Come find out the challenges faced by some of the world’s most majestic creatures. In this series you will learn about conservation efforts in East Africa to save the elephants, how locals are co-habitating with these animals and what is being done on a global level to support the mission.

health

Good health and well-being

Climate change

Climate action

Sustainable consumption production

Responsible consumption and production

Biodiversity

Life on land

Inequality

Reduced inequalities

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

CCSS.ELA-Literacy.L.4.6

LA.4.L.6.a

LA.L.4.43

Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats

SCI.6.ES.2.d

There are laws that preserve and protect wilderness areas such as national parks and other natural areas but such laws also limit the utilization of the natural resources in those areas.

SCI.8.S.2.GLE.1.RA.2

LA.4.2.3.e

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (for example: quizzed, whined, stammered) and that are basic to a particular topic (for example: wildlife, conservation, and endangered when discussing animal preservation).

RW.4.2.3.e

CCS.ELA-Literacy.L.4.6

Match animals with their food, homes, body parts, etc. (e.g., horse eats grass, bird lives in next, elephant has trunk, etc.)

FL.K-2.5.K-2.4

The introduction of competing species, removal of natural habitat, alteration of native landscapes due to urban, industrial and agricultural activities, over-harvesting of species, alteration of waterways and removal of natural predators, etc., are actions that have a lasting impact on ecosystems.

SCI.6-8.8.3.B

Observe what the group is doing and add something to the play (e.g., “I could be the elephant. You don't have one in your zoo.”).

SDEV.PK.C.1.e

Provide opportunities for children to investigate the characteristics of plants and animals in their natural habitat and in the classroom over time, to help children develop respect and a caring attitude toward living things.

AAAA.PK.B.c.2.d

Talk with children about their animal-inspired movements (e.g., How does a monkey move? How does an elephant move? How does an eagle move? How do humans move differently?).

AAAA.PK.D.c.3.a

Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).

LAFS.4.L.3.6

Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

ELACC4L6

Explain how plants impact the environment providing diverse habitats for birds, insects, and other wildlife in ecosystems.

SCI.9-12.SBO6.b

ELAGSE4L6

ELA-Literacy.L.4.6

LA.4.CC.4.L.6

Explore natural resource conservation and management programs, calculating home/school electric or water usage, etc., to propose plans for increased efficiency, evaluating their effect on natural resources and the local economy, researching the past, current, and future local landfill plans, or examining state wildlife programs for controlled breeding or population maintenance.

SCI.7-9.13B.2

Acquire and accurately use general academic and content-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

LA.4L6

ELA.L.4.6

Explain the impact of watersheds and wetlands in flood control, wildlife habitats and pollution abatement.

ECL.7.4.1.7.E.1

Analyze the cost of natural disasters in both dollars and loss of natural habitat.

ECL.12.4.3.12.B.1

Identify natural and agricultural resources and where they came from (e.g., wildlife, fish, plant, rock, water, soil, minerals, sunlight and air), and Distinguish between natural resources and things made by humans (e.g., sand vs. cement, milk vs. ice cream, wheat vs. bread, sap vs. syrup, wildlife vs. domesticated animals).

SMT.PK-4.7.16.a

Identifying physical similarities and differences between living things today and things that no longer live on earth (e.g., wooly mammoth/elephant; reptiles/dinosaurs).

SCI.1-2.S1-2:39.1

Human activities have impacts on natural resources, such as increasing wildlife habitats, reducing/managing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere and farming intensively. Some of these changes have decreased the capacity of the environment to support life forms. Others have enhanced the environment to support greater availability of resources.

SCI.7-8.S7-8:49.a

In order to meet this standard, it is expected that students will describe the role of local and state conservation professionals in managing natural resources, including wildlife protection; forestry and waste management; and air, water, and soil conservation (6.9 b)

SCI.6.6.9.EKP.3

describe the role of local and state conservation professionals in managing natural resources. These include wildlife protection; forestry and waste management; and air, water, and soil conservation.

SCI.6.6.9.B

The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include soil is a natural resource and should be conserved

SCI.3.3.8.d

Observe fossils and compare them to similar plants or animals that live today (e.g., compare a fossil fern with a similar fern that grows today, a dinosaur leg bone with the leg bone of a reptile that lives today, a mastodon and an elephant).

SCI.2-3.4.2-3 LS3D.1

acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation and endangered when discussing animal preservation).

LA.4.ELA.4.L.C17.3

compare and contrast legislation and international agreements associated with protecting habitats, ecosystems, and species: Wilderness Act

SCI.9-12.S.HS.ENV.12.c

SCI.11.SC.O.ENV.2.12.c

compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.

SOC.4.9.C

identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants.

SCI.8.4.7.11.C

describe strategies and practices that are used to protect local ecosystems and make them more sustainable (e.g., watershed and wildlife management programs; conservation areas; wildlife corridors; sustainable agricultural practices, such as no-till farming and use of buffer strips to separate fields from rivers; urban strategies such as municipal transit subsidies, waste-reduction programs, and pesticide bans)

C1.4 Renewing the Physical Environment

compare strategies that various countries have used to protect natural habitats and plant and wildlife species (e.g., the national park systems in Canada and the United States; Sweden’s sixteen environmental quality objectives versus Australia’s Biodiversity Conservation Strategy as ways of achieving a broad set of environmental protection goals; processes used in different countries to designate species at risk or set harvesting limits)

B1.3 Endangered Species and Spaces

Identifying Purpose and Audience: determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create (e.g., to highlight the environmental impact of different kinds of transportation systems in a poster for a community conservation campaign; to email or text information about an upcoming school event to classmates and/or the teacher; to describe a favourite activity, animal, person, or place in an article for the class newspaper; to describe career opportunities for bilingual workers and related education/training requirements in a brochure for distribution at a job fair; to describe “special offers” in an advertising flyer)

Grade 8.D1.1

identify positive and negative impacts that different kinds of human activity have on animals and where they live (e.g., actions of animal lovers and groups that protect animals and their rights, the home owner who wants a nice lawn, people who visit zoos and wildlife parks, pet owners), form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced

Grade 2 Relating Science and Technology
to Society and the Environment 1.2

identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, including humans, to explain why humans should protect animals and the places where they live (e.g., bats control mosquito populations; birds and wildlife provide pleasurable viewing experiences; the buffalo provided some Aboriginal people with everything they needed to survive: food, shelter, clothing, tools,
ornamentation, and weapons; horses can be used
for labour; cats and dogs provide companionship
for humans; animals, including humans, disperse
plant seeds)

Grade 2 Understanding Basic Concepts 3.3

demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)

Grade 4  Understanding Basic Concepts 3.1

demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)

Grade 4  Understanding Basic Concepts 3.2

identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat

Grade 4  Understanding Basic Concepts 3.3

identify animals that are carnivores, herbivores, or omnivores

Grade 4  Understanding Basic Concepts 3.6

describe structural adaptations that allow plants and animals to survive in specific habitats (e.g., the thick stem of a cactus stores water for the plant; a duck’s webbed feet allow it to move quickly and efficiently in water

Grade 4  Understanding Basic Concepts 3.7

demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support

Grade 4  Understanding Basic Concepts 3.9

describe selected communities around the world, with reference to their major physical features, wildlife, and some aspects of their culture (e.g., physical features such as mountains, lakes, rivers; native animals; cultural practices related to food, clothing, recreation, the arts)

Grade 2 Understanding Context: Physical
Features and Communities B3.7

identify ways of reducing the harmful effects that various aspects of the tourism industry have on the environment (e.g., create wildlife sanctuaries; support conservation projects; ensure that tourist facilities do not exceed the carrying capacity of the area or region; invest in carbon offsets such as planting a diversity of native trees);

Grade 10 Industry Practices and the Environment C1.2

 Conservation

With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop).

ELA.RI.PK.3

SOC.PK.RI.3

jump in a series of “baby”, “giant”, “elephant” steps or frog hops; pretend to be various jumping creatures (rabbit, kangaroo, frog, grasshopper); jump to music or the beat of a tambourine; jump along footprints cut out of contact paper.

HE.PK.PD.2.3

act out various objects, animals, or characters in various conditions (e.g., moving like a snake, spider, turtle, cat, elephant, frog, dinosaur, a bowl of jello; a very cold person; a leaf in the wind; a washing machine, an egg beater, a magical elf).

AR.PK.MD.6.2

Identify and describe how human body systems compare to the systems of other living organisms (e.g., the human ear compared to an elephant’s for hearing sound).

SCI.4.1.2.8.e

use appropriate tools, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other necessary equipment to collect, record, and analyze information; and

SCI.8.4.A

explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;

SOC.5.16.A

                          Meet the Elephants

Economic growth

Decent work and economic growth

Peace justice

Peace, Justice and strong institutions

Global Partnerships

Partnerships for the goals

Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

SOC.4-5.16.D.2 W

Describe ethnic or nationalistic conflicts and violence in various parts of the world, including Southeastern Europe, Southwest and Central Asia, and sub-Saharan Africa.

SOC.9-12.WH.8.9

Describe the impact of encounters through trade, cultural exchange, and conquest among the societies and empires in the region, in particular, exchanges on land routes of the Silk Roads linking Europe, the steppes of West Asia, East Asia, and Africa, and the goods, languages, and cultural motifs exchanged (e.g., gold, ivory from Africa, grain from Western Asia, produce, horses, livestock, wood, furs from the steppes, ceramics, silk, and other luxury goods from China).

SOC.6.6.T3g.1

Explain the pivotal role Swahili coastal societies along the Indian Ocean played in linking trade networks between interior Africa and maritime routes along the coasts of Central and South Asia, and connecting to China; identify key goods in this trade (e.g., gold, ivory, iron, people from Africa, and cloth, glass beads, and porcelain from Asia).

SOC.6.6.T4b.2

Explain the pivotal role these societies played in the trans-Saharan trade, the spread of Islam, and trade with North Africa, Europe, West Asia in gold, ivory, and slaves and the contributions of these societies to the modern world.

SOC.6.6.T4b.4

Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological.

SOC.5.1.4

Exchanges of technologies, plants, animals, and diseases between and among nations of the Americas and Europe and sub-Saharan Africa have changed life in these regions.

SOC.5.3.7

The Eastern Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics, such as physical, political, economic, or cultural features. Regions within the Eastern Hemisphere include: Sub-Saharan Africa

SOC.6.1b.2

HEAL.I-8.1.3

SOC.9-12.WHII.5d.A.2

SOC.9-12.WG.4.H 1.b.2

SOC.9-12.WG.4.H 1.b.3

SOC.9-12.WG.4.H 1.b.4

SOC.9-12.WG.4.H 1.b.5

SOC.9-12.WG.4.H 1.c.1

SOC.9-12.WG.4.H 1.c.2

SOC.9-12.WG.4.H 1.c.3

SOC.9-12.WG.4.H 1.c.4

SOC.9-12.WG.4.H 1.c.5

SOC.9-12.WG.4.H 1.c.6

The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

SOC.9-12.WG.4

interpret and analyse legal issues (e.g., related to practices such as polygamy, same-sex marriage, hate speech, human trafficking) using evidence and information relevant to their investigations and a variety of tools and strategies, and taking into account relevant legal theories and ethical and equity concerns

A1.4 The Inquiry Process in Legal Studies

explain key challenges relating to some specific issues of national and global political importance (e.g., Aboriginal land claims, climate change, protection of endangered species, loss of rainforest, food and water security, refugee crises, use of child soldiers or child labour, human trafficking, unfair trading practices, drug trafficking, violence against women, abuse of political power, privacy issues)

D2.1 Challenges and Strategies

describe the responses of the Canadian government and some NGOs to different disasters and emergencies around the world (e.g., the 2010 earthquake in Haiti; the 2004 tsunami in the Indian Ocean; the AIDS pandemic in sub-Saharan Africa or another health crisis; poverty and drought in the Horn of Africa)

Grade 6 . Understanding Context: Canada’s
Global Interactions B3.4

    Poaching

education

Quality education

Infrastructure industrialization

Industry, innovation and infrastructure

Identifying endangered and extinct species locally, regionally, and worldwide

SCI.9-12.ENV.12.1

Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including: Endangered species

FL.3-12.A.4.1.c

Understanding how composers make their livelihood leads to respect for copyright laws.

MU.9-12.S.2.GLE.2.RA.3

ask questions that can be explored using a variety of appropriate print and non-print resources (e.g., why certain plants can not survive in a particular area; why some animals are endangered or extinct; why some areas are ‘protected’)

SCI.K-3.SC-P-I-S-5

generate possible solutions to real-world problems of endangered and extinct species and predict the impact of a variety of change

SCI.9-12.SC-H-BC-S-4

propose solutions to real-world problems of endangered and extinct species.

SCI.9-12.SC-HS-3.5.1.b

Analyze the development of civilizations and the impact it has on the changes and progress of human development.

SOC.9-12.G7.[9-12].3

Communicate acceptance of physical and developmental characteristics of self and others.

HE.9-12.4.12.2

Implement communication skills to enhance responsible decision-making about the use and abuse of substances.

HE.9-12.4.12.4

Apply strategies to prevent or resolve interpersonal conflicts without harming self or others.

HE.9-12.4.12.5

SOC.9-12.8.C.5

Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations: Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy)

SOC.11.10b.1.h

comparing the patterns of human development after birth to life stages of other species.

SCI.7-8.LS4 (7-8)-12d

Students are able to recognize what it means for a species to be extinct or endangered.

SCI.2.2.L.3.3

Railroad, farming, livestock, and mining patterns

SOC.9-12.9-12.US.2.3.B

Explain how plants and animals cycle carbon and nitrogen within an ecosystem.

SCI.9-12.4.9-11 LS2A.1

identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.

SCI.4.7.C

interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

SOC.9-12.WG.5.B

evaluate the presented theories of human development and specify the strengths and weaknesses of each.

SOC.9-12.PSY.5.G

interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.