New Brunswick 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 New Brunswick.

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.

Thinking Critically

Curricular outcomes:

ELA-General Outcomes

Reading & Viewing
Students will be expected to
- select, read, and view with understanding a range of literature, information, media, and visual texts
- interpret, select, and combine information using a variety of strategies, resources, and technologies
- respond personally to a range of texts • respond critically to a range of texts, applying their understanding of language, form, and genre
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
- explore and discuss their thoughts, ideas, and experiences and consider those of their peers
- ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format)
- explain personal opinions and respond to the questions and opinions of others
- listen critically to others’ ideas or opinions expressed
7. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
- use their background knowledge to question information presented in print and visual texts
- identify conventions and characteristics of different types of print and media texts that help them understand what they read and view
- respond critically to texts by
  - asking questions and formulating understandings
  - discussing texts from the perspective of their own experiences
  - identifying instances where language is being used, not only to entertain, but to manipulate, persuade, or control them

Science- Scientific Literacy

GCO1- Students will develop the skills required for scientific and technological inquiries, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions (scientific literacy).

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

Strong Relationships

Curricular outcomes:

Science: Science, Technology, Society, & Enviro

SCO2.1- Students will consider factors that support responsible application of scientific and technological knowledge, and demonstrate an understanding of sustainable practices.

Social Studies: General Curriculum Outcomes

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.
People, Place, and the Environment
- Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

Social Studies: Exploring Our World

4.3.3 Examine the relationship between humans and the physical environment

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

Leadership

Curricular outcomes:

Social Studies: General Curriculum Outcomes

Citizenship, Power, & 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.

Social Studies: Exploring the Landscapes of Canada

4.4.3 Describe the political landscape of Canada

ELA- General Course Outcome

4- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
use and integrate the pragmatic, semantic, syntactic and graphophonic cueing systems (including context clues; word order; suffixes, compound words, contractions, and singular and plural words) and a variety of strategies to construct meaning

Math

4.N.7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problem
4.PR.4. Identify and explain mathematical relationships using charts and diagrams to solve problems

Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

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

Foundations

Curricular outcomes:

Social Studies- General Curriculum Outcomes

Culture & Diversity
- Students will be expected to demonstrate an understanding of culture, diversity, and worldview while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Social Studies

4.3.3 Examine the relationship between humans and the physical environment

ELA- General Curriculum Outcome

3- Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
7.- Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers

Understanding New Perspectives

Curricular outcomes:

Social Studies: General Curriculum Outcomes

People, Place, and the Environment
- Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.
Citizenship, Power, & 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.

Social Studies: Unit 1 Exploration

4.1.1 Explore the concept of exploration

Social Studies: Unit 2: The Nature of Exploration

4.2.1 Examine the stories of various explorers of land, ocean, space, and ideas.
4.2.2 Analyze factors that motivate exploration 4.2.3 Evaluate the impact of exploration over time

Applicable KBI lessons:

1. Cooperation and Colonization

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers

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

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 New Brunswick.

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.

Digging Deeper - Learning Through Inquiry

Curricular outcomes:

Science- Scientific Literacy

SCO1.1- Students will plan investigations by asking questions, making inferences, and selecting and using equipment or technology needed to solve a specific problem in the natural world.

ELA

SCO 7.3 -respond critically to text
- Identify instances of opinion, prejudice, bias and stereotyping in text
GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.
GCO 10- Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness.
- select, organize, and combine relevant information, from three or more sources to construct and communicate meaning

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

Relationships

Curricular outcomes:

ELA

Word Awareness- inclusive language
GCO 3 – Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.

Social Studies

Learners will investigate how we learn about the past, with a focus on Acadians, African Nova Scotians, Gaels, Mi’kmaq, and additional cultures.
- 5.1.1 Develop an understanding of how we learn about the past
Learners will investigate how environment influenced the development of an ancient society.
- 5.2.1 Explain how environment influenced the development of an ancient society
Learners will investigate the diverse societies of First Nations and Inuit, in what later became Canada.
- 5.4.1 Demonstrate an understanding of the diverse societies of First Nations and Inuit, in what later became Canada
Learners will investigate decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada.
- 5.4.2 Examine decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada
Learners will analyse interactions between British and French and First Nations and Inuit in what later became Atlantic Canada.
- 5.5.1 Examine interactions between British and French and First Nations and Inuit in what later became Atlantic Canada

Health Education- Relationships

3.1 analyze how appreciating diversity enhances community relationships
3.2 describe empathic responses and their impact on interpersonal relationships
3.3 explain the impact of relational aggression

Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers

2. Cooperation and Colonization

Unit Plan Overview

Literacy builder worksheet/answer guide
Lesson worksheet/answers

Working Together

Curricular outcomes:

Science: GCO1 People

Students will develop the skills required for scientific and technological inquiries, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions (scientific literacy)
- Determine what the body needs to be healthy and functional
- Effect of environmental and physical factors
- Defense and protection from disease

Applicable KBI lessons:

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

Unit Plan Overview

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

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

Guide For Using KBI With Grade 6

Below are the New Brunswick grade 6 curriculum outcomes and corresponding KBI lesson descriptions. At the grade 6 level it may be best to lead students through one or more individual lessons to explain unfamiliar words as needed and ask questions to check for understanding. Then work through some of the lesson quizzes together. After this students are able to reinforce their learning by reviewing lessons and doing quizzes on their own. Once they have done a few quizzes students should feel confident enough to work more independently.

For grade 6 there is a substantial amount of cross-curricular content within the different lesson sections. Teachers can get the class directed and focused on a new subject topic by working through the first lesson or two together. Check for materials (lesson plans, student worksheets, marking criteria) in the Teacher Centre designed to support students’ to process information and engage in inquiry as they work independently on a lesson section.

Use a CROSS-CURRICULAR Approach For SCIENCE/ HEALTH, SOCIAL STUDIES, and ENGLISH LANGUAGE ARTS

For grade 6, a cross-curricular approach for science/health education, social studies and English language arts works well because of the many relevant lesson topics. Life science: diversity of life explores how technological innovations have been developed to protect against unwanted microorganisms, and there is a connection to personal wellness. The lesson progresses into understanding the role of a commonly used classification system, specifically looking at animals and plants. Then in social studies students explore world issues such as the distribution of wealth and quality of life that can be affected by such things as poverty, war, and misinformation. Global citizenship ties into the unique opportunity for students to help others in need by earning vaccines through UNICEF when they answer quiz questions. There is also a math related inquiry activity involving percentage problems with a student workbook. English language arts core competencies in critical thinking are developed in learning how to evaluate online information/misinformation. This section also covers how to conduct scientific research using core investigative skills

Select Lessons To Meet Diverse Learning Needs

Some content requires strong literacy skills beyond what might be expected of a grade 6 level. Therefore, it is left to the teacher’s discretion to select key lessons within a lesson section to best meet diverse learning needs. For example, in the Critical Thinking and Evaluating Information section it may work best to only do the first four lessons with a whole class. The benefit of having the additional lessons is that it may work well to support students who need more of a challenge. For example, those that finish their work quickly can work independently on other KBI lessons in that section and see how they do.

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 New Brunswick 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 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).

STSE

104-5 describe how results of similar and repeated investigations may vary and suggest possible explanations for variations
104-8 demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results
105-1 describe examples of scientific questions and technological problems that are currently being studied
105-5 identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence
106-3 describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries
107-6 provide examples of how science and technology have been used to solve problems around the world 107-11 identify examples of careers in which science and technology play a major role
- Students should understand that microorganisms can be both advantageous (e.g., food digestion in the bowel, composting sanitation, food preservation, and disease control) and disadvantageous (e.g., spreading many germs and diseases) to humans. Guest speakers, or students’ interviews with grocers, food processors, fish plant workers, sanitation workers, health inspectors, public health nurse or other people in their community are good exercises.

Skills

204-1 propose questions to investigate and practical problems to solve
204-6 identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate
205-8 identify and use a variety of sources and technologies to gather pertinent information

Knowledge

300-19 examine and describe some living things that cannot be seen with the naked eye

Social Studies

Unit 5: World Issues

6.5.1 Analyse the effects of the distribution of wealth around the world

Use statistical data to represent the distribution of wealth around the world
Examine the effects of the uneven distrubiton of wealth on quality of life
Define poverty and give examples of its effects

6.5.2 Examine selected examples of human rights issues around the world

Identify human rights issues related to rights of children

6.5.3 Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens

Explain the rights and responsibilities of being a global citizen
Support a position on local/national/international issue after considering various perspectives
Plan and take age-appropriate actions to address local/national/international problems or issues

Health Education

Personal Wellness

B1) describe the domains of wellness and identify strategies for promoting their own wellness

English Language Arts

Critical Thinking

Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

respond critically to texts by:
- applying a growing range of strategies to analyze and evaluate text
- demonstrating growing awareness that all texts reflect a purpose and a perspective
- recognizing when language is being used to manipulate, persuade, or control them
- detecting prejudice, stereotyping, and bias

The Role of Information Literacy and the Research Process

In the process of figuring things out, people conduct research. Individuals observe, formulate questions and collect data, investigate and reflect, invent and build as they make sense of their world. The process of doing research is not new. Teachers have often assigned research projects to their students in grades 4–6, realizing the advantages to students of a consistent approach to the research process throughout the school years and beyond.

A systematic approach is needed for students to experience success with defining, investigating, and developing solutions to problems and questions. The skills and strategies required to process information effectively should be developed within a systematic framework or process that can be transferred to any new information-related learning situation.

To conduct research and to solve information-related problems, students will use and further develop:

creative, critical, cognitive, problem-solving, and decision making processes

The influence of media, such as TV, film, videos, magazines, computer games, and popular music, is pervasive in the lives of students today. It is important, therefore, that students in grades 4–6 learn to use media resources critically and thoughtfully.
Media literacy is a form of critical thinking that is applied to the message being sent by the mass media. In grades 4–6, students can develop media literacy by asking themselves questions such as the following:

What is the message?
Who is sending the message?
Why is the message being sent?
How is the message being sent?
Who is the intended audience?

Math

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

Guide For Using KBI With Grade 7

Below are the New Brunswick grade 7 curriculum outcomes and corresponding KBI lesson descriptions. At the grade 7 level it may be best to lead students through one or more individual lessons to explain unfamiliar words as needed and ask questions to check for understanding. Then work through some of the lesson quizzes together. After this students are able to reinforce their learning by reviewing lessons and doing quizzes on their own. Once they have done a few quizzes students should feel confident enough to work more independently.

For grade 7 there is a substantial amount of cross-curricular content within the different lesson sections. Teachers can get the class directed and focused on a new subject topic by working through the first lesson or two together. Check for materials (lesson plans, student worksheets, marking criteria) in the Teacher Centre designed to support students to process information and engage in inquiry.

Use a CROSS-CURRICULAR Approach For SCIENCE, SOCIAL STUDIES, HEALTH and ENGLISH LANGUAGE ARTS

For grade 7, a cross-curricular approach for science, social studies, health education and English language arts works well because of the many relevant lesson topics. Life science: interactions with ecosystems looks at biological classification systems that explain the diversity of life on earth. Then in social studies students explore both economic and political empowerment through the lens of poverty, war, and misinformation, along with examining Canada’s three levels of government. In the area of health there is substantial content on communicable disease prevention. In English language arts, core competencies in critical thinking are developed through learning how to evaluate online information/misinformation. This section also covers how to conduct scientific research using core investigative skills

Select Lessons To Meet Diverse Learning Needs

Some content requires strong literacy skills. Therefore, it is left to the teacher’s discretion to select key lessons within a lesson section to best meet diverse learning needs. The benefit of having the additional lessons is that it may work well to support students who need more of a challenge. For example, those that finish their work quickly can work independently on other KBI lessons in a section and see how they do.

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 New Brunswick 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: Interactions with Ecosystems

STSE

109-1 describe the role of collecting evidence, finding relationships, and proposing explanations in the development of scientific knowledge
109-12 distinguish between terms that are scientific or technological and those that are not
109-13 explain the importance of choosing words that are scientifically and technologically appropriate
111-1 provide examples of scientific knowledge that have resulted in the development of technologies
112-4 provide examples of Canadian institutions that support scientific and technological endeavours
112-8 provide examples to illustrate that scientific and technological activities take place in a variety of individual or group settings
113-11 propose a course of action on social issues related to science and technology, taking into account personal need

Skills

208-2 identify questions to investigate arising from practical problems and issues
208-5 state a prediction and a hypothesis based on background information or an observed pattern of events
209-5 select and integrate information from various print and electronic sources or from several parts of the same source

Knowledge

304-1 explain how biological classification takes into account the diversity of life on Earth

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

Health Education

Caring for Yourself, Your Family and Your Community

A2) describe selected examples of infectious and noninfectious disease, identifying their detection and prevention

Personal Wellness

B1) identify strategies for promoting their own wellness

English Language Arts

Media Literacy

Media literacy refers to an informed and critical understanding of the role of mass media (television, radio, film, magazines, Internet, etc.) in society and the impact of the techniques used. It is the ability to:

bring critical thinking skills to bear on all media;
ask questions about what is there, and notice what is not there;
question what lies behind the media production (motives, money, values, and ownership);
be aware of how factors influence content.

Critical Literacy

Texts are constructed by authors who have different purposes for and evaluate the meaning and purposes of texts in order to learn how they are used to construct particular historical, social, cultural, political, and economic realities. It also 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.

Critical literacy requires students to take a critical stance regarding the way they use language and representations in their own lives and in society in an effort to promote and effect positive change by addressing issues of social justice and equity. It is a way of thinking that involves questioning assumptions and examining power relations embedded in language and communication. Students need to recognize their personal power and learn how to use language and other text features to communicate a perspective or influence others.

A critical response extends from personal response, and students may discuss the:

construction of the text;
the author's intent;
values inherent in the text;
questions and understandings;
of prejudice, bias, stereotyping;
point of view expressed and not expressed in the text.

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

Guide For Using KBI With Grade 8

Below are the New Brunswick grade 8 curriculum outcomes and corresponding KBI lesson descriptions. At the grade 8 level it may be best to lead students through one or more individual lessons to explain unfamiliar words as needed and ask questions to check for understanding. Then work through some of the lesson quizzes together. After this students are able to reinforce their learning by reviewing lessons and doing quizzes on their own. Once they have done a few quizzes students should feel confident enough to work more independently.

For grade 8 there is a substantial amount of cross-curricular content within the different lesson sections. Teachers can get the class directed and focused on a new subject topic by working through the first lesson or two together. Check for materials (lesson plans, student worksheets, marking criteria) in the Teacher Centre designed to support students to process information and engage in inquiry.

Use a CROSS-CURRICULAR approach for SCIENCE, SOCIAL STUDIES, HEALTH and ENGLISH LANGUAGE ARTS

A cross-curricular approach for science, social studies, health and English language arts works well because of the many relevant lesson topics. Life Science: cells, tissues, organs, and systems are explored through studying the characteristics of life, and critical thinking lessons cover the scientific method and factors involved in creating reliable experiments. Social studies content is broad and includes operations and responsibilities of government at the municipal, provincial, and federal levels, unique opportunities around global citizenship, Indigenous experiences and perspectives in Canada, and factors related to global inequality such as poverty, war, and misinformation. In the area of health there is substantial content on communicable disease prevention. English language arts core competencies in critical thinking are developed in learning how to evaluate online information/misinformation. This section also covers how to conduct scientific research using core investigative skills.

Select Lessons To Meet Diverse Learning Needs

Although lesson sections are designed sequentially with the intention of students doing all lessons, it is left to the teacher’s discretion to decide whether it is best to select key lessons within a lesson section to better meet diverse learning needs. Any additional lessons may work well to support students who need more of a challenge. For example, those that finish their work quickly can work independently on other KBI lessons.

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 New Brunswick 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: Cells, Tissues, Organs, and Systems

STSE

109-13 explain the importance of choosing words that are scientifically or technologically appropriate
110-2 distinguish between ideas used in the past and theories used today to explain natural phenomena
110-5 illustrate examples of conflicting evidence for similar scientific questions
111-5 describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problem
112-10 provide examples of science- and technology-based careers in their province or territory
113-8 make informed decisions about applications of science and technology, taking into account personal and social advantages and disadvantages

Skills

208-1 rephrase questions in a testable form and clearly define practical problems
208-6 design an experiment and identify major variables
209-1 carry out procedures controlling the major variables
210-7 identify and suggest explanations for discrepancies in data

Knowledge

304-4 illustrate and explain that the cell is a living system that exhibits all the characteristics of life

Social Studies

Theme One: Physical Setting

1.1 identify and locate the Atlantic region in the Canadian, North American, and global contexts

1.1.1 define the terms relative location, absolute location, latitude, longitude, co-ordinates, physical feature, and cultural feature (K)

Theme Four: Technology

4.6 analyse the effect of technology on resource industries in Atlantic Canada

Sample Assessment Strategies - construct graphic organizers illustrating the consequences for the community of one of the following (The organizer should indicate the interdependence among economic factors and between economic and social considerations.): The spread of an agricultural virus or disease.

Theme Five: Interdependence

5.2 examine and analyse how Atlantic Canadians are members of the global community through different interconnected systems

5.2.1 define what is meant by system, interdependence, and global village (K)
5.2.2 explore ways in which political, economic, technological, and cultural systems create interdependence in the world today (A)
5.2.4 examine the cultural barriers that may impede understanding between people and that sometimes lead to conflict (A)
5.2.7 explore a human rights issue in Atlantic Canada that has international implications (A)
5.2.8 assess the implications of a selected current international agreement for Atlantic Canada (I)

5.3 assess the individual qualities and attributes Atlantic Canadians need to become contributing members of the global community

5.3.1 identify qualities and attributes that individuals need to be effective global citizens (K)
5.3.2 discuss the extent to which global citizenship values are reflected in his/her community or region (I)
5.3.3 identify student activities that contribute to global citizenship (K)
5.3.4 suggest ways that students can increase awareness of global citizenship in the community at large (A)
5.3.5 evaluate the extent to which his/her peer group is prepared to contribute as global citizens to the next generation of leaders (I)

5.4 demonstrate an understanding that the future well-being of Atlantic Canada involves co-operation with the national and global community

5.4.1 evaluate the importance of co-operation between Atlantic Canadians and other parts of Canada for the well-being of the region (I)
5.4.4 assess the importance of Atlantic Canadians’ participation in international groups and organizations (A)

Health Education

Caring for Yourself, Your Family and Your Community

A1) identify the relationship between high-risk behaviours and resulting consequences

A2) identify and describe how to promote safety and prevent injury or illness

Personal Wellness

B1) identify strategies for promoting their own wellness

B2) identify factors that enhance health or that cause illness

Growth and Development

D2) understand the choices and realize both the longand short-term consequences and responsibilities that exist with becoming sexually active

English Language Arts

Media Literacy

Media literacy refers to an informed and critical understanding of the role of mass media (television, radio, film, magazines, Internet, etc.) in society and the impact of the techniques used. It is the ability to:

bring critical thinking skills to bear on all media;
ask questions about what is there, and notice what is not there;
question what lies behind the media production (motives, money, values, and ownership);
be aware of how factors influence content.

Critical Literacy

Texts are constructed by authors who have different purposes for and evaluate the meaning and purposes of texts in order to learn how they are used to construct particular historical, social, cultural, political, and economic realities. It also 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.

Critical literacy requires students to take a critical stance regarding the way they use language and representations in their own lives and in society in an effort to promote and effect positive change by addressing issues of social justice and equity. It is a way of thinking that involves questioning assumptions and examining power relations embedded in language and communication. Students need to recognize their personal power and learn how to use language and other text features to communicate a perspective or influence others.

A critical response extends from personal response, and students may discuss the:

construction of the text;
the author's intent;
values inherent in the text;
questions and understandings;
of prejudice, bias, stereotyping;
point of view expressed and not expressed in the text

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 New Brunswick 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

Cellular Processes

Elaborations–Strategies for Learning and Teaching - "A possible opening to this unit is to call upon students to observe, note, and report differences and similarities among members of their class or families....Another possible context for investigation is a study of diseases, their causes, and controls."

Social Studies

Learning Outcomes

GCO 3 Students will explore social responsibility.

SCO 3.1 Students will take age-appropriate actions that demonstrate the rights and responsibilities of citizenship (local, national, and global).
SCO 3.2 Students will explain the structure and operation of governance in Canada.

English Language Arts

Media Literacy

Media literacy refers to an informed and critical understanding of the role of mass media (television, radio, film, magazines, Internet, etc.) in society and the impact of the techniques used. It is the ability to:

bring critical thinking skills to bear on all media;
ask questions about what is there, and notice what is not there;
question what lies behind the media production (motives, money, values, and ownership);
be aware of how factors influence content.

Critical Literacy

Texts are constructed by authors who have different purposes for and evaluate the meaning and purposes of texts in order to learn how they are used to construct particular historical, social, cultural, political, and economic realities. It also 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.

Critical literacy requires students to take a critical stance regarding the way they use language and representations in their own lives and in society in an effort to promote and effect positive change by addressing issues of social justice and equity. It is a way of thinking that involves questioning assumptions and examining power relations embedded in language and communication. Students need to recognize their personal power and learn how to use language and other text features to communicate a perspective or influence others.

A critical response extends from personal response, and students may discuss the:

construction of the text;
the author's intent;
values inherent in the text;
questions and understandings;
of prejudice, bias, stereotyping;
point of view expressed and not expressed in the text

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 New Brunswick 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.

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 New Brunswick 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 11

Unit 1: The Cell

STSE

114-1 Explain how a paradigm shift can change scientific world views.
114-2 Explain the role of evidence, theories, and paradigms in the development of scientific knowledge.
114-9 Explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions
116-2 Analyze and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology.
116-6 Describe and evaluate the design of technological solutions and the way they function, using scientific principles.

Skills

214-1 Describe and apply classification systems and nomenclatures used in the sciences.

Knowledge

314-7 Compare and contrast different types of prokaryotic and eukaryotic cells.

Unit 2: Biodiversity

STSE

114-5 Describe the importance of peer review in the development of scientific knowledge.
115-7 Explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced.
116-2 Analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology
118-6 Construct arguments to support a decision or judgment, using examples and evidence while recognizing various perspectives.

Skills

212-6 Design an experiment and identify specific variables.
213-6 Use library and electronic research tools to collect information on a given topic
214-1 Describe and apply classification systems and nomenclatures used in the sciences.
214-2 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies.
214-8 Evaluate the relevance, reliability, and adequacy of data and data collection methods.
214-9 Identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information.

Knowledge

313-1 Analyze and explain the life cycle of a representative organism from each kingdom, as well as of a representative virus.
316-4 Outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth.
316-5 Use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy.
316-6 Describe the anatomy and physiology of a representative organism from each kingdom, as well as from a representative virus.
317-1 Explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis
317-8 Explain how behaviours such as tropisms, instinct, and learned behaviour help maintain homeostasis.

Unit 3: Maintaining Dynamic Equilibrium

STSE

116-4 Analyse and describe examples where technologies were developed based on scientific understanding.
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.
118-9 propose a course of action on social issues related to science and technology, taking into account human and environmental needs.

Skills

212-6 Design an experiment and identify specific variables.
214-9 Identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information.

Knowledge

317-1 Explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis.
- In general, explain how the immune system recognizes and destroys antigens that penetrate the first line of defense.
317-3 Explain the importance of nutrition and fitness to the maintenance of homeostasis.
317-4 Identify, in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism.
- Compare the mechanisms of various forms of acquired immunity.
317-6 Predict the impact of environmental factors such as allergens on homeostasis within an organism.
- Explain the meaning of the terms allergen and antibody and their role in an allergic reaction
317-8 Explain how behaviours such as tropisms, instinct, and learned behaviour help to maintain homeostasis.

(Page 46 of the curriculum guide covers the Immune System as a whole).

Human Physiology 110

GCO 1: Demonstrate an understanding that the various dimensions of wellness interact and impact on one another and on the structures and functioning of the human body.

SCO 1.1 Explore factors which impact on overall wellness

Infection and disease including examples of the effects on whole body health o Prevention through good hygiene, first aid and food handling
Resistance through naturally acquired immunity and vaccinations (childhood vaccinations - measles, mumps, polio, rubella, tetanus, diphtheria)

Modern History

4.3.1 Compare and contrast the quest for collective security in 1919 with that of modern day efforts.
6.3. War by Proxy - Making Connections.
- 6.3.1. Understand that the nuclear threat did not disappear with the end of the Cold War.

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 New Brunswick 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 12

STSE

114-2 Explain the role of evidence, theories, and paradigms in the development of scientific knowledge.
115-3 Explain how a major scientific milestone revolutionized thinking in the scientific communities.
155-5 Analyze why and how a particular technology was developed and improved over time.
116-2 Analyze and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology.
116-4 Analyse and describe examples where technologies were developed based on scientific understanding.
116-6 Describe and evaluate the design of technological solutions and the way they function, using scientific principles.
117-2 Analyse society‟s influence on scientific and technological endeavours.
117-7 Identify and describe science and technology-based careers related to the science they are studying.

Skills

212-4 State a prediction and a hypothesis based on available evidence and background information.
213-7 Select and integrate information from various sprint and electronic sources or from several parts of the same source.
214-9 Identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information.
214-12 Explain how data support or refute the hypothesis or prediction

Knowledge

317-4 Identify in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism.
317-5 Evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery, and chemotherapy

Unit 2: Evolution, Change and Diversity (10 hours)

Diversity and variation are investigated as a reflection of the theory of evolution and its mechanism of natural selection.

1. Evolutionary Theory – describe historical and cultural contexts that have influenced the development of evolutionary theory, explain the theory, its significance, and the terminology used. (5 hours)
2. Mechanisms and Patterns of Evolution – describe how genes can change and subsequently impact on survival and reproduction, thereby becoming a mechanism for natural selection. Explore various patterns of evolution seen over time. (5 hours)

Modern History

4.3.1 Compare and contrast the quest for collective security in 1919 with that of modern day efforts.
6.3. War by Proxy - Making Connections.
- 6.3.1. Understand that the nuclear threat did not disappear with the end of the Cold War.

World Issues 120

1 Humanity: Students will examine the unity and diversity of the human experience.

1.1 analyze factors that influence the distribution of wealth locally, nationally, and internationally
1.2 investigate different conceptions of quality of life including conceptions beyond those measured by economic success;

2 Interdependence: Students will examine their own place within the interdependent systems that link humans to each other and to the natural world.

SCO 2.1 analyze issues resulting from interactions among individuals, groups, and societies;
SCO 2.2 analyze actions that support peace and sustainability;
SCO 2.3 demonstrate personal and social responsibility for a peaceful and sustainable world

3 Geopolitics: Students will examine the rights and responsibilities of citizenship and the role of governance institutions at the local, national, and global levels.

3.2 analyze the origins; evolution; and local, national, and/or global responses to conflicts.
3.3 evaluate causes, consequences, and solutions to violations of a group or individual’s human rights; and
3.4 assess social justice initiatives, demonstrating responsible citizenship, from various institutions and agencies including governments, NGOs, and individuals.

Political Science 120

GCO 2 Political Systems

SCO 2.1 Students will explain the structure and operations of governance in Canada.

GCO 3 Political Engagement SCO

3.1 Students will examine the rights, responsibilities, roles and status of individuals and groups in Canada.

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