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Prince Edward Island Resource Guide

Kids Boost Immunity matches the Prince Edward Island curriculum outcomes listed below. You can also read a description of the core lessons available for Prince Edward Island students. Each grade has a tailored selection of lessons that fit their curricular need. Please note that this is not an exhaustive list of the curricular fit - teachers on KBI have found many more curriculum connections than outlined here! Continue scrolling down to see a short description of the core lessons available for each grade.

 

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 Prince Edward Island 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.


Science

Unit 2: The Nature of Exploration

  • 4.2.1 examine the stories of various explorers of land, ocean, space, and ideas
    • Elaboration - Both the stories of explorers already studied, and additional stories, may be examined in terms of motivating factors. Were the explorations to meet particular needs (e.g., for land, a cure for a disease)?
  • 4.2.2 analyze factors that motivate exploration
  • 4.2.3 evaluate the impact of exploration over time

Unit 3: Exploring Our World

  • 4.3.1 Students will be expected to examine major physical features of the world.
    • Elaboration - Now students are introduced to hemispheres, poles, equator, and prime meridian, plus gain an awareness of longitude and latitude

Unit 4: Exploring the Landscapes of Canada

4.4.3 demonstrate an understanding of the political landscape of Canada

  • Enduring Understanding - Canada is a country comprising provinces and territories  Canada has a central, federal government  the Federal government makes decisions and laws for the entire country in areas for which it has responsibility

 

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

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 Prince Edward Island 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.


Social Studies

Unit 5: Interactions

5.5.1 Examine interactions between British and French and First Nations and Inuit in what later became Atlantic Canada

  • Elaboration - However, mostly the consequences of European exploration were devastating to indigenous peoples—epidemic disease such as small pox, infl uenza, and measles, and disruption of patterns and traditions.

Unit 6: My Society

5.6.1 Illustrate the similarities and differences of past societies and your society

  • Decision-making - Just as past societies engaged in decision making, our society makes decisions such as rules and laws.
  • Interactions - Like societies of the past, our society interacts with other societies. 

Health

GCO: Students will make responsible and informed choices to maintain health and to promote safety for self and others.

  • examine the impact of physical activity, nutrition, rest, and immunization on the immune system (W-5.1)
    • Elaborations - Review “How Your Immune System Fights Microbes” (Appendix) with students.
    • Have students brainstorm health practices that help maintain a strong immune system.
    • Discuss important times when people get immunized (for example, as a baby, before going to school, before travelling to some countries).
    • Tasks for Instruction and/or Assessment - Research a list of disesases that have been almost eliminated because of immunization.

 

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

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 Prince Edward Island 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.


Science

Life Science: Diversity of Life

The Role of a Common Classification Scheme for Living Things

  • identify different ways to classify living things in their local habitats (204-6)
  • classify living things in the local habitat and create a chart or diagram that shows the method of classifying (206-1)
  • describe how classifications may vary and suggest possible explanations for variations (104-5)
  • identify communication problems that arise from the differences in classification schemes for living things, and describe the role of a common classification system (206-9, 300-15)

Microorganisms

  • provide examples of how science and technology have been involved in identifying and controlling the growth of microorganisms (107-6)
  • describe products and techniques that can be used at home to protect against unwanted microorganism growth (107-1)
    • Students could discuss examples of technological innovations that have been developed to protect against unwanted microorganisms (such as cleaning solutions, processed lunch packages, canned goods, preserving jars, and antibacterial hygienic products like toothpaste, creams, and soaps.)

Adaptations and Natural Selection

  • propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)
    • Elaboration - Students should explore evidence of natural selection from studies of bacterial strains that are resistant to antibiotics. Superbugs have developed due to the overuse of antibacterials creams.

Social Studies

Unit 3: World Issues

6.3.1 examine the effects of the distribution of wealth around the world

  • Elaborations - To facilitate their understanding, students must fi rst become familiar with the terms “gross domestic product” (GDP), or "gross national product (GNP), and “human development index” (HDI), and the correlation between distribution of wealth and quality of life.
  • One effect of uneven distribution of wealth in our world is poverty. Students will examine what is meant by poverty and give examples of its effects.

6.3.2 examine selected examples of human rights issues around the world

  • Strategies for Learning and Teaching - Have students as a class complete a brainstorming web on human rights violations against children (e.g., child labour, child soldiers, poverty, homelessness, lack of health care for those with diseases such as malaria, etc.)

Health

Personal Health

  • determine the health risks associated with the sharing of personal-care items

Safety and Responsibility

  • analyse how laws, regulations, and rules contribute to health and safety practices
  • evaluate the impact of personal behaviour on the safety of self and others

Understanding and Expressing Feelings

  • develop personal strategies for dealing with stress and change

Mathematics

SCO: N6: Demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially and symbolically. [C, CN, PS, R, V]


 

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

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 Prince Edward Island 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.


Social Studies

Unit 2: Economic Empowerment

7.1.1 explore the general concept of empowerment:

  • Define power and authority and explain how each influences their own lives
  • Identify and categorize various sources of power and authority
  • Identify groups that are empowered and disempowered in our society (local, national, and global)

7.2.2 Investigate the various ways economic systems empower or disempower people

  • explain that people have basic needs that must be met
  • analyze the role that money plays in meeting basic needs
  • investigate and report on the challenges of the poverty cycle

7.2.3 Analyze trends that could impact future economic empowerment 

  • identify current trends and examine factors that may impact on these trends
  • take actions which provide or enable personal economic empowerment in the future

Unit 3: Political Empowerment

7.3.4 Examine the political structure of Canada as a result of Confederation

  • chart the structure of the Canadian government after Confederation
  • compare and contrast the power given to the different levels of government by the BNA Act
  • explain the role of the individual in the democratic process in Canada

 

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

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 Prince Edward Island 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.


Science

Cells, Tissues, Organs, and Systems

LS1 Identify and describe the structure and function of cells within living things

  • Understand that all living things (e.g., algae, trees, whales) are composed of cells
  • Illustrate and explain that the cell is a living system that exhibits the characteristics of life.
  • Identify and describe the structure and function of cell organelles (e.g., cell membrane, cell wall, cytoplasm, chloroplast, vacuole, mitochondria, nucleus).

Social Studies

Unit 3: Decades of Change

8.3.4 Evaluate Canada’s role in the world since WWII

  • evaluate Canada’s role as a global citizen through its involvement in the United Nations and other international organizations

8.3.7 Analyse how globalization has affected Canada and Canadians since 1980

  • predict the impact of global environmental threats on Canada’s future

Unit 4: Citizenship

8.4.1 Take age-appropriate actions that demonstrate the rights and responsibilities of citizenship (local, national, and global)

8.4.3 Demonstrate an understanding of the structure and operation of government in Canada under a federal system

  • describe the operation and responsibilities of government at the municipal, provincial, and federal levels
  • demonstrate an understanding of the relationship between the provincial and federal governments and account for provincial and regional variations in this relationship

Health

GCO: Students will make responsible and informed choices to maintain health and to promote safety for self and others.

  • describe symptoms, effects, treatments, and prevention for a common sexually transmitted infection (W-8.16)

 

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

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 Prince Edward Island 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.


Science

Nature of Science

NoS 1 Understand science as a unique way of knowing.

  • Science is a specific way of knowing that involves a process of questioning, predicting, testing (analyzing and interpreting data), and developing reasoned arguments.

NoS 2 Evaluate, with support, if a reported idea or claim is scientifically reasonable.

  • They should be skeptical and think critically about scientific claims before accepting them.
  • There are consequences to accepting and making decisions based on false claims.

 


Social Studies

Unit 3: Trade in the Global Community

SCO 9.3.2 Analyse factors that contribute to the globalization of economic activity

  • 3.2.2 examine how international agreements and trade organizations contribute to the globalization of the economy
  • Elaboration - Globalization of culture has existed for thousands of years, some say even pre-dating common era (CE). Historically, societies from around the globe have ventured forth in search of resources, riches, and trading partners, or to expand their own territories. With them, they brought goods, ideas, cultural practices, and beliefs (as well as disease). I

SCO 9.3.3 Demonstrate an understanding of how the globalization of economic activity affects Atlantic Canada and the global community

  • 3.3.3 identify opportunities and challenges associated with global economic activity for the Atlantic region

Unit 4 - Environment in the Global Community

  • SCO 9.4.1 Demonstrate an understanding of the relationship between environmental issues in Atlantic Canada and global environmental issues
  • SCO 9.4.2 Analyse factors that contribute to environmental issues
  • SCO 9.4.3 Investigate a current global environmental issue using an inquiry process

Health

Information Pertinent to Sexual Health Outcomes (W-9.10 - W-9.15)


 

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



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 Prince Edward Island 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.


Science 421

Nature of Science

  • NoS 1 Explain how science is a unique way of knowing about the natural world.
  • NoS 2 Evaluate if a reported idea or claim is scientifically reasonable.
  • NoS 3 Analyze factors that influence decisions to accept scientifically unreasonable claims.
    • Elaborations - Humans are naturally predisposed to causal illusions and it has been suggested that such biases are evolutionary advantageous by helping us avoid things that are dangerous (Caulfield 2017). However, racial and cultural biases, financial hardships, public health issues, and the increase in belief in pseudosciences have been attributed to causal illusion and a lack scientific thinking. A classic case of causal illusion is the incorrect link between vaccines and autism.

Content Knowledge

  • CK 1.1 Explain why the cell is considered a living system and responsible for the continuity and diversity of life.
    • use vocabulary including, but not limited to: bacteria, cell membrane, cell theory, eukaryotes, multicellular, organelles, prokaryotes, spontaneous generation, system, unicellular, viruses;
    • distinguish between living and non-living things;
    • locate cell boundaries and visible organelles using a microscope (links to PK 5);
    • describe how the cell is both a system and a component of a system;
    • compare and contrast characteristics that are used to classify eukaryotic and prokaryotic cells;
    • provide reasons why viruses are considered non-living;
    • recognize that the nucleus of the cell contains genetic information that is passed on from cell to cell;
  • CK 1.2 Understand the transmission and prevention of infectious disease and anaylse its impact on society.
    • use the following vocabulary appropriately: antibiotic, antibody, mutation, epidemiology, germ theory, herd immunity, immune system, infection, infectious disease, pathogen, transmission, vaccine;
    • provide examples of diseases caused by bacteria versus viruses;
    • explain how technology and the development of the germ theory influenced our understanding of infectious disease (link to NoS 1, DP 1);
    • compare and contrast the use of antibiotics and vaccines;
    • describe modes of transmission of infectious disease (i.e., direct: person to person, droplet and indirect: air-borne, contaminated objects, food and drinking water, animal to person, vector-borne, environmental reservoirs);
    • identify ways to prevent the spread of infectious disease (i.e., condoms, handwashing, vaccines, mosquito nets, water sanitation) based on mode of transmission;
    • relate the concept of herd immunity to disease outbreaks (i.e., vaccine development, link to DP 1);
    • investigate patterns in transmission of infectious disease (using case studies, simulations) and deduce patient zero (link to PK 2 and PK 6);
    • distinguish between pandemics (global), epidemics (restricted to a region), and endemics (sustained number in a population); and
    • examine the social/economic impact of pandemics/epidemics (e.g., HPV, measles, whooping cough, hepatitis, HIV [AIDs], smallpox, bubonic [black] plague, influenza, Zika virus) on human populations and/ or epizootics on animal and human populations (e.g., bat white-nose syndrome, sylvatic plague/bubonic plague, mange/scabies).

 


Geography 421

Unit 6: Canada’s Global Connections

6.1 analyse the economic, societal, and environmental connections between Canada and other countries

6.2 assess Canada’s current involvement in a global issue

  • Elaborations - They may wish to focus on the contributions that Canadians make in areas such as culture, technology, peace and security, economic or international organizations (United Nations, World Health Organization, Asia-Pacifi c Economic Co-operation) or international agreements (North American Free Trade Agreement, Kyoto Protocol). Or, they may focus on trends or patterns that have been established in areas such as global economic consumption, environmental practices, humanitarian aid, response to climate change or other international disasters.

Canadian Studies 401

Unit 4: Canada's Work and Worth

GCO: Students will be expected to demonstate the ability to make responsible economic decisions as individuals and as members of society

  • Assessment - teach a lesson on the poverty cycle to peers or a teacher. (10-4-6)

Unit 5: Canada's Global Connections

GCO: Students will be expected to demonstate an understanding of the interdependent relationship among individuals, societies, and the environment - locally, nationally, and globally and the implications for a sustainable future.


 

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

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 Prince Edward Island 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.


Biology 521

Unit: Biodiversity

Classifying Living Things

  • explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (115-7)
    • explain how scientific classification systems have developed
  • describe and apply classification systems and nomenclatures used in the biological sciences (214-1)
    • list and describe the eight major categories of the classification system (i) domain (ii) kingdom (iii) phylum (iv) class (v) order (vi) family (vii) genus (viii)species
    • explain the advantages of binomial nomenclature
    • demonstrate how to use a taxonomic key to group and identify an organism

Diversity Among Living Things

  • describe the anatomy and physiology of viruses and organisms from each kingdom (316-6)

Unit: Maintaining Dynamic Equilibrium 1

Homeostasis

  • explain the concept of homeostasis and its critical nature to living things (317-1)
    • define homeostasis including the concept of dynamic equilibrium
  • explain the importance of temperature regulation in maintaining homeostasis (317-3)
    • discuss mechanisms of temperature control, behavioural and physiological
  • explain how the human circulatory system helps maintain homeostasis (317-1)
  • explain how the human respiratory system helps maintain homeostasis (317-1)
    • predict the impact of environmental factors such as allergens on homeostasis within an organism (317-6)

Immune System

  • explain how the immune system helps to maintain homeostasis (317-1)
    • explain the “lines” immune response
    • explain the role of white blood cells in the defence process including phagocytes and lymphocytes
    • explain the mechanism of acquired immunity including passive (breast milk) and active (actual exposure, vaccines
  • analyse why and how a particular technology was developed and improved over time (115-5)
  • analyse and describe examples where technologies were developed based on scientific understanding (116-4)
    • Elaborations - Students can expand their study by investigating how vaccines make use of the workings of the immune system in order to be effective, and by studying the requirements, interest and financial resources society has to support the prevention of the spread of disease-causing organisms such as HIV, Staphylococcus, and smallpox.
  • predict the impact of environmental factors on homeostasis within an organism
    • explain the meaning of antigen (allergen) and antibody, and their role in an allergic reaction

Human Biology 801

Unit: Homeostasis

  • identify the eight characteristics of living things (304-4)
  • explain the relationship among cells, tissues, organs, organ systems, and organisms (304-7)
  • describe examples of the interdependence of various systems of the human body (304-10)

Unit: Blood and Immunity

  • evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
    • explain how the human immunce system helps maintain homeostasis (317-1)
    • identify the first and second lines of defence
    • in general, explain how the immune system recognizes and destroys foreign agents
  • predict the impact of environmental factors such as allergens on the homeostasis within an organism (317-6)
  • evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
  • analyse from a variety of perspectives the benefits to society and the environment of applying scientific knowledge or introducing a particular technology (118-2)
    • Analyse how vaccines make use of the workings of the immune system in order to be effective. Studying the requirements (interest and financial resources) that society has to support the prevention or the spread of disease-causing organisms/viruses such as HIV, staphylococcus, and smallpox.

Geography 521/531

Unit 3: Cultural Patterns of the World

GCO 3: Analyse patterns of interdependence between humans and their environments

  • 3.5 distinguish between developed and developing nations
    • Students will also learn that although a country’s GDP may be very low in comparison to Canada, its quality of life may actually be quite high due to other factors such as access to education and health care.
  • 3.5/3.6 conduct a geographic inquiry into a selected region to learn more about it and its challenges and opportunities / analyse current opportunities and challenges for a selected region
    • Natural disasters, war, and outbreaks of disease may decimate a particular region, and a slow recovery could potentially span generations.

 

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

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 Prince Edward Island 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.


Biology 621

Maintaining Dynamic Equilibrium 2

Nervous System: Neurons

  • explain how the nervous system helps to maintain homeostasis (317-1)
    • identify requirements necessary for a nervous response to occur
  • 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

Human Biology 801

Unit: Homeostasis

  • identify the eight characteristics of living things (304-4)
  • explain the relationship among cells, tissues, organs, organ systems, and organisms (304-7)
  • describe examples of the interdependence of various systems of the human body (304-10)

Unit: Blood and Immunity

  • evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
    • explain how the human immunce system helps maintain homeostasis (317-1)
    • identify the first and second lines of defence
    • in general, explain how the immune system recognizes and destroys foreign agents
  • predict the impact of environmental factors such as allergens on the homeostasis within an organism (317-6)
  • evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
  • analyse from a variety of perspectives the benefits to society and the environment of applying scientific knowledge or introducing a particular technology (118-2)
    • Analyse how vaccines make use of the workings of the immune system in order to be effective. Studying the requirements (interest and financial resources) that society has to support the prevention or the spread of disease-causing organisms/viruses such as HIV, staphylococcus, and smallpox.

Geography 621/631 (Global Issues)

Unit 1: Introduction - What is a Global Issue?

  • 1.1 describe key attributes of local, national, and global issues
  • 1.6 demonstrate an understanding of active citizenship
    • Elaborations - Students may believe that it is only larger groups, agencies, or organizations such as NGOs and other charitable or human rights groups that are able to address global issues such as poverty, climate change, or crimes against humanity. A goal of this course is to promote understanding that “thinking globally and acting locally” can be an eff ective action.

Unit 3: Active Citizenship - What Can I Do?

  • 3.1 develop and carry out a plan of action that demonstrates active citizenship related to a local or global issue

History 621 (Canadian History)

Unit 3: Globalization

What has been Canada’s place in the community of nations, and what should Canada’s role be?

Unit 7: Justice

How has Canada struggled for a just and fair society?

  • demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities
    • examine the concept of the poverty cycle and explain its connection to political and economic inequities

 

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

Last modified: 
Sep 8, 2020