Curriculum

Nunavut:
Grade 5 English Language Arts:

1.2 Clarify and Extend
•explain personal viewpoints in clear and meaningful ways and revise previous understanding

2.3 Understand Forms and Techniques
•create original texts [such as journals, posters combining print and art, dioramas, travelogues] to communicate and demonstrate understanding of forms and techniques

3.1 Plan and Focus
•formulate general and specific questions to identify information needs
•gather and record ideas and information using a plan

3.2 Select and Process
•answer inquiry or research questions using a variety of information sources [such as newspapers, series by the same writer, scripts, diaries, elders, interviews, trips, oral traditions]
•determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria

4.1 Generate and Focus
•focus a topic for oral, written, and visual texts by integrating ideas from experiences and a variety of other sources
•choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes

4.4 Present and Share
•prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

5.1 Encourage, Support and Work With Others
•distinguish between on-task and off-task ideas and behaviours in a group, and stay on task
•assume the responsibilities for various group roles

Grade 6 Science:

Populations
•population densities can change due to natural or man-made disasters or dangers

Changing and Preserving our Environment
•living things survive when they adapt to changes in their environment
•some living things have adapted to man and some have been endangered by his actions
•except for a constant supply of energy from the sun, the earth is a closed system (recycles chemicals)
•the nitrogen cycle depends largely on the action of bacteria and the atmosphere
•populations are affected by changes in an ecosystem
•man can affect succession by changing the natural environment
•man has influenced and caused environmental changes
•man’s intentions affect environmental quality
•man influences the quantity and kinds of materials in air
•man must consider steps to improve the quality of his environment
•man’s future will be influenced by his present interaction with the environment

Electricity
•identify and explain sources of electricity as renewable or nonrenewable
•identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school

Grade 6 English Language Arts:

1.2 Clarify and Extend
•explain personal viewpoints in clear and meaningful ways and revise previous understanding

2.3 Understand Forms and Techniques
•create original texts [such as short stories, news broadcasts, poems, video presentations, readers theatre] to communicate and demonstrate understanding of forms and techniques

3.1 Plan and Focus
•formulate relevant questions to focus information needs create and follow a plan to collect and record information within a pre-established time frame

3.2 Select and Process
•answer inquiry or research questions using a variety of information sources [such as bulletin boards, art, music, skilled community people, CD-ROMs, Internet]
•use a variety of tools [such as bibliographies, thesauri, technology...] to access information and ideas

3.3 Organize, Record and Evaluate
•organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...]
•make notes on a topic, combining information from more than one source; reference sources appropriately
•evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information
•relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

4.1 Generate and Focus
•focus a topic for oral, written, and visual texts integrating ideas from experiences and a variety of other sources
•select specific forms [such as diaries, narratives, speeches, letters, poetry, mime...] that serve particular audiences and purposes

4.4 Present and Share
•share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations]

5.1 Encourage, Support and Work With Others
•assist group members to maintain focus and complete tasks
•select and assume roles to assist in the achievement of group goals


Grade 7 Science

Life and the Environment:
•Characteristics of Living Things
•how organisms adapt to unique environments and situations
•how “we” interact with the environment:

◦traditional and western perceptions of ecological concepts,
◦use of renewable and non-renewable resources,
◦population management,
◦conservation and environmental problems,
◦cycles,
◦present and alternative energy sources
•traditional and local knowledge as it pertains to the perception and understanding of their environment: cultures of the NWT and other world views

Matter and Energy:
•present and alternative energy sources; practicality, limitations, costs and benefits

Heat:
•compare transmission of heat by conduction, convection and radiation

Interactions Within Ecosystems:
•describe conditions essential to the growth and reproduction of plants and microorganisms in an ecosystem and relate these conditions to various aspects of the human food supply
•describe how energy is supplied to, and how it flows through, a food web
•describe interactions between biotic and abiotic factors in an ecosystem

Grade 8 Science:
Life and the Environment

Interactions in Our Environment
•how industry and technology interact with and affect the Northern environment: benefits, trade-offs, issues
•how they affect and are affected by technology in the North
•different perspectives related to issues which affect them: scientific, technical, political, ethical, economic, environmental, personal, aesthetic

Diversity of Living Things
•how energy can be converted from one form to another
•present and alternative energy sources; practicality, limitations, costs and benefits

Matter and Energy
Physical Nature of Our Environment
•heat, temperature and the conservation of matter and energy

Water Systems on Earth
•describe the interactions of the ocean currents, winds, and regional climates
•explain how waves and tides are generated and how they interact with shorelines
•describe factors that affect glaciers and polar icecaps and describe their consequent effects on the environment

Grade 8 English Language Arts

1.1 Discover and Explore
•explore diverse ideas to develop conclusions, opinions, and understanding integrate new understanding with previous viewpoints and interpretations

1.2 Clarify and Extend
•articulate, represent, and explain personal viewpoints clearly
•reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity

2.3 Understand Forms and Techniques
create original texts [such as descriptions, panel discussions, impersonations, collages, timelines, documentary videos, journals or diaries] to communicate and demonstrate understanding of forms and techniques

3.1 Plan and Focus
•contribute ideas, knowledge, and strategies to help identify group information needs and sources
•prepare and use a plan to access, gather, and record in own words relevant information

3.2 Select and Process
•distinguish between fact and opinion when inquiring or researching using a variety of information sources [such as artifacts, debates, forums, biographies, autobiographies]
•develop and use criteria for evaluating information sources for a particular inquiry or research plan

3.3 Organize, Record and Evaluate
•organize information and ideas in order of priority according to topic and task requirements
•incorporate new information with prior knowledge and experiences; adjust inquiry and research strategies to accommodate changing perspectives and availability of pertinent information

4.1 Generate and Focus
•experiment with several ways to generate ideas and focus a topic
•compose using specific forms [such as biographies, letters to the editor, newspaper articles, audio-visual presentations...] appropriate for content, audience, and purpose

4.4 Present and Share
•plan and facilitate small-group activities and short, whole-class sessions to share information on a topic using a variety of engaging methods [such as mini- lessons, role-plays, visual aids]
•explain, share, and present orally using conventions of public speaking in a variety of settings [such as small-group and whole-class presentations]; use visual aids to enhance the effectiveness of oral presentations

Grade 9 Science:
Life and the Environment

Diversity of Living Things
•traditional and local knowledge as it pertains to the perception and understanding of their environment: cultures of the NWT and other world views

Matter and Energy

Chemical Nature of our Environment
•physical and chemical changes in their daily lives

Characteristics of Electricity
•relate electrical energy to domestic power consumption costs
•determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy
•describe the transfer and conversion of energy from a generating station to the home

Grade 9 English Language Arts:

1.1 Discover and Explore
•question and reflect on personal responses and interpretations; apply personal viewpoints to diverse situations or circumstances and interpretations
•acknowledge the value of others’ ideas and opinions in exploring and extending personal interpretations and viewpoints

1.2 Clarify and Extend
•articulate, represent, and explain personal viewpoints clearly
•reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity
•consider diverse opinions, explore ambiguities, and assess whether new information clarifies understanding

2.3 Understand Forms and Techniques
•create original texts [such as readers theatre, video scripts, debates, editorials, audiotapes with voice and music, advertisements] to communicate and demonstrate understanding of forms and techniques

3.1 Plan and Focus
•generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topic

◦prepare and use a plan to access, gather, and evaluate ideas and information from a variety of human, print, and electronic sources

3.2 Select and Process
•obtain information and varied perspectives when inquiring or researching using a range of information sources [such as expository essays, radio and television transcripts, charts, tables, graphs, diagrams]
•evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan
•expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [such as on-line catalogues, periodical indices, broadcast guides, film libraries, electronic databases]

3.3 Organize, Record and Evaluate
•organize information and ideas by developing and selecting appropriate categories and organizational structures
•distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes
•reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals

4.1 Generate and Focus
•use a variety of techniques to generate and select ideas for oral, print, and other media texts
•adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts...] appropriate for content, audience, and purpose

4.4 Present and Share
•plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic
•use a variety of media and display techniques to enhance the effectiveness of oral presentations

5.1 Encourage, Support and Work With Others
•plan, organize, and participate in presentations of group findings

Grade 10 Science:

Energy from the Sun -
•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.

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

Energy and Matter in Chemical Changes-

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

Grade 10 English Language Arts:

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

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

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

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]

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

Learning Objectives

To help students understand that the energy used in extraction, manufacture and transportation of material and products produces carbon dioxide emissions that are changing our climate.

Instructions for Students

o The whole class will discuss fossil fuels: what they are, how they are used to make many everyday objects and how they relate to carbon dioxide and climate change.
o The whole class will create a diagram that shows the steps needed to produce a computer. They will help to identify the stages in the manufacturing, packaging and shipping processes that require energy and result in CO2 emissions.
o Groups of students will select products and trace the energy that goes into their manufacture and distribution.
o The class will compare the energy used to produce various products we purchase and use.
o Each student will write a story, either about an object’s energy journey, or about their reflections on this lesson