September 2012 Themes/Concepts to cover Ecology/Mystery Subjects Social Studies Concepts Mapping of Canada and the Pacic Rim

Look at current issues - Fukushima Power Plant (nuclear disaster in current events), tar sand development, plastics, and positive things we are doing too. Weigh our rights and freedoms against our moral obligations to the 7th Generation. Use art journaling and create a photo essay that will tell the story of the impact of human habitation on the environment. Ecosystems: food webs, population, communities, biochemical cycles (water, carbon, nitrogen cycle) Look at bees, deer/coyote/wolf/human interactions, wild hogs.... Use current events, news articles, and documentaries Front-load the biochemical cycles. Have students choose on aspect to research (carbon/global warming, tar sands, nuclear power, fertilizer usage and water run off, plastics into our environment...) They will need to investigate and then answer the question - Do we have a moral obligation to the 7th Generation? Culminating activity will be a persuasive letter writing campaign. Reading: The Unexplained (mysteries) (??) Writing: Writing with a strong voice Review writing process, RAFTS, hamburger paragraphs, thesis statement and mapping out of persuasive essay. Novel: The Giver by Lois Lowry - discuss personal freedom and human rights during the reading of this story. Elements of a Mystery Nelson Lit? Scholastic Some kind of a book report or book talk baseline testing for: spelling, laps for listening and reading, and a writing sample Create visual work that expresses ideas about the importance of place CP7.10, 11, 12, CR7.2, 3, CH7.1, 2 Landscape art Grafti art - placement and statement (have students create art in the style of Banksy to make a statement that relates to what they are researching in Science and Social Studies. (Will need to use wax paper and print making tools. Games around the world to meet PE7.8,12,13

Science

Language Arts

Art

Phys. Ed.

Subjects Math Health Patterns and Algebra

Concepts

Morality - beliefs, ethics, virtures, understanding right and wrong. Read quotes, stories, messages - discuss and art journal. Relate back to moral obligation and personal freedom as often as possible. Human Rights and Social Justice - developing rights we can live by

Religion Practical Arts Career Ed.

The Giver has a theme running through it of a world we dont know and freedom to choose. Science has a theme of ecology and environmental responsibility - sustainability also runs through social studies. Healthy has a theme of getting to know ourselves, our values and morality. Can we weave the theme of morality through these uncommon ideas? Morality and freedom of choice and obligations What happens when moral obligations and freedom conict? Is this concept too open? Does it need to be narrowed?

Curriculum Connections: Life Science: Interactions within Ecosystems (IE) IE 7.1 Relate key aspects of Indigenous knowledge to their understanding of ecosystems. [CP] IE7.2 Observe, illustrate, and analyze living organisms within local ecosystems as part of interconnected food webs, populations, and communities. [SI] IE7.3 Evaluate biogeochemical cycles (water, carbon, and nitrogen) as representations of energy ow and the cycling of matter through ecosystems. [CP,SI] IE7.4 Analyze how ecosystems change in response to natural and human inuences, and propose actions to reduce the impact of human behaviour on a specic ecosystem. [DM, CP] Social Studies: Dynamic Relationships DR7.2 Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacic Rim and northern circumpolar countries. Resources and Wealth RW7.2 Investigate the inuence of resources upon economic conditions of peoples in circumpolar and Pacic Rim countries. RW.7.3 Assess the ecological stewardship of economies of Canada and the circumpolar and Pacic Rim countries. English Language Arts Comprehend and Respond (CR) CR7.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efcacy (e.g., Doing Our Part for Planet Earth). CR7.2 Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing organizational structure), and after (e.g., making judgments supported by evidence) viewing, listening, and reading.

CR7.3 Use pragmatic (e.g., authors purpose and point of view), textual (e.g., how author organized text), syntactic (e.g., main and subordinate ideas), semantic/ lexical/morphological (e.g., gurative language and specic word meanings by their context, common afxes, and allusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues, headings, charts, and diagrams) to construct and conrm meaning when viewing, listening, and reading. CR7.4 View and demonstrate comprehension and interpretation of visual and multimedia texts with specic features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials. CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media). CR7.6 Read and demonstrate comprehension and interpretation (including thoughtful and critical response to content and craft) of grade-appropriate texts including traditional and contemporary prose ction, poetry, and plays from First Nations, Mtis, and other cultures. CR7.7 Read independently and demonstrate comprehension of a variety of specialized information texts including non-ction books, grade-level instructional materials, articles, reports, reference materials, instructions, advertising and promotional materials, and websites. Compose and Create (CC) CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efcacy (e.g., Building a Better World). CC7.2 Create and present a teacher-guided inquiry project related to a topic, theme, or issue studied in English language arts. CC7.3 Select and use the appropriate strategies to communicate meaning before (e.g., planning and organizing ideas to t format), during (e.g. using transition words), and after (e.g., revising to eliminate unnecessary repetition) speaking, writing, and other representing activities. CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g., use common organizational patterns within texts), syntactical (e.g., ensure agreement of subjects, verbs, and pronouns), semantic/lexical/ morphological (e.g., avoid overused and misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate gestures and facial expressions) to construct and to communicate meaning.

CC7.5 Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects. CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building). CC7.7 Use oral language to express effectively information and ideas of some complexity in formal and informal situations (e.g., a procedural description based on personal experience, a demonstration, a persuasive speech, a dramatization). CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text. CC7.9 Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, gurative language). Assess and Reect on Language Abilities (AR) AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies. AR7.2 Appraise own and others work for clarity and correctness. Health Understanding, Skills and Condence (USC) USC7.7 Investigate and express an understanding of possible discrepancies in morals (beliefs, ethics, virtues, understanding right and wrong) that may determine and or affect the commitment to the well-being of self, family, community, and the environment. Decision Making (DM) DM7.8 Examine and demonstrate personal commitment in making health related decisions related to... ...morality.
(*For this inquiry we will only deal with the morality aspect of this outcome. Other aspects will be covered in another inquiry.)

Arts Education Creative/Productive (CP)

CP7.10 Create visual art works that express ideas about the importance of place (e.g., relationship to the land, local geology, region, urban/rural landscapes, and environment). CP7.11 Investigate and use various visual art forms, images, and art-making processes to express ideas about place. CP7.12 Use image-making skills, tools, techniques, and problem-solving abilities in a variety of visual art media. Critical/Responsive (CR) CR7.2 Investigate and identify ways that the arts can communicate a sense of place. CR7.3 Examine and describe how arts expressions of various times and places reect diverse experience, values, and beliefs.