We all belong to the Earth and each one of us can act as Stewards. We have a responsibility to learn about the land and how to take care of it for future generations.
Sample Cross Curricular Integrated Unit – Grade 3
Climate Change and Ecosystems: How is climate shifting in BC?
We are in a time of great change in our environment. The diverse number of ecosystems that makes up our province will be impacted if there is a change in the temperature of the Earth. Ecosystems are a delicate balance between non-living components such as air, water, and soil, which are linked to the living organisms in a community. If there are adjustments in any of the abiotic factors in an ecosystem, it shifts the balance and can have devastating effects.
Stories help us learn about ourselves, our families, and our communities.
- Comprehend and Connect
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
- Use personal experience and knowledge to connect to text
- Develop awareness of how story in First Peoples’ cultures connects people to land
Language features, structures, and conventions:
- features of oral language
- effective paragraphing
- language varieties
- sentence structure and grammar
Choose one of the 9 activities to explore the Kokanee land-locked salmon.
We use patterns to represent identified regularities and to form generalizations. The regular change in increasing and decreasing patterns can be identified.
- Reasoning and Analyzing
- Use reasoning and logic to explore and make connections
- Communicating and Representing
- Describe, create, and interpret relationships through concrete, pictorial, and symbolic representations
- Connecting and Reflecting
- Draw upon local First Peoples’ knowledge and/or expertise of local Elders to make connections to mathematical topics and concepts
- Pattern rules using words and numbers based on concrete experiences
- One-to-one correspondence with bar graphs, pictographs, charts, and tables
Living things are diverse, can be grouped, and interact in their ecosystems.
- Questioning and Predicting:
- Demonstrate curiosity about the natural world
- Make predictions based on prior knowledge
- Planning and Conducting
- Make observations about living and non-living things in the local environment
- Processing and Analyzing Data and Information
- Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends
- Identify some simple environmental implications of their and others’ actions
- Applying and Innovating
- Contribute to care for self, others, school, and neighbourhood through personal or collaborative approaches
- Express and reflect on personal or shared experiences of place
- Biodiversity in the local environment
- Aboriginal knowledge of ecosystems
Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.
- Continuity and Change
- Sequence objects, images, and events, and explain why some aspects change and others stay the same
- Communicating and Representing
- Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events
- Cause and Consequence
- Recognize the causes and consequences of events, decisions, and developments
- Cultural characteristics and ways of life of local First Peoples and global indigenous peoples
- Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures
- Relationship between humans and their environment
Creative experiences involve an interplay between exploration, inquiry, and purposeful choice.
- Exploring and creating
- Explore identity, place, culture, and belonging through arts experiences
- Explore relationships among cultures, communities, and the arts
- Traditional and contemporary Aboriginal arts and arts-making processes
- A variety of local works of art and artistic traditions from diverse cultures, communities, times, and places
- Personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Contributing and Caring for the Environment
Students develop awareness and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities and the environment.
Sample “I” Statements:
- With some support, I can be a part of a group.
- I can participate in classroom and group activities to improve the classroom, school, community, and the natural world.
- I contribute to group activities that make my classroom, school, community, or natural world a better place.
- I can identify how my actions and the actions of others affect my community, and the natural environment and can work to make positive change.
- I can analyze complex social and environmental issues from multiple perspectives. I can take thoughtful actions to influence positive, sustainable change.
Core Competencies are a new approach in British Columbia to Expected Learning Outcomes beyond content to developing the ‘Educated Citizen.’ They focus on Personal and Social, Thinking, and Communication. An integrated unit that interweaves these competencies is a valuable way to use learning.
Each of our activities is flavoured by Literacy Learning using the Curriculum Area for the content direction.
|Direct content connections can include:
||Aboriginal connections include:
||Process learning connections can include: