Grades 3, 4, 5, 6,
Strand B - People and Environments
B2 - Living and Working in Ontario -Human activities should balance environmental stewardship with human needs/wants (Nature photo walk)
B2 - Political and Physical Regions of Canada - Human activities should balance environmental stewardship with human needs/wants (Nature photo walk)
B2 - The Role of Government and Responsible Citizenship - Use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including those of Indigenous peoples (Indigenous presentation and Nature photo walk)
B2 - Canada’s Interactions with the Global Community - Use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (Nature photo walk)
Grade 9 Geography
Strand B - Interactions in the Physical Environment
B1.2 - Analyse interrelationships between Canada’s physical characteristics and various human activities that they support.
B1.3 - Assess environmental, economic, social, and/or political consequences for Canada of changes in some of the Earth’s physical processes. In addition, there are four concepts of geographic thinking. The applicable concepts to FoN include:
Interrelationships
· requires students to explore connections within and between natural and human environments
· interconnected parts of an environment or environments work together to form a system
· students must understand the relationships that exist within a system a
· critically analyse the relationships between systems in order to determine the impact they have on one another
Geographic Perspective
· requires students to consider the environmental, economic, political, and/or social implications of the issues, events, developments, and/or phenomena that they are analysing
Grade 10 History and Civics (Politics)
Strand A - Historical Inquiry and Skill Development
A2. - Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.
A2.3 - Apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues (FoN tie-in learn from natural disasters, historical ecosystems, and stewardship practices to emphasis need to nature preservation).
In addition, the applicable content strands to FoN include:
Historical Significance
Historical importance is determined generally by the impact of something on a group of people and whether its effects are long lasting. The connection to FoN through historical importance is the relevance of something from the past and how it connects to a current issue or event . (climate change, historical ecosystems, etc)
Cause and Consequence
Students develop an understanding of the complexity of causes and consequences, learning that something may be caused by more than one factor and may have many consequences, both intended and unintended.
Continuity and Change
Continuity and change can be explored with reference to ways of life, political policies, economic practices, relationship with the environment, social values and beliefs, and so on.
A2.3 - Apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues.
Strand C - Civic Engagement and Action
C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can contribute to the common good (FoN tie-in - climate change, environmental impact, etc.)
C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of action to address it (FoN tie-in - climate change, environmental impact, etc.)