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Curriculum Connections

Content

RAM Field Trip programs are designed to be compliant with and create connections to the current Alberta curriculum for grades K-12.  

Our Identity Stories and Sustainable Societies programs make direct curriculum connections to the current Social Studies curriculum for grades 2 and 3.  

For grades 4-6, program information will align with both the established and new curriculum scheduled for implementation September of 2026.  

 

Identity Stories:  

Grade 2 - How can heritage build on foundations from the past? 

  • Communities in Canada reflect diverse heritages.
  • Multiculturalism is about different cultural communities keeping their identity and creating a sense of belonging
  • Heritage reflects traditions of people and communities. 

 

Grade 3 - Students relate diversity to Alberta’s western identity. 

  • First Nations are diverse and contribute to the identity of Alberta.
  • Métis have a distinct culture and history that contributes to the diversity and identity of Alberta.
  • Francophones are diverse and contribute to the identity of Alberta.
  • Early settlers emigrated from various countries with distinct languages and cultures to establish communities in the land now known as Alberta. 


Grade 4: 

New curriculum: Students examine the role of the fur trade in the development of Canada. 

  • Discuss interactions between First Nations, Métis, and Europeans that occurred as part of the fur trade.
  • Identify the contributions made by a woman, or a group of women, to the fur trade. 


New curriculum: Students investigate rights and responsibilities in Canada.  

  • Citizens in Canada have rights, freedoms, and responsibilities.
  • Reflect on personal rights and responsibilities.
  • Relate responsibilities to rights. 

 
Grade 5:  Students investigate ways to learn about the world and take action for change.   

  • Consideration of various perspectives can support development of empathy for the actions and values of others.
  • Compare perspectives about an issue or event.
  • Investigate an event or issue using multiple sources. 

 
Grade 6: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society.  

  • Individual rights in Canada apply to all individuals, for example,
  • equality rights
  • legal rights
  • religious rights
  • Examine cultural groups that experience discrimination in Canada. 

 

NOTE: The Identity Stories program incorporates a hands-on activity where students investigate various properties of museum objects and record data such as the colour, shape, measurements, age and purpose of the object. The activity connects well to the Alberta Science curriculum’s Scientific Methods section.  

  

Sustainable Societies:  

Grade 3 – Students examine natural resource use in Alberta. 

  • Renewable resources that are generated and replaced through natural processes include
  • water
  • wind
  • sun
  • Non-renewable resources that have been foundational to the growth of Alberta are
  • coal
  • oil
  • natural gas
  • Natural resources can influence development in a region. 

 

Grade 4 – Students examine significant historical events that contributed to the formation of the country of Canada. 

  • France and Britain imported natural resources from the colonies in North America, for example,
  • Furs
  • Lumber
  • agricultural products
  • minerals 


Grade 4 Science: 

  • Natural resources are materials from nature that are used to meet human needs
  • Conservation can be practised through community or global actions 


Grade 5:  

By comparing the history of ancient civilizations to the stories of Alberta settlements in the Human History Hall, we will touch upon how:  

  • Geographical features, such as abundant water, fertile soil, and moderate climate in river valleys, supported agriculture in ancient civilizations.
  • Changes in the environment, including natural disasters such as volcanic eruptions, can cause people to adapt or move.
  • Changes, including building infrastructure such as aqueducts, can be made to the environment to meet needs. 


Grade 6:  

Science: Students investigate energy resources and explain factors that influence their use. 

  • Factors that influence selection of energy resources include
    • availability and accessibility
    • societal impacts
    • economic impacts
    • environmental impacts
  • Responsible management of energy resources includes
    • minimal disruption to nature
    • restoration of extraction areas
    • waste management practices
    • respect for land and resource rights