Aller au contenu principal

Saskatchewan Guide, Outcomes, and Lessons

Kids Boost Immunity matches the Saskatchewan curriculum outcomes listed below. You can also read a description of the core lessons available for Saskatchewan 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.

 

 

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

Made by a Grade 4 teacher in Saskatchewan. 

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.

Start of Year

Curricular outcomes:

ELA- Research Goals

  • CC4.4 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence. 

Health: 

  • DM4.1 Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

Community

Curricular outcomes:

Science: Life Science – Habitats and Communities (HC)

  • HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.
  • HC4.2 Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats.
  • HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.

Social Studies

  • PA4.3 Demonstrate an understanding of the First Nations system of governance.
  • DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

ELA: Journal Writing & Autobiography

  • CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
    • identity (e.g., Expressing Myself)
    • community (e.g., Building Community)
  • CR4.4 Read for various purposes and demonstrate comprehension of grade appropriate fiction.
  • CC4.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
    • identity (e.g., Expressing Myself)
    • community (e.g., Celebrating and Honouring Others)

Health: 

  • USC4.2 Illustrate how both traditional healing (including First Nations and Métis practices) and current Western medical advances have influenced the prevention and/or management of past and present health challenges
  • USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

 


Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

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

 

2. Classifying Living Things

Unit Plan Overview

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

 

3. Social & Emotional Learning

Lesson Plan

  • Activity

 

Social Studies

Curricular outcomes:

  • PA4.2 Demonstrate an understanding of the provincial system of government.
  • Describe the relationship between three levels of government in Canada, including local (i.e., municipal, band), provincial or territorial, and federal.
  • Identify elected local, provincial, and federal heads of government.

 


Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

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

 

Changes

Curricular outcomes:

ELA- Social, Cultural, and Historical

Social Studies

  • DR4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.

Health Education

  • USC4.2 Illustrate how both traditional healing (including First Nations and Métis practices) and current Western medical advances have influenced the prevention and/or management of past and present health challenges (including mental health/illness, HIV/AIDS, Hepatitis C, diabetes).


Science: Earth and Space Science – Rocks, Minerals, and Erosion (RM)

  • HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.
  • HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.

 


Applicable KBI lessons:

1. Black History Month

 

2. Environment & Climate Change

Unit Plan Overview

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

 

Connections

Curricular outcomes:

Treaty Education

  • TR41 : Analyze how relationships are affected when treaty promises are kept or broken
  • SI42 : Examine the intent of treaty in relation to education. 
  • HC43 : Explore the historical reasons why people entered into treaty. 
  • TPP44 : Examine the objectives of the First Nations and British Crown’s representatives in negotiating treaty.

 


Applicable KBI lessons:

1. Cooperation & Colonization

Unit Plan Overview

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

 


 

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

 

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

Made by a Grade 5 teacher in Saskatchewan. 

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.

Independent Thinkers

Curricular outcomes:

ELA

  • CR5.2- View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

Math- Number

  • N5.1- Represent, compare, and describe whole numbers to 1 000 000 within the contexts of place value and the base ten system, and quantity. ([C, CN, R,T, V])

Math- Shape and Space

  • SS5.3- Demonstrate an understanding of volume

Math- Statistics and Probability

  • SP5.2- Construct and interpret double bar graphs to draw conclusions.

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

Responsibility & Community

Curricular outcomes:

Treaty Education 

  • TR5.1 : Examine the concepts of colonization and decolonization and analyze their effects.

Social Studies- Interactions and Interdependence

  • IN5.1- Demonstrate an understanding of the Aboriginal heritage of Canada.

Social Studies - Dynamic Relationships

  • DR5.1- Analyze the historic and contemporary relationship of people to land in Canada.
  • DR5.2- Assess the impact of the environment on the lives of people living in Canada.

Social Studies- Power and Authority

  • IN5.1- Demonstrate an understanding of the Aboriginal heritage of Canada.
  • PA5.2- Explain the purposes and functions of governance structures in Canada, including First Nations systems and those patterned on the Westminster parliamentary system.
  • PA5.3- Develop an understanding of the nature of the treaty relationship between First Nations and Canada's federal government.

Math- Numbers

  • N5.3- Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems. ([C, CN, PS, R])

ELA

  • CR5.1- Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written,and multimedia texts) that address identity
  • CR5.4- Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada)

 


Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

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

 

2. Life on Turtle Island

Unit Plan Overview

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

 

3. Cooperation and Colonization

Unit Plan Overview

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

 

Healthy Communities

Curricular outcomes:

Science – Human Body Systems

  • HB5.1 - Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body. (CP, DM)
  • HB5.2 - Investigate the structure, function, and major organs of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems. (SI, TPS)
  • HB5.3- Assess how multiple human body systems function together to enable people to move, grow, and react to stimuli. (SI)

Health- Understanding, Skills, and Confidences

  • USC5.3- Analyze how infectious diseases (including HIV and Hepatitis C) and non-infectious illnesses/diseases challenge holistic well-being.

Social Studies- Interactions and Interdependence

  • IN5.1- Demonstrate an understanding of the Aboriginal heritage of Canada.

 


Applicable KBI lessons:

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

Lesson Plan

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

 

2. The Spread of Infectious Diseases

 

Sustainable Living

Curricular outcomes:

Social Studies – Resources and Wealth 

  • RW5.1- Explain the importance of sustainable management of the environment to Canada's future.

Science- Properties and Changes to Materials

  • MC5.3- Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment. (DM, SI)

Science- Forces and Simple Machines

  • FM5.3- Assess how natural and man-made forces and simple machines affect individuals, society, and the environment. (CP, DM, SI)

 


Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

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

 

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

 

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

Made by a Grade 6 teacher in Saskatchewan. 

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.

Start of Year

Curricular outcomes:

Math 

  • N6.5- Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically. [C, CN, PS, R, V]
  • N6.6- Demonstrate understanding of integers concretely, pictorially, and symbolically. [C, CN, R, V]

Science: Scientific Literacy Skills

Health Education

  • USC6.1- Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

ELA Comprehend & Respond

  • CR6.1- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).
  • CR6.4- View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Literacy builder worksheet/answer guide
  • Inquiry activities

 

Citizenship & Responsibility

Curricular outcomes:

ELA

  • CR6.1- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful)

Science

  • EL6.1- Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts.

Social Studies 

  • DR6.2- Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land.; 
  • PA6.1- Examine the relationship between an individual's power and authority and the power and authority of others.
  • PA6.3- Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power; 
  • RW6.1- Examine and analyze factors that contribute to quality of life, including material and non-material factors; 
  • RW6.2- Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability.

Health Education

  • USC6.1- Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege)
  • USC6.6- Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities
  • DM6.9- Examine health opportunities and challenges to establish personal goal statements related to healthy relationships, non-curable infections, stress management, body image, safety, and health promotions.

 


Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

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

 

2. Global Inequality

Unit Plan Overview

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

 

Diversity of Living Things

Curricular outcomes:

Science

  • DL6.1- Recognize, describe, and appreciate the diversity of living things in local and other ecosystems, and explore related careers. (CP, SI)
  • DL6.2- Examine how humans organize understanding of the diversity of living things. (CP, SI)
  • DL6.4- Examine and describe structures and behaviours that help:
    • individual living organisms survive in their environments in the short term
    • species of living organisms adapt to their environments in the long term.
  • (CP, DM, SI)
    • d. Describe examples of adaptations to structures and behaviours (e.g., flippers, webbed feet, night-time vision, wide wings, camouflage colouring, migration, and hibernation) that have enabled living things to adapt to their environments in the long term.
    • e. Explain how scientists use fossils and the fossil record as a source of information to identify changes or diversity in species over long periods of time.

Math

  • P6.2- Extend understanding of preservation of equality concretely, pictorially, physically, and symbolically. ([C, CN, R])

 


Applicable KBI lessons:

1. Diversity of Living Things

Unit Plan Overview

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

 

2. Evolution and Natural Selection

Unit Plan Overview

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

 

Exploring Our Past

Curricular outcomes:

Social Studies

  • DR6.2- Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land.
  • PA6.1- Examine the relationship between an individual's power and authority and the power and authority of others.
  • PA6.3- Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power.

ELA

  • CR6.4- View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).

Treaty Education

  • TR6.1- Analyze the concepts, structures and processes which have been developed for the purpose of treaty implementation. 

 


Applicable KBI lessons:

1. Indigenous Experiences of Colonization

Unit Plan Overview

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

 

Innovation & the Future

Curricular outcomes:

Social Studies

  • IN6.1- Evaluate and represent personal beliefs and values by determining how culture and place influence them.
  • IN6.4- Explore aspects of cultural change over time, including:
    • reasons for cultural change
    • examples of cultural change
    • how cultural change affects youth
    • how youth respond to cultural change.

Science

  • DL6.1- Recognize, describe, and appreciate the diversity of living things in local and other ecosystems, and explore related careers. (CP, SI)
  • DL6.5- Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-organisms. (CP, DM, SI)
  • SS6.3- Evaluate past, current, and possible future contributions of space exploration programs including space probes and human spaceflight, which support living and working in the inner solar system. (DM, TPS)

 


Applicable KBI lessons:

1. International Women’s Day

 


 

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

 

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

Made by a Grade 7 teacher in Saskatchewan. 

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 Education

  • USC7.2- Examine critically and use purposefully blood-borne pathogen information/ education, including HIV and Hepatitis C, for the purpose of committing to behaviours that do not put one at risk of infection or co-infection.
  • USC7.3- Commit to personal safety practices while acquiring basic first aid knowledge and skills.
  • DM7.8- Examine and demonstrate personal commitment in making health decisions related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.
  • DM7.9- Examine health opportunities and challenges to establish personal commitment goal statements related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.

 


Applicable KBI lessons:

1. Vaccine Preventable Diseases

Unit Plan Overview

  • Lesson worksheet/answers

 

Science

Curricular outcomes:

Science- Life Science &  Interactions within Ecosystems

  • IE7.1- Relate key aspects of Indigenous knowledge to their understanding of ecosystems. (CP)
  • IE7.2- Observe, illustrate, and analyze living organisms within local ecosystems as part of interconnected food webs, populations, and communities. (SI)
  • IE7.3- Evaluate biogeochemical cycles (water, carbon, and nitrogen) as representations of energy flow and the cycling of matter through ecosystems. (CP, SI)
  • IE7.4- Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a specific ecosystem. (DM, CP)

Science- Earth and Space Science: Earth's Crust and Resources

  • EC7.2- Identify locations and processes used to extract Earth's geological resources and examine the impacts of those locations and processes on society and the environment. (SI, DM, CP)

 


Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

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

 

Social Studies

Curricular outcomes:

Social Studies- Interactions and Interdependence 

  • IN7.1- Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.

Social Studies- Resources & Wealth

  • RW7.2- Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.

Social Studies-Power and Authority

  • PA7.2- Investigate the structures and processes of democratic government in Canada.

Social Studies- Interactions and Interdependence 

  • IN7.1- Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.

Social Studies- Resources & Wealth 

  • RW7.3- Assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries.

Social Studies- Dynamic Relationships

  • DR7.1- Analyze and use various types of maps (that provide differing perspectives and information for differing purposes) in order to situate current issues in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
  • DR7.2- Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
  • DR7.3- Analyze the relationship between current and historical events and the physical and social environments in Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries.

 


Applicable KBI lessons:

1. Refugee Experiences

Unit Plan Overview

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

 

2. Canada's Three Levels of Government

Unit Plan Overview

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

 

3. Environment & Climate Change

Unit Plan Overview

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

 

English Language Arts (ELA)

Curricular outcomes:

Comprehend & Respond

  • CR7.1- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
  • CR7.4- View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials.
  • CR7.5- Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Literacy builder worksheet/answer guide
  • Inquiry activities

 


 

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

 

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

Made by a Grade 8 teacher in Saskatchewan. 

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

Curriculum outcomes:

Health Education- Understanding, Skills, & Confidences

  • USC8.1- Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
  • USC8.2- Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
  • USC8.3- Investigate and analyze the impact of in/formal supports and services (including testing/diagnostic services) available to individuals, families, and communities infected with/affected by non-curable infections/diseases (including HIV and Hepatitis C).
  • USC8.4- Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

 


Applicable KBI lessons:

1. Global Inequality

Unit Plan Overview

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

 

2. The Spread of Infectious Diseases

 

Science

Curriculum outcomes:

Science- Life Science: Cells, Tissues, Organs, and Systems

  • CS8.1- Analyze the characteristics of cells, and compare structural and functional characteristics of plant and animal cells.
  • CS8.3- Distinguish structural and functional relationships among cells, tissues, organs, and organ systems in humans and how this knowledge is important to various careers.

Science- Earth and Space Science: Water Systems on Earth

  • WS8.1- Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems.
  • WS8.3- Analyze natural factors and human practices that affect productivity and species distribution in marine and fresh water environments.

 


Applicable KBI lessons:

1. Diversity of Living Things

Unit Plan Overview

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

 

2. The Immune System & How Vaccines Help Prevent Diseases

Unit Plan Overview

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

 

3. Environment & Climate Change

Unit Plan Overview

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

 

Social Studies

Curriculum outcomes:

Social Studies- Interactions and Interdependence 

  • IN8.1- Investigate the meaning of culture and the origins of Canadian cultural diversity.
  • IN8.2- Appraise the influence of immigration as a factor in Canadian cultural diversity.

Social Studies- Dynamic Relationships 

  • DR8.1- Develop an understanding of the significance of land on the evolution of Canadian identity.
  • DR8.2- Describe the influence of the treaty relationship on Canadian identity.
  • DR8.3- Assess how historical events in Canada have affected the present Canadian identity

Social Studies- Power and Authority

  • PA8.2- Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts.

Social Studies- Interactions and Interdependence 

  • IN8.1- Investigate the meaning of culture and the origins of Canadian cultural diversity.

Treaty Education

  • TPP84 : Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. 

Social Studies- Resources & Wealth 

  • RW8.1- Analyze the social and environmental consequences of living in the Canadian mixed market economy based on consumerism.
  • RW8.2- Assess the implications of personal consumer choices.
  • RW8.3- Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.

 


Applicable KBI lessons:

1. Refugee Experiences

Unit Plan Overview

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

 

2. Indigenous History on Turtle Island

Lesson Plan

  • Lesson worksheet/answers

 

3. Environment & Climate Change

Unit Plan Overview

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

 

English Language Arts (ELA)

Curriculum outcomes:

Comprehend & Respond

  • CR8.4- View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
  • CR8.7- Read independently and demonstrate comprehension of a variety of information texts including understanding the main ideas and supporting evidence, explaining connections between new ideas and information and previous thoughts, and recognizing any biases or false reasoning.

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Inquiry activities

 


 

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

 

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

Made by a Grade 9 teacher in Saskatchewan. 

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.

Social Studies

Curriculum outcomes:

Social Studies- Dynamic Relationships 

  • DR9.3- Assess the relationship of the natural environment in the development of a society.

Social Studies- Power and Authority

  • PA9.1- Examine concepts of power and authority in the governance of the societies studied.
  • PA9.2- Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied.
  • PA9.3- Investigate the roles and responsibilities of members of the societies studied and those of citizens in contemporary Canada.

Social Studies- Interactions and Interdependence 

  • IN9.2- Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender identity, socio-economic situation, and education.
  • IN9.3- Analyze the ways a worldview is expressed in the daily life of a society.
  • IN9.4- Determine the influence of worldview on the choices, decisions, and interactions in a society.

Social Studies- Resources & Wealth 

  • RW9.1- Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.
  • RW9.2- Appraise the significance of trade and transportation in the development of the societies studied.

Treaty Education

  • TR91 : Investigate the treaty experiences of Indigenous people around the world.
  • TPP94 : Examine the effectiveness of treaty making in addressing the circumstances of Indigenous peoples.

 


Applicable KBI lessons:

1. Indigenous History on Turtle Island

Unit Plan Overview

  • Lesson worksheet/answers

 

English Language Arts (ELA)

Curriculum outcomes:

Comprehend & Respond

  • CR9.3- Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author's thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
  • CR9.4a- View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
  • CR9.4b- View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia sources.
  • CR9.7- Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.

Assess & Reflect

  • AR9.2- Assess own and others' work for clarity, correctness, and impact.

 


Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Inquiry activities

 


 

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 Saskatchewan 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

SCI10-CI1 Investigate career paths related to various branches and sub-branches of science. [DM]

  • Explore the breadth of science-related work roles and who is engaged in those work roles in the community. (STSE, S, A)
  • Develop a profile of a specific individual involved in a science career, addressing factors such as their educational and personal background, what drew them to their career, the focus of their work and their advice for others who wish to pursue a similar career. (STSE, S, A)
  • Research the educational qualifications of people engaged in science-related careers. (STSE, S, A)

Social Studies

  • Know that social organizations stem from and deal with the basic, universal problems of ordered, social life.
  • The Role of Government in Modern Democratic Societies
  • Know that government has come to play an increasingly important role within society.

 

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 Saskatchewan 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.


Health Science 20

HS20-CE1 Analyze and explore health-science related occupations in Saskatchewan, Canada and the world. [CP, DM]

  • Generate a list of occupations that require a background in health science through research and/or participation in events such as a career fair or job shadow. (K, S)
  • Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health-science related jobs. (S, A)

HS20-HC1 Analyze how Western, Indigenous, traditional, complementary and alternative approaches to health care can contribute to a holistic (e.g., mental, emotional, physical and spiritual) perspective of health. [CP, DM, SI]

  • Assess how practitioners of Western, Indigenous, traditional, complementary and alternative approaches to health care address health, wellness, illness, disease, and treatment through beliefs and practices such as Circle of Life, disharmony of body energies, being symptom free and healthy lifestyle choices. (K, A, STSE)
  • Examine the significance of rituals, place-based ceremonies, plants, and traditional herbs in Indigenous and traditional approaches to health care. (K, A, STSE)
  • Assess the importance of clinical trial features (e.g., informed consent, randomized control trial, blind and double-blind protocols and placebos) in providing reliable scientific evidence to support Western approaches to health care. (STSE)

HS20-HC2 Examine how personal, cultural and societal beliefs affect ethical decisions

  • Pose questions about ethical dilemmas within health care. (K, S, A, STSE) b. Understand the core ethical questions to be considered 30 Health Science 20 regarding health care. [CP, DM, SI]
  • Contrast how procedures to prevent illness, such as immunizations, vitamin supplements, physical activity, nutrition and prayer, might be viewed from the perspective of Western, Indigenous, traditional, complementary and alternative approaches to health care. (K, A)
  • Recognize the importance of considering linguistic and cultural needs when providing health care services. (STSE, A)
  • Assess how various ethical considerations (e.g., personal beliefs, informed consent, the roles of institutional review boards and regulatory agencies) may influence an individual’s decision to participate in a clinical study of a new biomedical intervention (e.g., vaccine, drug, treatment, device or process). (STSE)

HS20-HB2 Investigate the effects of various injuries, disorders and diseases on human cells, tissues, organs and systems. [SI, DM]

  • Differentiate among the ways in which medical practitioners and the public use terms such as disease, illness, ailment, disorder, infection, medical condition, syndrome and abnormal condition. (STSE, K)
  • Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
  • Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and/or systems) of a pathology that affects one or more body systems. (K)
  • Outline the history of a disease or illness and its causes, including societal and cultural perspectives. (K, A, S, STSE)
  • Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated. (K)
  • Analyze the role of homeostasis in various phenomena such as regulation, heart rate, breathing, urination, sweating, digestion, body temperature, blood composition and stress.
  • Analyze the role of homeostasis in various phenomena such as regulation, heart rate, breathing, urination, sweating, digestion, body temperature, blood composition and stress.

 


History 20 / World Issues

Unit 1 - Human Rights

Unit 4 - Production and wealth distribution

Unit 5 - Conflict & Global Issues


 

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 Saskatchewan 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 30

BI30-LE1 Explore how scientific understandings of life and its characteristics change in light of new evidence. [CP, DM]

  • Explain what characteristics you use to define what is or what is not considered living. (A, K)
  • Explore how scientific definitions of life have changed over time as a result of advances in technologies and scientific understanding. (K, STSE)
  • Debate whether or not entities such as viruses, viroids and prions should be considered alive. (S, STSE)
  • Recognize the contribution of scientists (e.g., Francesco Redi, Louis Pasteur, Stanley Miller, Harold Urey and Lynn Margulis) 28 Biology 30 whose experiments contributed to a wider understanding of life from a biological perspective. (K, STSE)
  • Examine the impact of the cell theory and advances in microscopy on past and current scientific definitions of life. (K, STSE, A)

BI30-LE2 Examine the significance of evolution as a key unifying theme in biology through the principles, processes and patterns of biological evolution. [SI, DM]

  • Interpret cladograms and phylogenetic trees to determine evolutionary relationships among organisms. (S)

BI30-OL3 Explore how the dynamic nature of biological classification reflects advances in scientific understanding of relationships among organisms. [SI, CP]

  • Discuss how classification systems are designed by humans to meet various needs. (STSE, A)
  • Research the contributions of scientists, including Carl Linnaeus, in developing accepted scientific conventions for the naming of organisms. (K, S, STSE)
  • Discuss how the characteristics of the taxonomic hierarchy represent relationships among organisms. (STSE, K)
  • Discuss the challenges associated with classification, including defining taxa and classifying certain organisms, such as protists. (K, A)
  • Create and use dichotomous keys to gain insights into the challenges of biological classification. (STSE, S)
  • Critique the strengths and limitations of historical and contemporary systems of classifying living things. (K, A, STSE)
  • Develop generalizations about the value of biological classification systems. (A, STSE)

BI30-OL2 Compare the anatomies, physiologies and behaviours of multicellular organisms including protists, fungi, plants and animals. [SI]

  • Identify how multicellular organisms maintain homeostasis through processes such as biofeedback, fluid regulation and thermoregulation. (K)

BI30-GB3 Explore the impacts of historical, current and emerging biotechnologies on self, society and the environment. [CP, DM]

  • Identify examples of historical, current and emerging biotechnologies (e.g., selective breeding, applications of fermentation, genetic engineering, cloning, gene therapy, assistive reproductive technologies and synthetic biology). (K, A, STSE)
  • Explore how societal pressures such as food, energy and resource shortages can drive the development of biotechnologies. (A, K, STSE)
  • Research a medical (e.g., 3-D bio printing, personalized medicine, genetic testing and screening and gene therapy) or industrial (e.g., use of recombinant DNA, biofuels and bioremediation) application of biotechnology. (S, STSE)
  • Explore how the use and misuse of antibiotics has led to increased bacterial resistance, including the emergence of superbugs. (K, STSE)
  • Critique how individuals and groups use and misuse scientific information to support their positions regarding biotechnologies such as vaccines. (A, STSE)
  • Critique the media’s role in crafting public perception related to biotechnologies (e.g., vaccines, genetically modified organisms and genetic screening). (STSE, A, S)
  • Analyze the role of regulation and legislation in providing a level of public safety pertaining to applications of biotechnology. (STSE)

BI30-LE2 Examine the significance of evolution as a key unifying theme in biology through the principles, processes and patterns of biological evolution.

  • Identify common misconceptions (e.g., individuals evolve, natural selection is evolution, evolution is random and evolution is a theory) regarding biological evolution. (K)
  • Outline the key principles (e.g., descent with modification, fitness as a result of adaptations and struggle for existence) and processes (e.g., natural selection, genetic drift and selective breeding) of biological evolution. (K, STSE, A)
  • Discuss how Darwin’s observations informed the development of the theory of natural selection as a mechanism of evolution. (K, STSE)
  • Recognize how the principles of natural selection occur at the level of the individual and may result in the evolution of the population. (K)
  • Examine how scientists use the fossil record, radioactive dating, comparative embryology and homologous and analogous structures as evidence of biological evolution. (K, STSE)

 

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

Dernière modification: 
12 février 2024