(a) |
Recognize and discuss the role of traditional knowledge in learning about, valuing, and caring for plants and animals within local habitats and communities. |
(b) |
Identify stakeholders who are likely to adopt different points of view on issues (e.g., sewage treatment, urban expansion, deforestation, water pollution, pipeline construction, grassland stewardship, climate change, and pesticide usage) that are highlighted in the media related to habitat protection, restoration, and management. |
(c) |
Categorize human activities by the effects they have or may have on habitats and communities. |
(d) |
Assess intended and unintended consequences of natural and human-caused changes to specific habitats. |
(e) |
Relate habitat loss to the endangerment and extinction of plants and animals within habitats and communities in Saskatchewan and elsewhere. |
(f) |
Explore how human impact on habitats and communities has been represented through traditional and contemporary music, dance, drama, and visual arts. |
(g) |
Investigate how both scientists' and traditional knowledge keepers' knowledge of plant growth and development has led to the development of agricultural methods and techniques (e.g., tillage, hydroponics, nutrient management, pest control, crop rotation, companion plants, and plant breeding) that affect habitats and communities. |
(h) |
Create dramatic, visual, musical, or other representations to show how personal actions can help conserve, honour, and respect natural and constructed habitats. |
(i) |
Collaboratively develop and carry out (if feasible) a plan to preserve or restore one or more components of a local habitat. |
(j) |
Identify local, provincial, and national organizations that work to preserve, restore, and provide education about habitats and communities. |