• Examine how individuals participate in the political process

Skills – Process Skills

• identify and use relevant information from print and nonprint sources
• distinguish between fact and opinion
• analyze a variety of proposed solutions to a problem or an issue
• organize material in note form

Skills – Communication Skills

• defend a position in a short, written assignment
• discuss issues
• convey information and express ideas, using a visual format
• speak effectively in presenting a point of view

Skills – Participation Skills

• interact with others in a variety of group settings
• participate in group decision making
• work effectively with others

Skills – Inquiry Strategies

• use the creative and critical thinking skills necessary for responsible citizenship
• consider alternatives, make decisions and substantiate choices
• examine the processes whereby decisions affecting themselves and society are made
• use appropriate inquiry models to answer questions, solve problems and resolve issues

Attitudes

• a willingness to accept responsibility for the consequences of one’s actions
• a respect for the rights of others to hold opinions different from one’s own
• an appreciation of the fact that citizenship involves participation in the community and the nation

NORTHERN STUDIES 15

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.

INUUQATIGIIT CURRICULUM 10-12

Relationship to the Environment

Water

• learn how to tell when it is safe to travel by sea
• learn about areas of water that never freeze in lakes, rivers, and/ or the sea near your community

Key Experiences/Activities:

• Bring an elder to talk about all aspects of currents and channels. The students can map these areas.
• Travel by water. During this trip, go to a large lake and /or the sea. Observe the clouds in the sky, check the water to see if there are currents, observe plants that live in and around the water. Observe any animals they see. If you have an elder or hunter with you, ask them to tell personal stories about travelling in that particular area. When around the elder or hunter, watch to see how they observe their surroundings.

Ice

• understand the relationships between ice, weather, tides, currents, and the land

Key Experiences/Activities:

• Find out how the floe edge is formed, and how it is affected by weather and tides.

Weather and Weather Predicting

• learn about modern weather forecasting.
• learn about long-term climate changes

Key Experiences/Activities:

• Have students keep individual records of weather signs, e.g., wind direction and intensity; how the distant land appears; the shape, height, and speed of clouds; the presence of halos or rainbows around the sun and moon etc. Have them make predictions based on their observations, then evaluate their accuracy. Compare and discuss student’s observations.
• Research modern weather forecasting methods and discuss their advantages and disadvantages.
• Discuss what causes the greenhouse effect. Where does the pollution come from?
• Have students prepare presentation on Kyoto Accord and relate it to the impacts that are occurring in the North.

Caribou

• understand how changes in the environment affect caribou

Birds

• understand the threats to birds in the south (e.g. habitat loss, pollution) and the implications for the north.

Key Experiences/Activities:

• Find out where a bird that breeds locally and is important to Inuit spends the winter. Learn about that country (or region): its geography, climate, culture, political issues, and especially environmental issues (potential impacts of climate change). How might any or all of these affect the birds?
• review stories about unusual bird sightings and potential link to climate change (e.g., South Baffin story of sighting a humming bird – never been seen before)

Plants

• understand how the actions of people can affect the survival of plants

SCIENCE

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.
• Show how living things depend on each other for food by describing and diagramming simple food chains and more complex food webs.
• Identify niches in an ecosystem and classify living things such as producers, consumers (herbivores, carnivores, omnivores) and decomposers.
• Use food pyramids to compare the numbers of plants and different types of animals that are involved in food relationships.
• Describe in detail the natural history of at least one plant and animal species found in a local ecosystem and outline its particular role within the biotic community.
• Recognize the importance of photosynthesis in the overall energy requirements of ecosystems.

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