Newfoundland and Labrador Guide, Outcomes, and Lessons
Kids Boost Immunity matches the Newfoundland and Labrador curriculum outcomes listed below. You can also read a description of the core lessons available for Newfoundland and Labrador 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.
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.1 Use an inquiry model to explore and resolve significant questions
- 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: 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
- 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
- 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
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
- Indigenous history in Canada
-
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
- 7.2 Describe the challenges posed by 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
Applicable KBI lessons:
1. Life on Turtle Island
- Literacy builder worksheet/answer guide
- Video worksheet/answers
- Lesson worksheet/answers
2. Cooperation & Colonization
- 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.
Applicable KBI lessons:
1. Environment & Climate Change
- 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.
Applicable KBI lessons:
1. Germs, The Body's Defense System, and How Vaccines Help
- Lesson worksheet
2. Antibiotics
3. Influenza
- 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
- 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.
English Language Arts
- ELA 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
Applicable KBI lessons:
1. Canada's Three Levels of Government
- 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.
Applicable KBI lessons:
1. Classifying Living Things
- 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
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
ELA
- ELA GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.
- ELA GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- ELA GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- 4.2 use text structures to construct meaning
- 4.3 use text features to construct meaning
- 4.4 use strategies to make sense of texts
- ELA GCO 6: Students will be expected to respond personally to a range of texts.
- 6.2 use evidence from texts to support responses
- 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 analyze the intended messages in 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
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- Being kind and building leadership skills to help make a difference to others (December)
-
Curricular outcomes:
Health- Relationships
- 11. know how to express concern for others in the class.
Applicable KBI lessons:
1. Winter Break - Spreading Kindness
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
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,
Science:
- 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.
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
- 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: 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.
ELA
- ELA GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- 4.2 use text structures to construct meaning
- 4.3 use text features to construct meaning
- 4.4 use strategies to make sense of texts
- ELA 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 ,
- 5.3 organize information in a meaningful wa ,
- 5.4 share new learning from inquiry,
- ELA GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences and learnings; and to use their imaginations.
- 8.1 express feelings and imaginative ideas through writing and representing
- ELA GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- 9.1 create various text types and forms for specific purposes and audiences when writing and representing.
- ELA GCO 10: Students will be expected to use a range of strategies to develop effective writing and representing to enhance their clarity, precision, and effectiveness.
- 10.1 create texts using the processes of writing and representing
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
Health Self- Care
- 6. rate personal health habits and practices in relation to caring for oneself.
Applicable KBI lessons:
1. Black History Month
2. Refugee Experiences
- Lesson worksheet/answers
- Inquiry activities
- Celebrating inspiring women in STEM (March)
-
Curricular outcomes:
Science GCO 1: STSE
- describe applications of science and technology that have developed in response to human and environmental needs
- describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
Science GCO 4: Attitudes
- recognize that women and men of any cultural background can contribute equally to science
- 34.0 describe examples of modern technologies that did not exist in the past ( GCO 1)
- 35.0 identify examples of scientific questions and technological problems that are currently being studied ( GCO 1)
- 41.0 explore how science and technology have been used to solve problems in the home and at school ( GCO 1)
- 52.0 describe scientific and technological activities carried out by people from different cultures ( GCO 1)
- 53.0 provide examples of Canadians who have contributed to science and technology ( GCO 1)
Health - Relationships
- 8. become aware of male/female stereotyping,
- 10. identify examples of positive role models and explain their importance,
Health - Self- Care
- 4. understand the purpose of immunization,
ELA
- ELA GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- 4.2 use text structures to construct meaning
- 4.3 use text features to construct meaning
- 4.4 use strategies to make sense of texts
- ELA GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- 9.1 create various text types and forms for specific purposes and audiences when writing and representing.
- ELA GCO 10: Students will be expected to use a range of strategies to develop effective writing and representing to enhance their clarity, precision, and effectiveness.
- 10.1 create texts using the processes of writing and representing
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Inquiry activities
- Understanding communicable diseases and how they are spread, and learning about immunization. Suggested during flu season, immunization awareness week, and school vaccinations (if applicable)
-
Curricular outcomes:
Science GCO 1: STSE
- describe applications of science and technology that have developed in response to human and environmental needs
- describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
- 34.0 describe examples of modern technologies that did not exist in the past ( GCO 1)
- 35.0 identify examples of scientific questions and technological problems that are currently being studied ( GCO 1)
- 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)
ELA
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
Health- Self- Care
- 4. understand the purpose of immunization.
Health - Consumer Health:
- 3. identify various sources of health-related information,
- 4. identify some of the factors that influence the selection of health products and services, and
- 5. access the health services in the community.
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
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
- 6. rate personal health habits and practices in relation to caring for oneself
ELA
- 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 ,5.3 organize information in a meaningful ways
Social Studies - Culture and Diversity
- recognize and respond in appropriate ways to stereotyping/discrimination
- appreciate that there are different world views
- appreciate the different approaches of cultures to meeting needs and wants
Applicable KBI lessons:
1. Immunization Awareness Week
2. Canada's Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Numeracy activity
- Inquiry activities
3. Scientific Curiosity and Vaccine Discoveries
Click on the headings below to see a description of all the core lessons for this grade
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
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
- 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:
- 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
Applicable KBI lessons:
1. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
- Indigenous History in Canada
-
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
Applicable KBI lessons:
1. Life on Turtle Island
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
2. Cooperation & Colonization
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Levels of Government and Map Reading
-
Curricular outcomes:
Social Studies - GCO 1. Citizenship, Power, and Governance
- Demonstrate an understanding of the rights and responsibilities of citizenship, and the origins, functions, and sources of power, authority, and governance.
Applicable KBI lessons:
1. Canada's Three Levels of Government
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Numeracy activity/answers
- The Body’s Defence System & How Vaccine Technology Helps
-
Curricular outcomes:
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
Science GCO 3: Knowledge
- describe interactions within natural systems and the elements required to maintain these systems
- be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment
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
- Lesson worksheet/answers
2. How To Handle Your Vaccines Like a Champ
3. Classifying Living Things
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Numeracy activity/answers
- Mindfulness and anxiety-reducing exercise
-
Curricular outcomes:
Health - Mental Health
- 4. understand that the way we are treated impacts on self-esteem and general emotional well-being
Applicable KBI lessons:
1. Social and Emotional Learning
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
Social Studies- Unit 6: Continuity & Change
- 7.0 - Students are expected to compare past societies and present-day society.
- 7.1identify 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 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.
- GCO 3: Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.
- GCO 4: Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.
- GCO 6: Students will be expected to respond personally to a range of texts
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- Being kind and building leadership skills to help make a difference to others (December)
-
Curricular outcomes:
Health:
- 4. understand that the way we are treated impacts on self-esteem and general emotional well-being
Applicable KBI lessons:
1. Winter Break - Spreading Kindness
- Literacy builder worksheet/answer guide
- Activity - Making A Difference
- Activity - Compare and Contrast special things at this time of year
- Activity - Recipe book
- Activity - Shape Poem
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular connections:
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.
- 36.0 identify examples of scientific questions and technological problems addressed in the past (GCO 1) 40.0 provide examples of how science and technology have been used to solve problems in their community and region ( GCO 1)
- 43.0 identify scientific discoveries and technological innovations of people from different cultures ( GCO 1)
Science 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.
- 71.0 describe the body’s defenses against infections
English Language Arts
- ELA GCO 3: Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.
- ELA GCO 4: Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.
Health - Mental Health
- 3. understand the interrelationship of physical and mental health, and general well-being,
- 4. understand that the way we are treated impacts on self-esteem and general emotional well-being,
Health - Active Living
- 3. recognize the importance of daily physical activity for general well-being
Applicable KBI lessons:
1. Black History Month
2. Refugee Experiences
- Lesson worksheet/answers
- Inquiry activities
- 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.
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
Health - Relationships
- 7. identify ways of eliminating male/female stereotyping,
Social Studies - GCO 2 : Culture and Diversity
- Unit Five: Interactions - How are societies influenced by interactions with other societies?
- GCO 2 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.
- Unit Six - Continuity and Change: How do societies change over time?
- 7.0 - Students are expected to compare past societies and present-day society.
- 7.1 identify similarities and differences of past societies and present-day societies
ELA
- GCO 4 Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.
- GCO 6 Students will be expected to respond personally to a range of texts.
Science GCO 1: STSE
- describe ways that science and technology work together in investigating questions and problems and in meeting specific needs
- describe applications of science and technology that have developed in response to human and environmental needs
- describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
- Science 40.0 provide examples of how science and technology have been used to solve problems in their community and region (GCO 1)
- Science 41.0 consider the positive and negative effects of familiar technologies (GCO 1)
- Science 43.0 identify scientific discoveries and technological innovations of people from different cultures (GCO 1)
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Inquiry activities
- Understanding communicable diseases and how they are spread, and learning about immunization. Suggested during flu season, immunization awareness week, and school vaccinations (if applicable)
-
Curricular outcomes:
ELA
- GCO 4 Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.
- 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
Science GCO 1: STSE
- describe ways that science and technology work together in investigating questions and problems and in meeting specific needs
- describe applications of science and technology that have developed in response to human and environmental needs
- describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
- 41.0 consider the positive and negative effects of familiar technologies
- 43.0 identify scientific discoveries and technological innovations of people from different cultures
- 49.0 describe examples of technologies that have been developed to improve living conditions
Science - Body Systems
- 70.0 describe the role of the skin
- 71.0 describe the body’s defenses against infections
Health - Self- Care
- 6. explain the difference between virus and bacteria,
Health - Consumer Health
- 5. identify some professional and volunteer health groups and agencies in your community.
Social Studies: Culture and Diversity
- Demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.
Applicable KBI lessons:
1. Immunization Awareness Week
2. The Spread of Infectious Diseases
3. Canada's Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Numeracy activity
- Inquiry activities
4. Scientific Curiosity and Vaccine Discoveries
]
Click on the headings below to see a description of all the core lessons for this grade
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
Applicable KBI lessons:
1. Diversity of Living Things
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. Evolution and Natural Selection
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
3. Germs, The Body's Defense System, and How Vaccines Help
- Lesson worksheet/answers
- Impact on natural resources and conservation
-
Curricular outcomes:
Science GCO 1: STSE
- describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
- 64.0 describe the potential impact of the use by humans of regional natural resources
- 65.0 describe how personal actions help conserve natural resources and protect the environment in their region
Science GCO 4 - Attitudes:
- realize that the applications of science and technology can have both intended and unintended effects
Social Studies - Unit Two: Environment and Culture
- 6.2.3 Compare the use of resources and sustainability practices between Canada and a selected country
Social Studies - Unit Five: World Issues
- 6.5.3 Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens
Health - Environmental Health
- 6. explain the greenhouse effect, the ozone layer, and pollution and the implications of these in terms of health, and
- 7. demonstrate ways to conserve energy and/or products in the school setting.
Applicable KBI lessons:
1. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Numeracy activity/answers
- Medical achievements and improvements in health as a result of the development of antibiotics and the influenza vaccine
-
Curricular outcomes:
Health - Self Care
- 3. describe the methods of transfer of common communicable diseases,
Health - Consumer Health
- 1. list some of the contributions made by medical research to the cure of diseases and illnesses,
- 2. discuss some of the current research on health-related topics,
- 3. discuss the effectiveness of some health products in treating illness.
Religious Education
- GCO 1: Students will be expected to examine the historical impact of religion on beliefs, cultures, and traditions.
- 4.0 examine how religious beliefs are often expressed through art, music, drama, and dance.
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.
- 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
- 51.0 compare past and current needs, and describe some ways in which science and technology have changed the way people work, live, and interact with the environment
- 52.0 provide examples of how science and technology have been used to solve problems around the world
- 76.0 identify examples of careers in which science and technology play a major role
Math - Ratios and Percents
- 6N6 Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically.
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.
- 9.0 carry out procedures to explore a given problem and to ensure a fair test, controlling major variables 10.0 select and use tools
- 11.0 follow procedures
- 12.0 make observations and collect information that is relevant to the question or problem
- 13.0 record observations
- 14.0 identify and use a variety of sources and technologies to gather relevant information
- 18.0 compile and display data
- 20.0 evaluate the usefulness of different information sources in answering a question
- 21.0 draw a conclusion that answers an initial question
- 24.0 identify new questions or problems that arise from what was learned
- 25.0 communicate questions, ideas, and intentions, and listen to others while conducting investigations
- 26.0 communicate procedures and results
- 27.0 ask others for advice or opinions
Applicable KBI lessons:
1. Antibiotics
2. Influenza
3. An Inquiry Activity - Become an Outbreak Investigator
- Teacher resource - NOTE: story outline is on p.8
- Student Worksheets
- Supported Learning Student Worksheets
- Levels of government, health and map reading
-
Curricular outcomes:
Social Studies- Unit Three: Some Elements of Culture
- 6.3.2 Describe how government relates to culture in a selected country
- identify, locate and map the selected country including examples of its major features
- describe the government of the selected country
- give examples of how government influences, and has influenced, culture
Health - Consumer Health
- 5. identify Medical Care Plan (MCP) as the health care plan for Newfoundland and Labrador
Applicable KBI lessons:
1. Canada's Three Levels of Government
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Numeracy activity/answers
- 6.3.2 Describe how government relates to culture in a selected country
- World issues related to inequality
-
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
Applicable KBI lessons:
1. Global Inequality
- 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
English Language Arts (ELA)
- 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
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- 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
- Literacy builder worksheet/answer guide
- Inquiry activities
- 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
- Human Rights for people forced to flee their country
-
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 (ELA)
- ELA - GCO 3 Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
Applicable KBI lessons:
1. Refugee Experiences
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities
- Indigenous history in Canada
-
Curricular outcomes:
Social Studies: Attitudes, Values, and Perspectives
- Culture and Diversity
- recognize and respond in appropriate ways to stereotyping/ discrimination
- appreciate that there are different worldviews
- appreciate the different approaches of cultures to meeting needs and wants
Social Studies - Unit One: An Introduction to Culture
- 6.1.2 Identify, locate and map major cultural regions of the world
- 6.1.3 Analyse the importance of cross-cultural understanding
- 6.3.1 Examine how traditions relate to culture in a selected cultural region
Social Studies - Unit Six: Canada: 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
Religious Education
- 7.0 recognize that principles of stewardship, faithfulness, and integrity are evident in Aboriginal, Bahá’í, Christian, and Muslim texts and teachings
Applicable KBI lessons:
1. Indigenous Experiences of Colonization
- Literacy builder worksheet/answer guide
- Holistic Reflection Activity
- Reflecting on the Thriving Cultures of Indigenous Peoples
- Culture and Diversity
- Mindfulness and anxiety-reducing exercise
-
Curricular outcomes:
Health - Mental Health
- 5. identify different kinds of feelings and understand how they influence behaviour,
- 10. demonstrate some appropriate techniques in response to stressful situations
Health - Relationships
- 8. identify ways of developing positive relationships with peers,
- 11. demonstrate effective communication skills.
Applicable KBI lessons:
1. Social and Emotional Learning
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
Social Studies - Unit One: An Introduction to Culture
- 6.1.3 Analyse the importance of cross-cultural understanding • give examples that illustrate the impact of cross-cultural understanding or a lack of cross-cultural understanding
Health - Self-Care
- 3. describe the methods of transfer of common communicable diseases,
English Language Arts
- ELA GCO 4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
- ELA GCO 8 Students will be expected to use writing and other forms of representation to explore, clarify, and refl ect on their thoughts, feelings, experiences, and learnings; and to use their imaginations
- ELA GCO 9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- ELA GCO 10 Students will be expected to use a range of strategies to develop effective writing and representing and to enhance their clarity, precision, and effectiveness.
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- Building Leadership Skills To Help Others (December)
-
Curricular outcomes:
Health - Relationships
- 8. identify ways of developing positive relationships with peers,
Social Studies - Unit Five: World Issues
- 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
- plan and take age-appropriate actions to address local/national/international problems or issues
Applicable KBI lessons:
1. Winter Break - A Time To Reflect on Making a Difference
- Literacy builder worksheet/answer guide
- Inquiry/creative activities
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular outcomes:
English Language Arts (ELA)
- ELA GCO 4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
Social Studies Unit One: An Introduction to Culture
- 6.1.3 Analyse the importance of cross-cultural understanding •
- give examples that illustrate the impact of cross-cultural understanding or a lack of cross-cultural understanding
- explain the concept of a stereotype
- examine the extent to which the mass media stereotype different cultural groups
- give examples of actions that are being taken to improve cross-cultural understanding (local, national, global)
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.
- 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
Health - Consumer Health
- 1. list some of the contributions made by medical research to the cure of diseases and illnesses.
Applicable KBI lessons:
1. Black History Month
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
English Language Arts (ELA)
- ELA GCO 4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
- ELA GCO 9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- ELA GCO 10 Students will be expected to use a range of strategies to develop effective writing and representing and to enhance their clarity, precision, and effectiveness.
Social Studies - Unit Two: Environment and Culture
- 6.2.2 Assess the relationship between culture and environment in a selected cultural region
- evaluate the impact that culture has on the environment
Social Studies - Unit Five: World Issues
- 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 a local/national/international issue after considering various perspectives
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.
- 37.0 describe scientific and technological achievements that are the result of contributions by people from around the world
- 41.0 provide examples of Canadians who have contributed to science and technology
Health - Consumer Health
- 1. list some of the contributions made by medical research to the cure of diseases and illnesses,
- 2. discuss some of the current research on health-related topics,
- 3. discuss the effectiveness of some health products in treating illness.
Health - Environmental Health
- 4. describe how natural and man-made changes in the environment may have negative as well as positive implications.
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Inquiry activities
- Understanding communicable diseases and how they are spread, and learning about immunization. Suggested during flu season, immunization awareness week, and school vaccinations (if applicable)
-
Curricular outcomes:
Health - Consumer Health
- 1. list some of the contributions made by medical research to the cure of diseases and illnesses,
- 2. discuss some of the current research on health-related topics,
- 3. discuss the effectiveness of some health products in treating illness.
- 4. discuss some of the current research on health-related topics,
- 5. discuss the effectiveness of some health products in treating illness.
Social Studies - Unit Five: World Issues
- 6.5.3 Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens
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.
- 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
- 51.0 compare past and current needs, and describe some ways in which science and technology have changed the way people work, live, and interact with the environment
- 52.0 provide examples of how science and technology have been used to solve problems around the world
- 76.0 identify examples of careers in which science and technology play a major role
English Language Arts (ELA)
- ELA GCO 4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
- ELA GCO 7 Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
- 22.0 evaluate messages in texts [GCO 7]
Applicable KBI lessons:
1. Immunization Awareness Week
2. The Spread of Infectious Diseases
3. Scientific Curiosity and Vaccine Discoveries
Click on the headings below to see a description of all the core lessons for this grade
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.
- Health
-
Curricular outcomes:
Health - Major Program Outcomes (MPO)
- Wellness encompasses the physical, intellectual, social and spiritual aspects of a person.
- Each person has to some degree the responsibility and capability for wellness.
- Concepts, Processes and Skills (CPS)
- Identifying sources of information and support related to health and personal development.
- Acquiring and evaluating information
- The decision making process and making informed decisions.
- Major Skills
- Decision Making
- Distinguishing Fact from Opinion
- Critical and Creative Thinking
- Problem Solving
Safety and Environmental Health
- 7. To examine some of our own actions and identify some changes that can be made on an individual basis in relation to personal and environmental health.
- 8. To identify practices and activities that pose a threat to the environment and the health of people
- 9. To consider the kinds of changes that are necessary to protect the environment and the health of people
- 10. To examine some of our own actions and to identify changes that can be made on an individual basis in relation to personal and environmental health.
Emotional and Social Well-being
- 6. To engage in activities designed to enhance self-esteem.
- 10. To develop strategies for dealing with negative feelings.
- 13. To consider positive ways of dealing with stress.
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- 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
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
3. The Spread of Infectious Diseases
4. The Immune System and How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Inquiry activities/answer guides
5. Canada’s Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
6. Global Inequality
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
7. Scientific Curiosity and Vaccine Discoveries
8. Antibiotics
9. Influenza
10. Social and Emotional Learning
- Science
-
Curricular outcomes:
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
- 306-1 describe how energy is supplied to, and how it flows through, a food web
- 306-2 describe how matter is recycled in an ecosystem through interactions among plants, animals, fungi and microorganisms
- 306-3 describe interactions between biotic and abiotic factors in an ecosystem
- 306-4 identify signs of ecological succession in a local ecosystem
Stewardship
- 432 be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment
- 433 project, beyond the personal, consequences of proposed actions
Appreciation of Science
- 423 appreciate that the applications of science and technology can have advantages and disadvantages
Social and Environmental Contexts of Science and Technology
- 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.
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages
- 113-11 propose a course of action on social issues related to science and technology, taking into account personal needs
Social and Environmental Contexts of Science and Technology
- 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.
- 112-7 provide examples of how science and technology affect their lives and community
- 112-9 identify science- and technology-based careers in their community
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages
- 113-11 propose a course of action on social issues related to science and technology, taking into account personal needs
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.
- 208-2 identify questions to investigate arising from practical problems and issues
- 208-3 define and delimit questions and problems to facilitate investigation
- 209-1 carry out procedures controlling the major variable
- 209-4 organize data using a format that is appropriate to the task or experiment
- 211-2 communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means 211-3 work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
- 211-4 evaluate individual and group processes used in planning, problem solving, decision making, and completing a task
- 211-5 defend a given position on an issue or problem, based on their findings
Skills: Communication and Teamwork
- 211-3 work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
- 211-4 evaluate individual and group processes used in planning, problem solving, decision making, and completing a task
Applicable KBI lessons:
1. Diversity of Living Things
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
2. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
3. Evolution and Natural Selection
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
4. The Immune System & How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
5. Scientific Curiosity and Vaccine Discoveries
6. Antibiotics
7. Influenza
8. An Inquiry Activity: Become an Outbreak Investigator
- Social Studies
-
Curricular outcomes:
Unit One - Introduction
- 7.1.1 Explore the general concept of empowerment define power and authority and explain how each influences their own lives identify and categorize sources of power and authority identify groups that are empowered and disempowered in our society (local, national, and global)
Unit Two - Economic empowerment
- 7.2.1 Investigate the various ways that economics empowers or disempowers people
- explain that people have basic needs that must be met analyse the role that money plays in meeting basic needs
- explain how capital is empowering investigate and report on the challenges of the poverty cycle
Unit Three - Political Empowerment:
- 7.3.1 evaluate the conditions of everyday life for diverse peoples living in British North America in the mid1800s, including Aboriginal peoples, African-Canadians and Acadians
Unit Four - Cultural Empowerment:
- 7.4.1 explain how the expansion and development of Canada during the 1870s and early 1880s affected its various peoples and regions
- 7.4.3 analyze the degree of empowerment and disempowerment for Aboriginal peoples in present day Atlantic Canada during this period
- explain how capital is empowering investigate and report on the challenges of the poverty cycle
Content, Processes and Skills:
- Identifying sources of information and support related to health and personal development.
Safety and Environmental Health
- 7. To analyze the intent of rules, regulations and laws related to safety practices and protection.
Skills:
- Communication:
- Listen actively to acquire information
- Make persuasive arguments
Participation:
- Function in a variety of groupings using collaborative and cooperative skills and strategies
Applicable KBI lessons:
1. Life on Turtle Island
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Holistic reflection activity
2. Canada's Three Levels of Government
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
3. The Immune System and How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
4. Canada's Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
5. Global Inequality
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
Social Studies – GCO: Time, Continuity and Change
- By the end of grade 9, students will be expected to
- identify and analyse trends that could shape the future
- demonstrate an understanding that the interpretation of history reflects perspectives, frames of reference, and biases
Unit 5 - Societal Empowerment
- In grade 7, students will be expected to: 7.5.1 evaluate the conditions of everyday life for the peoples of Canada at the turn of the 20th century.
Unit 6 - National Empowerment
- Students will be expected to:
- 7.6.2 examine Canada’s participation in World War 1
- 7.6.3 demonstrate an understanding of the impact of World War 1 on Canada and her people
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- By the end of grade 9, students will be expected to
- Building Leadership Skills To Help Others (December)
-
Curricular outcomes:
Health - Emotional and Social Well-Being
- 1. To understand the meaning of self-concept and the factors that influence its formation.
- 2. To develop an understanding of the uniqueness of each individual.
Applicable KBI lessons:
1. Winter Break - A Time To Reflect on Making a Difference
- Inquiry/creative activities
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular outcomes:
Social Studies - Unit One: Introduction
- 7.1.1 Explore the general concept of empowerment
- define power and authority and explain how each influences their own lives
- identify and categorize sources of power and authority
- identify groups that are empowered and disempowered in our society (local, national, and global)
Social Studies - Unit Three: 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
Applicable KBI lessons:
1. Black History Month
2. Refugee Experiences
- Lesson worksheet/answers
- Inquiry activities
- 7.1.1 Explore the general concept of empowerment
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
Science - Appreciation of Science
- 424 appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds
Science - Relationships Between Science and Technology
- 111-1 provide examples of scientific knowledge that have resulted in the development of technologies
- 112-7 provide examples of how science and technology affect their lives and community
- 112-9 identify science- and technology-based careers in their community
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Numeracy activity
- Inquiry activities
- Learning About Infectious Diseases During Immunization Awareness Week (April)
-
Curricular outcomes:
Health - Safety and Environmental Health
- 9. To consider the kinds of changes that are necessary to protect the environment and the health of individuals.
- 10. To consider ways of initiating and participating in social actions that may lead to protection of the environment and the promotion of health.
Applicable KBI lessons:
1. Immunization Awareness Week
Click on the headings below to see a description of all the core lessons for this grade
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:
Unit 1: Water Systems on Earth’s Surface
- Social and Environmental Contexts of Science and Technology:
- 113-2 describe possible positive and negative effects of a particular scientific or technological development, and explain how different groups in society may have different needs and desires in relation to it
Initiating and Planning Skills:
- 208-2 identify questions to investigate arising from practical problems and issues
Knowledge:
- 306-3 describe interactions between biotic and abiotic factors in an ecosystem
- 311-9 describe the interactions of the ocean currents, winds, and regional climates
- 311-12 describe how periods of climate change affect glaciers and polar ice caps and describe the consequent effects on the environment
Unit 4 Cells, Tissues, Organs and Systems
- Relationships Between Science and Technology:
- 111-1 provide examples of scientific knowledge that have resulted in the development of technologies
- 111-5 describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems
Social and Environmental Contexts of Science and Technology
- 112-2 describe how a community’s needs can lead to developments in science and technology
- 112-7 provide examples of how science and technology affect their lives and their community
- 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
Knowledge:
- 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
- 304-7 explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body
- 304-8 relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole
Relationships Between Science and Technology
- 111-1 provide examples of scientific knowledge that have resulted in the development of technologies
- 111-5 describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems
Skills: Initiating and Planning
- 208-2 identify questions to investigate arising from practical problems and issues
- 208-8 select appropriate methods and tools for collecting data and information and for solving problems
Performing and Recording
- 209-1 carry out procedures controlling the major variables 209-4 organize data using a format that is appropriate to the task or experiment
- 209-5 select and integrate information from various print and electronic sources or from several parts of the same source
Analyzing and Interpreting
- 210-3 identify strengths and weaknesses of different methods of collecting and displaying data
- 210-6 interpret patterns and trends in data, and infer and explain relationships among the variables
- 210-11 state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea Communication and Teamwork
- 211-1 receive, understand, and act on the ideas of others
- 211-2 communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means
- 211-4 evaluate individual and group processes used in planning, problem solving, decision making, and completing a task
Applicable KBI lessons:
1. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. The Immune System & How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Numeracy activity/answers
3. Diversity of Living Things
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
4. Scientific Curiosities and Vaccine Discoveries
5. Antibiotics
6. How to Handle Your Vaccines Like a Champ
- Social and Environmental Contexts of Science and Technology:
- Health
-
Curricular outcomes:
Health - Major Program Outcomes:
- Each person has to some degree the responsibility and capability for wellness.
- Personal safety and first aid involves choosing practices and learning skills, and making decisions that foster the well-being of self and others.
Health - Skills:
- Decision Making
- Distinguishing Fact From Opinion
- Effective Communication Skills
- Critical and Creative Thinking
Content, Processes and Skills (CPS)
- Communication Skills (Assertiveness and Refusal)
- Providing Personal and Peer Support
- Coping Skills
Emotional and Social Well-Being
- 8. To accept responsibility for own actions and behaviours.
- 9. To be aware of the types of stress and how the body responds to stress.
- 10. To discuss stress and ways of coping with stressful situations.
Relationships
- 7. To consider how to cope in situations such as separation, divorce, illness and abuse which may arise within a family.
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. The Spread of Infectious Diseases
3. The Immune System & How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Creative/Inquiry activity/answer guide
- Numeracy activity/answer guide
4. Canada’s Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
5. Antibiotics
6. Influenza
7. Mindfulness
- English Language Arts (ELA)
-
Curricular outcomes:
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.
- 4.3 use 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.
- 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
- 5.4 use effective inquiry approaches and strategies
- 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 question a text’s language, form, and genre
- 7.3 recognize the tools text creators use to achieve different purposes
Science
- 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.
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- 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
- Inquiry activities
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- Social Studies
-
Curricular outcomes:
Unit 5: History as a Story of the Past in the Present
- SCO 5.1: The student will be expected to demonstrate an understanding of the role of history in shaping our current circumstances
- 5.1.1 Evaluate the ways in which history affects the development of various aspects of society
- 5.1.2 Evaluate the possible significance of history on current issues and events
- 5.1.3 Determine the historical roots of current events, issues, and problems
Applicable KBI lessons:
1. Global Inequality
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. Indigenous History on Turtle Island
- SCO 5.1: The student will be expected to demonstrate an understanding of the role of history in shaping our current circumstances
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
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.
- 4.3 use 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.
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- Reflecting on leadership and the skills needed to help make a difference for ourselves and others (December)
-
Curricular outcomes:
Health: Relationships
- 1. To recognize the need for communication, understanding, sensitivity, cooperation when dealing with friends.
Applicable KBI lessons:
1. Christmas in No Man’s Land - Reflecting on Kindness
- Inquiry/creative activities
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular outcomes:
Unit 5: History as a Story of the Past in the Present
- SCO 5.1: The student will be expected to demonstrate an understanding of the role of history in shaping our current circumstances
- 5.1.1 Evaluate the ways in which history affects the development of various aspects of society
- 5.1.2 Evaluate the possible significance of history on current issues and events
- 5.1.3 Determine the historical roots of current events, issues, and problems
Applicable KBI lessons:
1. Black History Month
2. Refugee Experiences
- Lesson worksheet/answers
- Inquiry activities
- SCO 5.1: The student will be expected to demonstrate an understanding of the role of history in shaping our current circumstances
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
Social and Environmental Contexts of Science and Technology
- 112-2 describe how a community’s needs can lead to developments in science and technology
- 112-6 provide examples of Canadian contributions to science and technology
- 112-7 provide examples of how science and technology affect their lives and their community
- 112-10 provide examples of science and technology-based careers in their province or territory
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Numeracy activity
- Inquiry activities
- Learning About Infectious Diseases During Immunization Awareness Week (April)
-
Curricular outcomes:
Social and Environmental Contexts of Science and Technology
- 112-2 describe how a community’s needs can lead to developments in science and technology
- 112-7 provide examples of how science and technology affect their lives and their community
- 112-10 provide examples of science and technology-based careers in their province or territory
Applicable KBI lessons:
1. Immunization Awareness Week
Click on the headings below to see a description of all the core lessons for this grade
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 Unit 3 – Electricity
- Social and Environmental Contexts of Science and Technology
- analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community (113-5)
- make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages (113-9)
- propose a course of action that reduces the consumption of electrical energy (113-13)
Analyzing and Interpreting
- apply criteria for evaluating environmental problems associated with electrical energy production. Include (210-8)
- i) safety ii) cost of production iii) degree of environmental impact
Science Unit 4 – Reproduction
- Knowledge
- 305-1 Recognize that the nucleus of a cell contains genetic information and determines cellular processes.
- 305-2 Distinguish between sexual and asexual reproduction in representative organisms.
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 113-5 analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages
Nature of Science and Technology
- 110-9 compare examples of past and current technologies developed to meet a similar need.
- 110-3 Identify major shifts in scientific world views
Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Applicable KBI lessons:
1. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. Diversity of Living Things
- Lesson worksheet/answers
3. The Immune System and How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Creative/Inquiry activity/answer guide
- Numeracy activity/answer guide
4. Scientific Curiosity and Vaccine Discoveries
5. Antibiotics
6. Influenza
- Social and Environmental Contexts of Science and Technology
- Health
-
Curricular outcomes:
Health Major Program Outcomes (MPO):
- Each person has to some degree the responsibility and capability for wellness.
- Personal safety and first aid involves choosing practices and learning skills, and making decisions that foster the well-being of self and others.
Health – Skills:
- Decision Making
- Distinguishing Fact From Opinion
- Effective Communication Skills
- Critical and Creative Thinking
Applicable KBI lessons:
1. The Spread of Infectious Diseases
2. Canada's Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Social Studies
-
Curricular outcomes:
Social Studies GCO: 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.
- By the end of grade 9, students will be expected to:
- explain the origins and continuing influence of the main principles of Canadian democracy
- take age-appropriate actions to demonstrate their responsibilities as citizens
Unit 2 – Geographic Influences on Identity: Place and People
- SCO 3.0 The student will be expected to demonstrate an understanding of the human geography of Canada
- SCO 4.0 The student will be expected to demonstrate an understanding of human migration and its impact on Canada since 1920
- 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.
Unit Four – Historical Influences on Identity II: Part of the Global Community (1945 - Present)
- SCO 10 - The student will be expected to demonstrate an understanding of cultural and social change in Canada during the 1960s and 1970s
- SCO 11 - The student will be expected to demonstrate an understanding of the effect of globalization on Canada since 1980
- 11.1 explain the concept of globalization and its relationship to economic, political and social change
- 11.3 explain the causes and consequences of economic globalization
Unit Five – Citizenship and Identity: What it Means to be Canadian
- SCO 10 The student will be expected to demonstrate an understanding of cultural and social change in Canada during the 1960s and 1970s
- SCO 11 The student will be expected to demonstrate an understanding of the effect of globalization on Canada since 1980
- 11.1 explain the concept of globalization and its relationship to economic, political and social change
- 11.3 explain the causes and consequences of economic globalization
- SCO 12 - The student will be expected to demonstrate an understanding of the significance of citizenship in the context of liberal democratic society
- 12.3 explain the rights and responsibilities of citizenship
- 12.4 illustrate the importance of active citizenship
- SCO 13 The student will be expected to demonstrate an understanding of an understanding of how citizenship has evolved over time
- 13.3 analyze the impact of contemporary global events on Canadian citizenship
- SCO 14 - The student will be expected to demonstrate an understanding of the structure and operation of government in Canada under a federal system
- 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
Unit Six – Canada’s Changing Identity: Creating a Preferred Future
- SCO 15 The student will be expected to demonstrate an understanding of economic challenges and opportunities that may affect Canada’s future
- SCO 16 The student will be expected to demonstrate an understanding of political challenges and opportunities that may affect Canada’s future
- SCO 17 The student will be expected to demonstrate an understanding of social and cultural challenges and opportunities that may affect Canada’s future
Unit Seven Reflections on Canadian Identity: What it Means to be Canadian
- SCO 18 - The student will be expected to demonstrate their personal understanding of Canadian identity
Applicable KBI lessons:
1. Refugee Experiences
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
2. Life on Turtle Island
3. Canada's Three Levels of Government
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
4. Global Inequality
- English Language Arts (ELA)
-
Curricular outcomes:
ELA
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
- demonstrate an understanding that information texts are constructed for particular purposes
- 4.2 explain how authors use text features to create meaning and achieve different purposes
- 4.3 use a variety of reading and viewing processes and strategies to construct meaning from texts
- GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
- 5.2 use a variety of reliable information from various sources
- 5.3 compare information from a variety of sources
- GCO 6: Students will be expected to respond personally to a range of texts.
- 6.2 examine their personal points of view about issues, themes, and situations in texts, citing appropriate evidence from the text(s)
- 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 evaluate a text’s language, form and genre
- 7.3 analyze the tools authors use to achieve different purposes
- 7.4 evaluate how form, content and structure can contribute to meaning
- 7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts
- 7.6 evaluate the portrayal of culture and reality in texts
- GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
- 8.2 use writing and representing to extend
- GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- 9.1 create a range of texts
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- 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
- Inquiry activities
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
-
Curricular outcomes:
Social Studies Unit Three – Historical Influences on Identity I: Significant Events (1920-1945)
- SCO 5.0 The student will be expected to demonstrate an understanding of economic, political and social change in Canada during the 1920s and 1930s
- SCO 6.0 The student will be expected to demonstrate an understanding of Canada’s participation in the Second World War
- 6.2 explain Canada’s contribution to the Second World War
- 6.3 examine significant moral and ethical issues related to the Second World War
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- Reflecting on leadership qualities that foster kindness (December)
-
Applicable KBI lessons:
1. Christmas in No Man’s Land - Reflecting on Kindness
- Inquiry/creative activities
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular outcomes:
Science - Nature of Science and Technology
- 110-3 Identify major shifts in scientific world views
- Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 112-12 Provide examples of Canadian contributions to science and technology
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. Black History Month
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
Science Nature of Science and Technology
- 110-3 Identify major shifts in scientific world views
Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 112-12 Provide examples of Canadian contributions to science and technology
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Numeracy activity
- Inquiry activities
- Learning About Infectious Diseases During Immunization Awareness Week (April)
-
Curricular outcomes:
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. Immunization Awareness Week
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 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.
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...
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
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 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.
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.
- Teachers may
- 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.
- Teachers may
- 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
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
- 4.4 explain the significance of select innovations from the Ancient, Pre-Modern, and Modern Eras
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
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 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.
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
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.
Click on the headings below to see a description of all the core lessons for this grade