Newfoundland and Labrador Guide, Outcomes, and Lessons

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 4 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Building Critical Inquiry Skills

Curricular Outcomes:

Social Studies- Introduction

• i.2 Apply intellectual tools to analyze events, ideas, issues, patterns and trends
• i.3 Make reasoned assessments based on appropriate criteria 

Science General Course Outcomes

• GCO 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
  • identify and use a variety of sources and technologies to gather relevant information
  • state a prediction and a hypothesis
  • communicate procedures and results

ELA- GCO 5

• GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 5.2 analyze information from reliable and relevant sources

ELA- GCO 7

• GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
• 7.1 analyze the intended messages in a variety of text types and forms
• 7.2 respond critically to a variety of text types and forms

ELA- GCO 3

• GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
  • detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias-free language 
  • make a conscious attempt to consider the needs and expectations of their audience
• 3.1 communicate with respect and sensitivity

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Applicable KBI lessons:

1. Critical Thinking & Evaluating Information 

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

Indigenous Peoples

Curricular outcomes:

Social Studies: Culture & Diversity

• Students will be expected to demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives. 

Social Studies- Interdependence

• Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment—locally, nationally, and globally—and the implications for a sustainable future. 

Social Studies Unit One: Exploration Defined 

• SCO 1.0 – The student will be expected to demonstrate an understanding of the concept of exploration  

Social Studies Unit Two: The Nature of Exploration 

• SCO 2.0 – The student will be expected to demonstrate an understanding of the stories of various explorers of land, ocean, space, and ideas. 
• SCO 3.0 – The student will be expected to demonstrate an understanding of factors that motivate exploration 
• SCO 4.0 – The student will be expected to demonstrate an understanding of the impact of exploration over time 

Social Studies Unit Three: Exploring Our World

• SCO 7.0 – The student will be expected to demonstrate an understanding of the relationship between humans and the physical environment 

ELA- GCO 3

• GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
  • detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias-free language 
  • make a conscious attempt to consider the needs and expectations of their audience
• 3.1 communicate with respect and sensitivity

Science - Light

• 41.0 explore how science and technology have been used to solve problems in the home and at school [GCO 1]
• 43.0 describe instances where scientific ideas and discoveries have led to new inventions and applications [GCO 1]
• 52.0 describe scientific and technological activities carried out by people from different cultures

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Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Video worksheet/answers
• Lesson worksheet/answers

 

2. Cooperation & Colonization

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers

Impact On Natural Resources and Conservation

Curricular outcomes:

Social Studies: Culture & Diversity

• Students will be expected to demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives. 

Social Studies Unit Three: Exploring Our World 

• SCO 5.0 – The student will be expected to demonstrate an understanding of Earth’s physical environment 
• SCO 7.0 – The student will be expected to demonstrate an understanding of the relationship between humans and the physical environment 
• 7.3 Explain the impact that human activity has on the physical environment

Science- Sound

• 25.0 -demonstrate that specific terminology is used in science and technology contexts

Science- Habitat & Communities

• 37.0 contemplate their own and their family’s impact on natural resources 
• 38.0 describe how personal actions help conserve natural resources and care for living things and their habitats [GCO 1]
• 52.0 describe scientific and technological activities carried out by people from different cultures
• 65.0 identify examples of scientific knowledge that have developed from a variety of sources [GCO 1]

Science- General Course Outcomes

• GCO 1: Science, Technology, Society, and the Environment Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. 

ELA- Education for Sustainable Development (ESD)

• Sustainable development is comprised of three integrally connected areas: economy, society, and environment.

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Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Video worksheet/answers
• Lesson worksheet/answers
• Numeracy activity/answers

The Body’s Defence System & Immunization

Curricular outcomes:

Health - Self Care 

• 1. identify some chronic disorders such as allergies and asthma and some communicable diseases such as colds, flus and AIDS
• 2. identify some ways to prevent the spread of communicable diseases
• 3. know that the immune system is the body’s defence against disease
• 4. understand the purpose of immunization

Health- Environmental Health

• 1. recognize the importance of clean air and water for everyday life
• 3. understand the responsibility of governments, communities, families and individuals for maintaining an aesthetic and healthful environment
• 4. describe how air and water pollution can be controlled and/or reduced
• 5. recognize the potential health hazards of air and water contamination, 
• 6. create a plan to address an environmental (air or water) issue in the home, school or community

Math- Patterns & Relations

• GCO Use patterns to describe the world and solve problems. 
• SCO 4PR1 Identify and describe patterns found in tables and charts, including a multiplication chart. 
• SCO 4PR2 Translate among different representations of a pattern, such as a table, a chart or concrete materials. 
• SCO 4PR3 Represent, describe and extend patterns and relationships, using charts and tables, to solve problems.

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Applicable KBI lessons:

1. Germs, The Body's Defense System, and How Vaccines Help

Lesson Plan

• Lesson worksheet

 

2. Antibiotics

Levels of Government and Map Reading

Curricular outcomes:

Social Studies - Exploring the Landscapes of Canada

• 10.0- The student will be expected to demonstrate an understanding of the political landscape of Canada 
• 10.1- Explain how the federal government is organized 
• 10.2- Explain how the federal government operates

Social Studies- Communication

• use maps, globes, pictures, models, and technologies to represent and describe physical and human systems. 
• Skill:
  • Develop mapping skills
  • Use a range of media and styles to present information, arguments, and conclusions 

Social Studies- Attitudes, Values, & Perspectives

• Citizenship, Power, and Governance 
  • Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship, and the origins, functions, and sources of power, authority, and governance. 
    • appreciate the varying perspectives on the effects of power, privilege, and authority on Canadian citizens 
    • develop attitudes that balance rights with responsibilities 
    • value decision making that results in positive change 

English Language Arts - GCO 4

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts
• 4.4- use strategies to make sense of texts

Math- Multiplication & Division Facts

• GCO Use patterns to describe the world and solve problems.
• 4PR6 Solve one-step equations involving a symbol to represent an unknown number. [C, CN, PS, R, V]

Health- Environmental Health

• 1. recognize the importance of clean air and water for everyday life
• 3. understand the responsibility of governments, communities, families and individuals for maintaining an aesthetic and healthful environment

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Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answer guide
• Numeracy activity/answers

Classifying Living Things and Food Chains

Curricular outcomes:

Science- Habitats & Communities

• 67.0 compare the structural and behavioural adaptations of animals that help them survive in different kinds of places [GCO 3]
• 68.0- classify organisms according to their role in a food chain [GCO 3] 
• 15.0- classify according to several attributes and create a chart or diagram that shows the method of classifying
• 38.0- describe how personal actions help conserve natural resources and care for living things and their habitats

Science- Sound

• 25.0 -demonstrate that specific terminology is used in science and technology contexts

Math- Fractions & Decimals

• 4N8- Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: 
  • name and record fractions for the parts of a whole or a set 
  • compare and order fractions 
  • model and explain that for different wholes, two identical fractions may not represent the same quantity 
  • provide examples of where fractions are used. [C, CN, PS, R, V]

ELA- GCO 5

• GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 5.2 analyze information from reliable and relevant sources

ELA- GCO 7

• GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
• 7.1 analyze the intended messages in a variety of text types and forms
• 7.2 respond critically to a variety of text types and forms

Health: Self Care

• 1. identify some chronic disorders such as allergies and asthma and some communicable diseases such as colds, flus and AIDS, 
• 2. identify some ways to prevent the spread of communicable diseases, 
• 3. know that the immune system is the body’s defence against disease, 
• 4. understand the purpose of immunization, 
• 5. demonstrate proper handwashing practice, and 
• 6. rate personal health habits and practices in relation to caring for oneself.

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Applicable KBI lessons:

1. Classifying Living Things

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Numeracy activity/answers

 

2. The Spread of Infectious Diseases

Social/Emotional Adjustment and Physical Well-Being

Curricular outcomes:

Health

• Recognize the relationship between emotional/social adjustment and physical well-being.
• Evaluate communication techniques used by self and peers.

---

Applicable KBI lessons:

1. Social & Emotional Learning

Lesson Plan

• Activity

---

Click on the headings below to see a description of all the core lessons for this grade

Life on Turtle Island (4) Cooperation and Colonization (4) Critical Thinking & Evaluating Information (4-5) Environment & Climate Change (4-6) Classifying Living Things (4-5) The Spread of Infectious Diseases (4-6) Germs, The Body's Defense System, & How Vaccines Help Canada’s Three Levels of Government (4-5) Canada’s Interactions with the Global Community (4-5) Refugee Experiences (4-6) Antibiotics (4-5) Vaccine Preventable Diseases (4-5) How To Handle Your Shots Like a Champ (4-5) Influenza (Flu) (4-6) Social and Emotional Learning (4-5) Bonus Lessons (4-5)

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 5 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Building Critical Inquiry Skills

Curricular outcomes:

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre. (RV - Reading and Viewing) Students will be expected to:
  • 7.1 ask critical questions of texts 
  • 7.2 analyze intended messages in texts

ELA- Critical Literacy

• It involves the ability to read deeper into the content and to recognize and evaluate the stereotyping, cultural bias, author’s intent, hidden agendas, and silent voices that influence texts. 

ELA- Information Literacy

• Students must be able to evaluate information from it. This involves detecting bias, differentiating between fact and opinion, weighing conflicting opinions, and evaluating the worth of sources. Information literacy also focuses on the ability to synthesize the information so that it can be communicated. 

Social Studies- Integrated Concepts & Processes

• icp.3 make judgments based on appropriate criteria

Social Studies- Unit 1

• 1.1     explain how primary sources are used to construct historical knowledge

Science- GCO 2 (Skills)

• Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions
• 1.0 propose questions to investigate and practical problems to solve
• 15.0 identify and use a variety of sources and technologies to gather relevant information
• 20.0 evaluate the usefulness of different information sources in answering a question

---

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

Weather and Environment

Curricular outcomes:

Science - Weather 

• GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
• 40.0 provide examples of how science and technology have been used to solve problems in their community and region
• GCO 4 (Attitudes) be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment

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Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

Indigenous Peoples

Curricular outcomes:

ELA- GCO 3

• Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.

Social Studies- Unit 4: Decision Making

• 4.0 Students are expected to explain the diversity of First Nation and Inuit societies in what later became Canada (c. 1000-1400 CE). 
• 4.1     locate and describe societies using geographic concepts
• 4.2     explain how human environmental interactions influenced societies
• 5.0 Students are expected to explain the decision-making practices used by First Nation and Inuit societies in the Atlantic region (c. 1000-1400 CE).
• 5.1     identify and describe examples of decision making 
• 5.2     explain the social structures of societies 
• 5.3     explain how social structure influenced decision-making

Social Studies- Unit 5: Interactions

• 6.0 Students are expected to analyse interactions between British and French settlers and First Nation and Inuit societies in the Atlantic region (c. 1650-1800 CE).
• 6.3 compare interactions that occurred between settlers and First Nations and Inuit

Social Studies- Unit 6: Continuity & Change

• 7.1     identify similarities and differences of past societies and present-day societies 
• 7.2     determine the most significant similarity(ies) and difference(s) of past societies and present-day societies
• 7.3     predict how societies might change in the future

Science- GCO1 (STSE)

• 37.0 describe and compare tools, techniques, and materials used by different people in their community and region to meet their needs

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Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers

 

2. Cooperation & Colonization

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers

The Body’s Defence System & How Vaccine

Curricular outcomes:

Technology Helps

Science- GCO 1 (STSE)

• Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. 
• 29.0 demonstrate that specific terminology is used in science and technology contexts 
• 31.0 describe examples of tools and techniques that have contributed to scientific discoveries
• 40.0 provide examples of how science and technology have been used to solve problems in their community and region
• 49.0 describe examples of technologies that have been developed to improve living conditions

Science- GCO 2 (Skills)

• Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions
• 15.0 identify and use a variety of sources and technologies to gather relevant information
• 20.0 evaluate the usefulness of different information sources in answering a question

Science- Body Systems

• 67.0 describe how body systems help humans meet their basic needs 
• 70.0 describe the role of the skin 
• 71.0 describe the body’s defenses against infections

Social Studies- Unit 6: Continuity & Change

• 7.1     identify similarities and differences of past societies and present-day societies 
• 7.2     determine the most significant similarity(ies) and difference(s) of past societies and present-day societies

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre. (RV - Reading and Viewing) Students will be expected to:
  • 7.1 ask critical questions of texts 
  • 7.2 analyze intended messages in texts

---

Applicable KBI lessons:

1. Germs, The Body’s Defense System, and How Vaccines Help

Unit Plan Overview

• Lesson worksheet/answers

---

Click on the headings below to see a description of all the core lessons for this grade

Life on Turtle Island (5) Cooperation & Colonization (5) Critical Thinking & Evaluating Information (4-5) Environment & Climate Change (4-6) Classifying Living Things (4-5) The Spread of Infectious Diseases (4-6) Germs, The Body's Defense System, & How Vaccines Help Canada’s Three Levels of Government (4-5) Canada’s Interactions with the Global Community (4-5) Refugee Experiences (4-6) Antibiotics (4-5) Vaccine Preventable Diseases (4-5) How To Handle Your Shots Like a Champ (4-5) Influenza (Flu) (4-6) Social and Emotional Learning (4-5) Bonus Lessons (4-5)

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 6 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Diversity of Life and Changes Over Time

Curricular outcomes:

Health- Self Care

• 1. discuss how prevention and early detection relate to wellness,
• 3. describe the methods of transfer of common communicable diseases

Science- Diversity of Life

• 68.0 describe the role of a common classification system for living things 
• 74.0 compare the adaptations from closely related animals living in different parts of the world and discuss reasons for any differences 
• 75.0 identify changes in animals over time

Science- GCO 1

• 37.0 describe scientific and technological achievements that are the result of contributions by people from around the world 
• 38.0 describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries 
• 40.0 describe instances where scientific ideas and discoveries have led to new inventions and applications
• 41.0 provide examples of Canadians who have contributed to science and technology

Social Studies- Environment & Culture

• 6.2.1 Compare climate and vegetation in different types of physical regions of the world

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Applicable KBI lessons:

1. Diversity of Living Things

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Evolution and Natural Selection

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers

 

3. Germs, The Body's Defense System, and How Vaccines Help

Unit Plan Overview

• Lesson worksheet/answers

World Issues

Curricular outcomes:

Social Studies- World Issues

• 6.5.1 Analyse the effects of the distribution of wealth around the world 
• 6.5.2 Examine selected examples of human rights issues around the world 
• 6.5.3 Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens

Science: GCO 4 Attitudes

• appreciate the role and contribution of science and technology in their understanding of the world 
• realize that the applications of science and technology can have both intended and unintended effects
• show interest and curiosity about objects and events within different environments 
• show interest in the activities of individuals working in scientific and technological fields

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Applicable KBI lessons:

1. Global Inequality

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers

Building Critical Inquiry Skills

Curricular outcomes:

Science- GCO 2 (Skills)

• Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions
• 1.0 propose questions to investigate and practical problems to solve
• 15.0 identify and use a variety of sources and technologies to gather relevant information
• 20.0 evaluate the usefulness of different information sources in answering a question

ELA- GCO 4

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
• 10.0 select texts that are appropriate to their interests and learning needs [GCO 4] 
• 11.0 integrate effective reading and viewing strategies [GCO 4]

ELA- GCO 5

• Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 16.0 select a variety of informational sources [GCO 5] 
• 17.0 evaluate information from a variety of selected sources [GCO 5]

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre. (RV - Reading and Viewing) Students will be expected to:
• 7.1 ask critical questions of texts 
• 7.2 analyze intended messages in texts
• 22.0 evaluate messages in texts [GCO 7] 
• 23.0 compare alternate points of view [GCO 7] 
• 24.0 analyze the impact of language used in texts [GCO 7]
• 25.0 examine how responses to texts can affect social change [GCO 7]

ELA- Critical Literacy

• It involves the ability to read deeper into the content and to recognize and evaluate the stereotyping, cultural bias, author’s intent, hidden agendas, and silent voices that influence texts. 

ELA- Information Literacy

• Students must be able to evaluate information from it. This involves detecting bias, differentiating between fact and opinion, weighing conflicting opinions, and evaluating the worth of sources. Information literacy also focuses on the ability to synthesize the information so that it can be communicated. 

Social Studies- Inquiry

• recognize that there are various perspectives in the area of inquiry 
• recognize bias in others and in themselves
• appreciate the value of critical and creative thinking

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Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Inquiry activities

Human Rights of People Forced To Flee

Curricular outcomes:

Social Studies- Reflections on a Multicultural Mosaic

• 6.6.1 -Illustrate an understanding of how cultures from around the world have contributed to the development of Canada’s multicultural mosaic

Social Studies- An Intro to Culture

• 6.1.4- identify and explain factors that are creating a more global culture around the world 
• describe how the movement of people impacts on cultures

Social Studies- World Issues

• 6.5.2- examine selected examples of human rights issues around the world 
• give examples of rights included in the United Nations Declaration of the Rights of the Child 
• give examples of rights included in the United Nations Universal Declaration of Human Rights 
• identify human rights issues related to rights of children 
• examine selected examples of current human rights abuses

English Language Arts- GCO 3

• GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

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Applicable KBI lessons:

1. Refugee Experiences

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Numeracy activity/answers

---

Click on the headings below to see a description of all the core lessons for this grade

Indigenous Experiences of Colonization (6) Critical Thinking & Evaluating Information (6-7) Navigating the World of Online (Mis)Information (6-7) Environment & Climate Change (4-6) Diversity of Living Things (6-7) The Spread of Infectious Diseases (4-6) Germs, The Body's Defense System, & How Vaccines Help Canada’s Three Levels of Government (6-7) Global Inequality (6-8) Canada’s Interactions with the Global Community (6) Refugee Experiences (4-6) Antibiotics (6-7) An Inquiry Activity: Become an Outbreak Investigator Vaccine Preventable Diseases (6-9) How To Handle Your Shots Like a Champ (6-9) Influenza (Flu) (4-6) Social and Emotional Learning (6-8) Bonus Lessons (6-8)

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 7 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Science

Curricular outcomes:

Science- Essential Graduation Learnings (EGL)

• Citizenship: Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.

Science- GCOs

• Science, Technology, Society & the Environment
  • Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
• Attitudes
  • Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Science- Interactions Within Ecosystems

• 304-1 explain how biological classification takes into account the diversity of life on Earth. 
• 304-2 identify the roles of producers, consumers, and decomposers in a local ecosystem, and describe both their diversity and their interactions 
• 306-3 describe interactions between biotic and abiotic factors in an ecosystem 
• 306-4 identify signs of ecological succession in a local ecosystem

Science- Heat

• 113-8 make informed decisions about applications of science and technology, taking into account personal and social advantages and disadvantages

Science- Earth’s Crust

• 110-3 identify major shifts in scientific world views 110-4 describe examples of how scientific knowledge has evolved in light of new evidence

 

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Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Diversity of Living Things

Unit Plan Overview

• Lesson worksheet/answers

 

Social Studies

Curricular outcomes:

Social Studies- Literacy Through Social Studies

• The social studies program will help students become culturally sensitive and effective cross-cultural communicators. 

Social Studies- Culture & Diversity

• Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives

Social Stuides- Economic Empowerment

• 7.2.1 Investigate the various ways that economics empowers or disempowers people 
• 7.2.2 Analyse how commodities that lead to economic empowerment have changed

Social Studies- 3 Political Empowerment

• 7.3.1 Evaluate the conditions of everyday life for diverse peoples living in British North America in the mid-1800s, including Aboriginal peoples, African-Canadians, and Acadians

Social Studies- 4 Cultural Empowerment

• 7.4.1 Explain how the expansion and development of Canada during the 1870s and early 1880s affected its various people and regions
• 7.4.3 Analyse the degree of empowerment and disempowerment for Aboriginal peoples in present day Atlantic Canada during this period

 

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Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers

 

English Language Arts (ELA)

Curricular outcomes:

ELA- Reading in the Content Areas (RCA)

• When interacting with information that is unfamiliar to students, it is important for teachers to monitor how effectively students are using strategies to read and view texts: 
  • Analyze and think critically about information
  • Determine importance to prioritize information
  • Engage in questioning before, during, and after an activity related to a task, text, or problem
  • Make inferences about what is meant but not said.

ELA- GCO 4

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
• 4.1 identify and select texts that meet their needs and interests
• 4.3 identify a variety of reading and viewing processes and strategies to construct meaning from texts

ELA- GCO 5

• Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 5.2 recognize the need for a variety of reliable information from various sources 
• 5.3 locate and select information from a variety of sources 
• 5.4 experiment with a variety of effective inquiry approaches and strategies

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.
• 7.1 recognize that texts can be biased 
• 7.2 recognize the need to question a text’s language, form, and genre 
• 7.3 explore the tools text creators use to achieve different purposes 
• 7.4 describe the impact that text form, content, and structure have on meaning 
• 7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to text

 

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Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Inquiry activities/answer guides

 

---

 

Click on the headings below to see a description of all the core lessons for this grade

Life on Turtle Island (7) Critical Thinking & Evaluating Information (6-7) Navigating the World of Online (Mis)Information (6-7) Environment & Climate Change (7-9) Diversity of Living Things (6-7) The Spread of Infectious Diseases (7) The Immune System & How Vaccines Work Canada’s Three Levels of Government (6-7) Global Inequality (6-8) Canada’s Interactions with the Global Community (7) Refugee Experiences (7-9) Antibiotics (6-7) An Inquiry Activity: Become an Outbreak Investigator Vaccine Preventable Diseases (6-9) How To Handle Your Shots Like a Champ (6-9) Influenza (Flu) (7-9) Social and Emotional Learning (6-8) Bonus Lessons (6-8)

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 8 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Science

Curricular outcomes:

Science- Essential Graduation Learnings (EGL)

• Citizenship: Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.

Science- GCOs

• Science, Technology, Society & the Environment
  • Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
• Attitudes
  • Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Science- Water Systems on the Earth’s Surface

• 306-3 describe interactions between biotic and abiotic factors in an ecosystem
• 311-8 analyse factors that affect productivity and species distribution in marine and fresh water environments 
• 332-3 describe major interactions among the hydrosphere, lithosphere, and atmosphere

Science- Cells, Tissue, Organs, and Systems

• 304-4 illustrate and explain that the cell is a living system that exhibits all the characteristics of life 
• 304-5 distinguish between plant and animal cells 
• 304-6 explain that growth and reproduction depend on cell division 
• 304-7 explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body

 

---

Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Diversity of Living Things

Unit Plan Overview

• Lesson worksheet/answers

 

English Language Arts (ELA)

Curricular outcomes:

ELA- Reading in the Content Areas

• When interacting with information that is unfamiliar to students, it is important for teachers to monitor how effectively students are using strategies to read and view texts: 
  • Analyze and think critically about information
  • Determine importance to prioritize information
  • Engage in questioning before, during, and after an activity related to a task, text, or problem
  • Make inferences about what is meant but not said.

ELA- GCO 4

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
• 4.1 identify and select texts that meet their needs and interests
• 4.3 identify a variety of reading and viewing processes and strategies to construct meaning from texts
• 4.4 assess personal processes and strategies for reading and viewing various texts

ELA- GCO 5

• Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 5.2 evaluate the reliability of information from various sources 
• 5.3 compare information from a variety of sources 
• 5.4 use effective inquiry approaches and strategies

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.
• 7.1 recognize that texts can be biased 
• 7.2 recognize the need to question a text’s language, form, and genre 
• 7.3 explore the tools text creators use to achieve different purposes 
• 7.4 describe the impact that text form, content, and structure have on meaning 
• 7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to text

 

---

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Inquiry activities/answer guides

 

---

 

Click on the headings below to see a description of all the core lessons for this grade

Indigenous History on Turtle Island (8) Critical Thinking & Evaluating Information (8-9) Navigating the World of Online (Mis)Information (8+) Environment & Climate Change (7-9) Diversity of Living Things (8-9) Canada’s Three Levels of Government (8-10) The Spread of Infectious Diseases (8-9) The Immune System & How Vaccines Work Global Inequality (6-8) Canada’s Interactions with the Global Community (8+) Refugee Experiences (7-9) Antibiotics (8+) An Investigative Activity - Fraser Valley Measles Outbreak Vaccine Preventable Diseases (6-9) How To Handle Your Shots Like a Champ (6-9) Influenza (Flu) (7-9) Social and Emotional Learning (6-8) Bonus Lessons (6-8)

Click here to access the Curriculum Connections showing curriculum outcomes for the different KBI learning modules/lessons and links to accompanying lesson resources.

Made by a Grade 9 teacher in Newfoundland & Labrador. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Science

Curricular outcomes:

Science- Essential Graduation Learnings

• Citizenship: Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.

Science- GCOs

• Science, Technology, Society & the Environment
  • Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
• Attitudes
  • Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Science- Water Systems on the Earth’s Surface

• 306-3 describe interactions between biotic and abiotic factors in an ecosystem
• 311-8 analyse factors that affect productivity and species distribution in marine and fresh water environments 
• 332-3 describe major interactions among the hydrosphere, lithosphere, and atmosphere

Science- Cells, Tissue, Organs, and Systems

• 304-4 illustrate and explain that the cell is a living system that exhibits all the characteristics of life 
• 304-5 distinguish between plant and animal cells 
• 304-6 explain that growth and reproduction depend on cell division 
• 304-7 explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body

 

---

Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Diversity of Living Things

Unit Plan Overview

• Lesson worksheet/answers

 

Social Studies

Curricular outcomes:

Social Studies- Interdependence

• appreciate and value the struggle to attain universal human rights 
• recognize the varying perspectives on the interdependence among society, the economy and the environment 

Social Studies- Education for Sustainable Development (ESD)

• Education for sustainable development is based on ideals and principles that underlie sustainability, such as intergenerational equity, social tolerance, human rights, gender equity, health, poverty alleviation, environmental preservation and restoration, natural resource conservation, as well as just and peaceable societies.

Social Studies- Unit 2: Geographic Influences on Identity: Place and People

• 4.1 explain why people migrate and provide examples of push and pull factors 
• 4.2 examine how immigration patterns have changed in Canada since the 1920’s 
• 4.3 examine the debate that exists over new immigration policies. 
• 4.5 examine the causes and effects of emigration on Canada since 1920 

Social Studies- Unit 5: Citizenship and Identity: What it Means to be Canadian

• 14.1 describe the organization of government in Canada at the federal, provincial and municipal levels
• 14.2 explain the purpose and responsibilities of the executive, legislative, and judicial branches of government 

 

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Applicable KBI lessons:

1. Refugee Experiences

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers

 

2. Canada's Three Levels of Government

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Numeracy activity/answers

 

English Language Arts (ELA)

Curricular outcomes:

ELA- Reading in the Content Areas

• When interacting with information that is unfamiliar to students, it is important for teachers to monitor how effectively students are using strategies to read and view texts: 
  • Analyze and think critically about information
  • Determine importance to prioritize information
  • Engage in questioning before, during, and after an activity related to a task, text, or problem
  • Make inferences about what is meant but not said.

ELA- GCO 4

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
• 4.1 identify and select texts that meet their needs and interests
• 4.3 identify a variety of reading and viewing processes and strategies to construct meaning from texts
• 4.4 assess personal processes and strategies for reading and viewing various texts

ELA- GCO 5

• Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
• 5.2 evaluate the reliability of information from various sources 
• 5.3 compare information from a variety of sources 
• 5.4 use effective inquiry approaches and strategies

ELA- GCO 7

• Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.
• 7.1 recognize that texts can be biased 
• 7.2 recognize the need to question a text’s language, form, and genre 
• 7.3 explore the tools text creators use to achieve different purposes 
• 7.4 describe the impact that text form, content, and structure have on meaning 
• 7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to text

 

---

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Lesson worksheet/answers
• Video worksheet/answers
• Inquiry activities/answer guides
• Numeracy activity/answers

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

• Literacy builder worksheet/answer guide
• Inquiry activities/answer guides

 

---

 

Click on the headings below to see a description of all the core lessons for this grade

Life on Turtle Island (9) Critical Thinking & Evaluating Information (8-9) Navigating the World of Online (Mis)Information (8+) Environment & Climate Change (7-9) Diversity of Living Things (8-9) The Spread of Infectious Diseases (8-9) The Immune System & How Vaccines Work Canada’s Three Levels of Government (8-10) Global Inequality (9-12) Canada’s Interactions with the Global Community (8+) Refugee Experiences (7-9) Antibiotics (8+) An Investigative Activity - Fraser Valley Measles Outbreak Vaccine Preventable Diseases (6-9) How To Handle Your Shots Like a Champ (6-9) Influenza (Flu) (7-9) Bonus Lessons (9-12)

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Newfoundland and Labrador curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.

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Science 1206

Unit 2: Chemical Reactions
23.0 propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan [GCO 2]

• Focus for Learning - Additionally, students should research chemistry-related, STSE issues or problems. Topics could include • societal use of antibacterial products, antibiotics...

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Social Studies 1201/1202

Unit 1: Integrated Concepts and Process Skills (ICPS)

• 2.0 analyze information, events, ideas, issues, places, and trends to understand how they influence the human experience
  • 2.1 evaluate evidence
  • 2.2 make comparisons
  • 2.3 determine cause and consequence
  • 2.4 determine significance
• 3.0 respond to significant issues influencing the human experience
  • 3.1 frame questions to focus an inquiry
  • 3.2 gather and organize information
  • 3.3 interpret, analyze, and evaluate information
  • 3.4 develop rational conclusions supported by evidence

Unit 2: Power, Citizenship, and Change

• 4.0 explain how power and privilege influence people’s lives
  • 4.7 explain how privilege influences an individual’s ability to achieve personal goals
  • 4.8 explain the consequences of privilege and underprivilege for a group or community
• 5.0 explain the importance of activism in promoting social justice
  • 5.1 explain the purpose of activism
  • 5.3 develop an activism plan to promote social justice
  • 5.4 explain why people may fail to act when they observe a social injustice

Unit 3: Individual Righst and the Common Good

• 7.0 explain some of the challenges associated with promoting the common good
  • 7.1 explain the idea of the common good
  • 7.4 propose an action that would promote the common good

Unit 4: The Strengths and Limitations of Government

• 8.0 explain how government is organized in Canada
  • 8.3 determine the relative significance of the responsibilities assigned to the federal, provincial, municipal, and Indigenous governments
• 10.0 explain the importance of voting within a democracy
  • 10.6 assess information and differentiate between fact, opinion, argument, and propaganda

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Click on the headings below to see a description of all the core lessons for this grade

Critical Thinking & Evaluating Information (10+) Navigating the World of Online (Mis)Information (8+) Environment & Climate Change (10-12) The Spread of Infectious Diseases (10+) The Immune System & How Vaccines Work Canada’s Three Levels of Government (8-10) Global Inequality (9-12) Canada’s Interactions with the Global Community (8+) Refugee Experiences: Instability & Sustainability (10+) Antibiotics (8+) An Investigative Activity - Fraser Valley Measles Outbreak Vaccine Preventable Diseases (10+) How to Handle Your Shots Like a Champ (10+) Influenza (Flu) (10+) Bonus Lessons (9-12)

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Newfoundland and Labrador curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.

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Biology 2201

• 1.0 define and delimit problems to facilitate investigation
• 2.0 identify questions to investigate that arise from practical problems and issues
• 3.0 design an experiment identifying and controlling major variables
• 4.0 formulate operational definitions of major variables
• 5.0 develop and implement appropriate sampling procedures
• 6.0 carry out procedures controlling the major variables and adapting or extending procedures where required
• 9.0 use library and electronic research tools to collect information on a given topic
• 12.0 describe and apply classification systems and nomenclatures used in the sciences

Unit 2: Processes that Sustain Life

• 26.0 identify and describe science- and technology-based careers related to this science
• 37.0 explain the roles of evidence, theories, and paradigms in the development of scientific knowledge
• 43.0 compare and contrast prokaryotic and eukaryotic cells, and plant cells and animal cells

Unit 3: Maintaining Homeostasis

• 32.0 analyze from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology
  • Teachers may
    • Discuss the issues of antibiotic overuse and resistance.
    • Discuss mandatory vaccination policies.
    • Invite public health personnel to present current information on vaccinations and related topics.
• Students may
  • Explain how a child vaccinated for measles is protected when they come in contact with the virus.
  • Research and analyze the risks and benefits to society of widespread use of antibacterial soaps and other products.
• 36.0 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability
• 41.0 analyze why and how a particular technology was developed and improved over time
  • analyze why and how technologies such as antibiotics and vaccinations were developed and improved over time; and
  • examine the important role vaccinations play in maintaining a healthy society.
  • Discussions about antibiotic use and vaccinations provide an opportunity to address aspects of the nature of technology and the relationship between science, technology, and society
  • Sample Performance Indicator - Analyze and respond to a vaccination-related article sourced from the Internet.
• 50.0 explain how systems help maintain homeostasis
• 51.0 analyze homeostatic phenomena to identify the feedback mechanisms involved
• 52.0 explain how tropisms help to maintain homeostasis
• 53.0 analyze the impact of factors on the homeostasis of the nervous system
• 54.0 evaluate the impact of disorders and diseases on homeostasis
  • Teachers may
    • Show videos sourced from the Internet to introduce the immune system and examine the body’s immune response.
    • Discuss the human immune system’s lines of defense.
    • Discuss innate and acquired immunity and the role of macrophages, lymphocytes, and antibodies.
    • Provide information and resources about immunization in Canada, including a list of available vaccines.
    • Discuss what is meant by herd immunity.
  • Students may
    • Add immune-related terminology to their personal glossary of circulatory system terminology.
    • Search for and examine timelines depicting the history of vaccines or immunization.
    • Research how penicillin was discovered and discuss the quote “In the fields of observation chance favours only the prepared mind”. 
    • Describe how antibiotics work in concert with the immune system.
• 56.0 explain the importance of fitness to the maintenance of homeostasis
• 58.0 describe the impact of environmental factors on homeostasis
• 59.0 explain the role of enzymes in metabolism
• 60.0 explain the importance of nutrition to the maintenance of homeostasis

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Social Studies 2201/2202

Unit 2: Innovation, Ideas, and Change

• 4.0 explain how innovations influence the human experience
  • 4.4 explain the significance of select innovations from the Ancient, Pre-Modern, and Modern Eras
    • Activation - Introduce one (or more) of the innovations examined in this delineation by engaging students in a discussion on the innovation. First, ask students how we use the innovation today (and in the past). Next, ask students to identify how our lives would be different if the innovation never existed. Examples include vaccinations.
    • Focus for Learning - Students should be able to explain how innovations influenced life during the Modern Era. • Health care: smallpox vaccine - In the late 1700s smallpox was a deadly and highly infectious disease responsible for the deaths of hundreds of millions across the globe. Edward Jenner, an English doctor, discovered how to create a vaccine, which he used to cure smallpox, Thanks to Jenner’s vaccine, the last recorded death from smallpox occurred in 1978.
    • Focus for Learning - Perspectives/Value Judgments: Today, before a drug is sold to the public, it is clinically tested to ensure any dangers or side effects associated with the drug are known. Edward Jenner simply tested his ideas concerning smallpox using a live cowpox vaccine on a patient not knowing the consequences of his theory. Can such a risky and ethically questionable action ever be justified in the medical field? Explain.
    • Sample Teaching and Assessment Strategies - Students may • Create a cause and consequence diagram for each of the following innovations: smallpox vaccine

Unit 5 – Conflict, Cooperation, and Change

• 14.0 explain how ideology has influenced the human experience in the Modern Era
• 14.2 explain how modern ideological thinking has influenced the use of conflict and cooperation to achieve political and economic goals
• 14.3 explain the role of supranational agencies such as the United Nations in addressing global issues
• 15.0 determine the possible significance a current or emerging geopolitical dispute
• 15.1 research the dispute
  • Examples may include: civil war in Syria
• 15.2 anticipate how the dispute may influence the human experience

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Click on the headings below to see a description of all the core lessons for this grade

Critical Thinking & Evaluating Information (10+) Navigating the World of Online (Mis)Information (8+) Environment & Climate Change (10-12) The Spread of Infectious Diseases (10+) The Immune System & How Vaccines Work Canada’s Three Levels of Government (11-12) Global Inequality (9-12) Canada’s Interactions with the Global Community (8+) Refugee Experiences: Instability & Sustainability (10+) Biology: The Diversity of Living Things (11+) Homeostasis Antibiotics (8+) An Investigative Activity - Fraser Valley Measles Outbreak (8-12) Vaccine Preventable Diseases (10+) How to Handle Your Shots Like a Champ (10+) Influenza (Flu) (10+) Bonus Lessons (9-12)

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Newfoundland and Labrador curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.

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Biology 3201

STSE

• 115-5 analyse why and how a particular technology was developed and improved over time
• 116-4 analyse and describe examples where technologies were developed based on scientific understanding
• 117-11 analyse examples of Canadian contributions to science and technology
• 118-8 distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot
• 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability

Skills

• 212-6 design an experiment and identify specific variables

Unit 1: Maintaining Dynamic Equilibrium 2

• 317-1 explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis
• 317-2 analyse homeostatic phenomena to identify the feedback mechanisms involved
• 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis

Unit 3: Genetic Continuity

• 317-4 identify in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism

Unit 3: Evolutionary Change and Biodiversity

GCO 3 (Knowledge):

Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.

• 60.0 analyze evolutionary mechanisms and their effects on biodiversity
• 64.0 evaluate and describe evidence to support the theory of evolution by natural selection
• 65.0 describe how species evolve

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World History

Unit 6: Challenges of the Modern Era

• 6.1 Students will be expected to draw upon primary and/or secondary sources to demonstrate an understanding of selected security, economic and environmental challenges of the modern era.
• 6.1.2 Analyze examples to illustrate three peackeeping roles that UN forces are sometimes called upon to perform in the trouble areas of the world: (a) • mediation of disputes between conflicting parties • deployment of military forces to maintain peace in civil or international wars • deployment of military forces to ensure distribution of humanitarian aid
• 6.1.4 Assess how the re-emergence of nationalism, ethnic diversity and religious differences have created conflict
• 6.1.6 Analyze how terrorist attacks such as those on the World Trade Centre and suicide bombings in Israel have posed threats to world peace and security.

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Click on the headings below to see a description of all the core lessons for this grade

Critical Thinking & Evaluating Information (10+) Navigating the World of Online (Mis)Information (8+) Environment & Climate Change (10-12) Evolution & Natural Selection The Spread of Infectious Diseases (10+) The Immune System & How Vaccines Work Canada’s Interactions with the Global Community (8+) Canada’s Three Levels of Government (11-12) Global Inequality (9-12) Refugee Experiences: Instability & Sustainability (10+) Biology: The Diversity of Living Things (11+) Homeostasis Antibiotics (8+) An Investigative Activity - Fraser Valley Measles Outbreak (8-12) Vaccine Preventable Diseases (10+) How to Handle Your Shots Like a Champ (10+) Influenza (Flu) (10+) Bonus Lessons (9-12)