Nova Scotia Guide, Outcomes, and Lessons
Kids Boost Immunity matches the Nova Scotia curriculum outcomes listed below. You can also read a description of the core lessons available for Nova Scotia 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!
After reading the information below, check out the Teacher Centre where support materials, especially for lessons, are added throughout the year. These include lesson plans, student worksheets, marking rubrics, inquiry activities, etc.
When you are ready to assess students, it is easy to monitor and report on individual student participation and efforts on quizzes. See instructions here (you must be logged in).
Continue scrolling down to see a short description of the core lessons available for each grade.
For grades with a renewed curriculum, the curriculum match is listed below the current/previous curriculum.
Made by a Grade 4 teacher in Nova Scotia.
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.
- The Power of Persuasion
-
Curricular outcomes:
ELA
- SCO 8.3 -experiment with language, appropriate to purpose, audience, and form, that enhances meaning and demonstrates imagination in writing and other ways of representing
- SCO 9.2 -demonstrate an awareness of purpose and audience
- SCO 10.5 -select, organize, and combine relevant information from two or more sources to construct and communicate meaning
- GCO 10: Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.
Health- Learners will analyse the impacts of substances on the health and safety of children
- Marketing
- Where do we see marketing?
- What are tactics used to get us to use/purchase substances?
- How would you recognize persuasive intent?
- What is the intent of marketing and advertising?
- How does marketing influence our consumption of substances?
- Where can health messaging be found in the marketing of products?
- How do I verify that health information in a marketing message is reliable?
Science- Attitude: Scientific Discovery
- 416 appreciate the importance of accuracy and honesty
- 417 demonstrate perseverance and a desire to understand Evident when students, for example:
- listen to, recognize, and consider differing opinions
- seek additional information before making a decision
- base conclusions on evidence rather than preconceived ideas or hunches
- report and record what is observed, not what they think ought to be or what they believe the teacher expects
- willingly consider changing actions and opinions when presented with new information or evidence
- record accurately what has been seen or measured when collecting evidence
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
- Home
-
Curricular outcomes:
ELA
- Learners will communicate effectively and clearly respecting cultural contexts.
- Learners will demonstrate a variety of ways to select and comprehend from a range of culturally diverse print and digital texts.
- SCO 7.3 -respond critically to text
Science- Life Science: Habitat
- Learners will investigate a variety of local natural habitats.
- Learners will analyse interconnectiveness of and within local habitats, inclusive of a Mi’kmaw perspective.
- Behavioural and Structural Features of Animals That Enable Them to Survive in Their Habitat: compare the external features, behavioural patterns, structural, and/or behavioural adaptations for an animal to survive a particular habitat, real or imagined (204-3, 300-1, 300-2, 302-2)
- Food Chains: classify organisms and draw diagrams to illustrate their role in a food chain (206-1, 302-3)
Social Studies
- Learners will investigate the concept of exploration.
- 4.1.1 examine the concept of exploration
- Learners will evaluate the impacts of exploration.
- 4.2.2 analyze factors that motivate exploration
- 4.2.3 evaluate the impact of exploration over time
- Learners will investigate the relationships between humans and the physical environment.
- 4.3.3 examine the relationship between humans and the physical environment
Applicable KBI lessons:
1. Classifying Living Things
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
2. Life on Turtle Island
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
3. Cooperation and Colonization
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Healthy Choices
-
Curricular outcomes:
Health- Learners will investigate how health behaviours impact physical, mental, emotional, social, and spiritual health.
- Communicable Diseases
- What are common childhood communicable diseases?
- How are communicable diseases transmitted? Learners will investigate how health behaviours impact physical, mental, emotional, social, and spiritual health.
- What are impacts of communicable diseases?
- Marketing- How do I verify that health information in a marketing message is reliable?
Applicable KBI lessons:
1. Vaccine Preventable Diseases
2. The Spread of Infectious Diseases
- Communicable Diseases
Click on the headings below to see a description of all the core lessons for this grade
Made by a Grade 5 teacher in Nova Scotia.
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.
- Critical Thinking
-
Curricular outcomes:
Science- Attitude: Scientific Discovery
- 416 appreciate the importance of accuracy and honesty
- 417 demonstrate perseverance and a desire to understand Evident when students, for example:
- listen to, recognize, and consider differing opinions
- seek additional information before making a decision
- base conclusions on evidence rather than preconceived ideas or hunches
- report and record what is observed, not what they think ought to be or what they believe the teacher expects
- willingly consider changing actions and opinions when presented with new information or evidence
- record accurately what has been seen or measured when collecting evidence
ELA
- SCO 7.3 -respond critically to text
- Identify instances of opinion, prejudice, bias and stereotyping in text
- GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.
Health- Sexual & Reproductive Health
- Reliable Sexual Health Information
- How would I know reliable information from unreliable information online about reproduction or puberty?
- What makes information reliable or unreliable?
- Why would there be unreliable information online?
- How do I find culturally relevant sexual health information online?
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
- Our Roots
-
Curricular outcomes:
ELA
- Word Awareness- inclusive language
- GCO 3 – Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.
Social Studies
- Learners will investigate how we learn about the past, with a focus on Acadians, African Nova Scotians, Gaels, Mi’kmaq, and additional cultures.
- 5.1.1 Develop an understanding of how we learn about the past
- Learners will investigate how environment influenced the development of an ancient society.
- 5.2.1 Explain how environment influenced the development of an ancient society
- Learners will investigate the diverse societies of First Nations and Inuit, in what later became Canada.
- 5.4.1 Demonstrate an understanding of the diverse societies of First Nations and Inuit, in what later became Canada
- Learners will investigate decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada.
- 5.4.2 Examine decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada
- Learners will analyse interactions between British and French and First Nations and Inuit in what later became Atlantic Canada.
- 5.5.1 Examine interactions between British and French and First Nations and Inuit in what later became Atlantic Canada
Applicable KBI lessons:
1. Life on Turtle Island
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
2. Cooperation and Colonization
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Working Together
-
Curricular outcomes:
Science: Life Science- Healthy Body
- Learners will analyse how the body functions to meet its needs.
- Describe the body’s defenses against infections and describe the role of the skin (302-7, 302-8)
- Describe examples of medical techniques and technologies that have contributed to the knowledge of our body organisms, systems, and health issues (106-2, 106-4, 107-12, 107-14)
Health- Health Behaviours
- Impacts on Communicable Disease Transmission
- Why is it important to know the difference between viral and bacterial infections?
- What are ways to help prevent the transmission of communicable diseases?
- How can people take care of themselves, friends, or their family when experiencing impacts of communicable disease?
Applicable KBI lessons:
1. Germs, The Body's Defense System, & How Vaccines Help
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
- Learners will analyse how the body functions to meet its needs.
Click on the headings below to see a description of all the core lessons for this grade
Made by a Grade 6 teacher in Nova Scotia.
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.
- The Vibrancy of Life
-
Curricular outcomes:
Science- Life Science: Diversity of Life
- create and analyse their own chart or diagram for classifying and describe the role of a common classification system (206-1, 206-9, 300-15)
- provide examples of how science and technology have been used in identifying and controlling micro-organisms by different people around the world (107-3, 107-6)
- identify changes in animals over time and research and model the work of scientists (107-11, 207-4, 301-16)
Science- Attitudes
- 412- show interest and curiosity about objects and events within different environments
Health- Learners will analyse how health behaviours enhance physical, mental, emotional, social, and spiritual health
- Immunization
- How do communities prevent community spread of communicable diseases?
- Where do you find reliable information about vaccines?
- What vaccines are given to children and adolescents in our province?
Social Studies: Intro to Culture
- 6.1.3 analyze 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
- give examples of actions that are being taken to improve cross-cultural understanding (local, national, global)
- 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 Universal Declaration of Human Rights
- examine selected examples of current human rights abuses
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. Refugee Experiences
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
3. Vaccine Preventable Diseases
- Lesson worksheet/answers
- Sustainable Perspectives
-
Curricular outcomes:
Science-Attitudes
- 412- show interest and curiosity about objects and events within different environments
- 419- be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment
Science- Life Science: Diversity of LIfe
- propose questions and gather information about the relationship among the structural features of plants and animals in their environments and identify the positive and negative impacts of humans on these resources (204-1, 108-8)
- identify changes in animals over time and research and model the work of scientists (107-11, 207-4, 301-16)
Social Studies- Intro to Culture
- 6.2.3 compare the use of resources and sustainability practices between Canada and a selected country
- give examples of similarities and differences in the use of resources and sustainability practices between Canada and the selected country
- explain reasons for different perspectives on the use of resources and sustainability practices
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
- The Importance of Questions
-
Curricular outcomes:
Science- Attitudes
- 413- willingly observe, question, explore, and investigate
- 415- consider their own observations and ideas as well as those of others during investigations and before drawing conclusions
- 416- appreciate the importance of accuracy and honesty
Social Studies- World Issues
- 6.5.1 analyze the effects of the distribution of wealth around the world
- use statistical data to represent the distribution of wealth around the world
- examine the effects of the uneven distribution of wealth on quality of life
- define poverty and give examples of its effects
- 6.5.2- examine selected examples of human rights issues around the world
- 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
- 6.5.3- take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens
- plan and take age-appropriate actions to address local/national/international problems or issues
ELA- Learners will respond personally and critically to a range of culturally diverse texts.
- Ask critical-thinking questions to clarify understanding, with increasing independence
- Explain with supporting evidence the messages(s) of the author
- Recognize stereotyping, bias, and/or prejudice, with guidance
- Respond to stereotyping, bias, and/or prejudice, with some guidance
- Begin to support or challenge authors’ viewpoints providing evidence from the text and personal experience
- Why is it important to gather information from multiple perspectives before forming an opinion?
Math- Numbers
- N06 Students will be expected to demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially, and symbolically.
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. Global Inequality
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
3. Navigating the World of Online (Mis)Information
- Literacy builder worksheet/answer guide
- Inquiry activities
Click on the headings below to see a description of all the core lessons for this grade
Made by a Grade 7 teacher in Nova Scotia.
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: Learners will analyse how life skills influence physical, mental, emotional, social, and spiritual health.
- Concepts
- Influences on Healthy Decision-Making
- How can we determine reliable sources of health information from unreliable sources?
- Skills
- Analyse
- Gather and select appropriate information; determine accuracy, validity, and relevance of the information; identify perspectives; communicate findings
- Investigate
- Ask and revise questions; locate several relevant and dependable details to support an answer; organize and compare details; identify relationships, recognize represented perspectives, and communicate findings.
Health: Learners will analyse the relationships between health behaviours and physical, mental, emotional, and spiritual health.
- Communicable Disease Prevention
- Why is it important to know how diseases are spread?
- Why are disease prevention methods important?
- Why is it important to know how to prevent the spread of communicable diseases?
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/answer guides
3. The Spread of Infectious Diseases
- Concepts
- Science
-
Curricular outcomes:
Science- Environmental Action
- Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk.
- Ecosystems
- What are some characteristics that different ecosystems have in common?
- Interconnectedness
- What are some of the interconnections that can be observed in various ecosystems?
- How do abiotic and biotic components interact in various ecosystems?
- How can biological indicators be used as a marker for environmental health?
- Food Web
- How do organisms interact within an ecosystem?
- How do producer populations impact consumer populations?
- Human Impact
- How are humans impacting ecosystems?
- How has the impact of humans on ecosystems changed over time?
- How are green technologies changing the impact of humans on ecosystems?
- Learners will implement an environmental stewardship plan.
- Netukulimk, Sustainability and Conservation
- How can we live according to Netukulimk?
- Why is it important to care for the environment?
- Environmental Stewardship
- How can it be determined whether a local environment needs to be protected?
- How can the impact of local environmental initiatives be determined?
- How do people in my community take care of the environment?
- How can I take care of the environment?
- Mitigating Environmental Harm
- How can more green space be created?
- How can you determine if conservation and sustainability strategies are effective?
- Learners will investigate factors that affect species adaptation and evolution.
- Investigate the concept of natural selection and its role in evolution (COM/CT)
- Investigate evidence of evolution (COM/CT)
- Evolution
- Why do living things change over time?
- How can we see evidence of species evolution?
- Natural Selection
- How do living things change over time?
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. 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
- Social Studies
-
Curricular outcomes:
- Social Studies-
- Learners will reflect on the impact of government policies and the denial of treaty rights on Mi’kmaw communities and individuals in Mi’kma’ki
- Geographic Impact on Mi’kmaw Communities
- How can the teachings of Msit No’kmaq and Netukulimk teach us about the Mi’kmaw connection to the land?
- How were the lives of the Mi’kmaq influenced by geographic location?
- How did the creation of reserves and the reserve system impact the relationship between Mi’kmaw and other communities?
- How did the creation of the reserve system impact Mi’kmaw connections to the land?
- Civic Impact on Mi’kmaw Communities
- Why did the government pursue a policy of assimilation?
- How did the Mi’kmaq resist assimilation?
- Why were government decisions unfair to the Mi’kmaq?
- How did the government create unfair living conditions for Mi'kmaw people?
- Resilience
- How did the Mi’kmaq resist unfair government decisions?
- How did the Mi’kmaq protect their cultural practices despite discriminatory policies?
- How did the Mi’kmaq preserve their traditional ways of life despite the challenges posed by discriminatory policies?
Applicable KBI lessons:
1. Life on Turtle Island
- 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
Made by a Grade 8 teacher in Nova Scotia.
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- Learners will analyse the relationships between health behaviours and physical, mental, emotional, social, and spiritual health.
- Concepts (and Guiding Questions)
- Healthy Decision-Making
- How do values and culture influence health related decision-making?
- How do the social determinants of health impact health outcomes?
- How does the media influence health related decision-making?
- How can we determine reliable sources of health information from unreliable sources?
- Communicable Disease Prevention
- Why is it important to know how diseases are spread?
- Why are disease prevention methods important?
- Why is it important to know how to prevent the spread of communicable diseases?
- Why is it important to be aware of the information shared regarding vaccines?
- How do vaccines impact community health?
- Skills
- Analyse
- Gather and select appropriate information; determine accuracy, validity, and relevance of the information; identify perspectives; communicate findings
- Investigate
- Ask and revise questions; locate several relevant and dependable details to support an answer; organize and compare details; identify relationships, recognize represented perspectives, and communicate findings.
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 and How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Health- Learners will analyse the relationships between health behaviours and physical, mental, emotional, social, and spiritual health.
- Science
-
Curricular outcomes:
Science- Healthy Cells, Healthy Systems
- Learners will evaluate ways to maintain and factors that disrupt cell and system health.
- Maintaining Health
- How can we maintain cell and system health?
- How do Mi’kmaw perspectives enrich the understanding of maintaining health?
- Health-related Technology
- How do technologies help us maintain cell/system health?
- How do technologies help us learn about cell/system health?
Science- Climate Change
- Learners will evaluate oceanographic and other evidence of climate change inclusive of a Mi’kmaw perspective.
- Concepts (and Guiding Questions)
- Indicators of Climate Change
- How can evidence be used to determine that the earth's climate is changing?
- How can we measure climate change?
- Community impacts
- How has climate change affected various communities?
- How will climate change affect communities in the future?
- Biological Impacts
- How does climate change impact various living organisms?
- How do organisms respond to climate change?
- Oceanographic Evidence
- How does climate change affect oceans?
- How can oceanographic data be used to determine changes to earth's climate?
- How does climate change impact coastlines?
- Learners will evaluate the impact of human activity on climate change
- Concepts (and Guiding Questions)
- Causes of climate change
- How are human activities linked to climate change?
- How is the impact of humans on climate change measured?
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
3. The Immune System & How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- English Language Arts (ELA)
-
Curricular outcomes:
ELA- Learners will implement speaking and writing strategies for effective communication in relation to audience and purpose.
- Concepts (and Guiding Questions) Communication Strategies
- How does the audience influence my communication strategies?
- How can observing the author’s craft in a range of mentor texts help me to choose effective speaking and writing strategies for my audience?
- Accuracy, Reliability, Validity, and Bias
- How do my experiences and perspectives influence my communication?
- Why is it important to use accurate information in my communications? ▪ How does valid information strengthen my ideas in my communications?
- What strategies can I use to identify reliable sources?
- Why is it important to recognize how my bias impacts my communications?
ELA- Learners will analyse the accuracy, reliability, validity and bias in a range of written, audio, visual, and digital communication forms.
- Concepts (and Guiding Questions)
- Reliability
- How can I use a reliable source to confirm new information?
- How do I know if a source is reliable?
- What do I do if I am not sure if a source is reliable?
- How can the reputation of the source help to determine its reliability?
- Accuracy
- Why is it important to use accurate information?
- How do I know if information is accurate?
- How can I use reliable sources to determine the accuracy of new information?
- How do I use strategies to determine if information is accurate across a range of sources?
- Validity
- How can I develop strategies to determine validity?
- How can I choose valid information from a range of sources?
- How can valid information from a range of sources help to support a question or idea?
- Bias
- Why should I question what I hear, see, and read?
- Why should I question what I think I know?
- How can I consider the voice, perspectives, and points of view represented in a text to determine bias?
- How does bias (stereotyping, attitudes, beliefs, prejudices) in communication forms influence the message?
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
- Concepts (and Guiding Questions) Communication Strategies
- Social Studies
-
Curricular outcomes:
Social Studies- Learners will evaluate the impact of equity and inequity in a changing Canadian society
- Concepts (and Guiding Questions)
- Factors that Influence Equity and Inequity
- Why do we need to identify issues of equity and inequity?
- Why do some groups experience inequity and inequality more than others?
- How does society disrupt patterns of inequity and inequality?
- What factors of inequity and inequality exist in my own community, province, country?
- Resistance to Experiences of Inequity
- Why is it important to consider the perspectives and experiences of others?
- What can you learn from understanding the experiences of others?
- How does an informed understanding lead to the resistance of inequities?
Applicable KBI lessons:
1. Global Inequality
- 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
Made by a Grade 9 teacher in Nova Scotia.
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.
- Citizenship
-
Curricular outcomes:
Citizenship 9- Unit 2 Who Am I As A Citizen?
- Learners will evaluate evolving concepts and attributes of citizenship as members of different kinds of communities.
- Indicators
- Compare rights and responsibilities as current and future citizens (CZ/CT)
- Investigate how worldview impacts understanding of citizenship (CZ/CT)
Citizenship 9- Unit 4 Digital Citizenship
- Learners will evaluate how perceptions of current issues are influenced by various media, and how this shapes actions, choices, and reactions.
- Indicators
- Evaluate how various groups are represented or omitted in media and the influence this has on people’s perspectives (CZ/COM/CT/TF)
- Analyse how social and mass media impact the awareness of certain issues (CZ/COM/CT/TF)
- Investigate how citizens’ and governments’ choices can be affected by different media (CZ/COM/CT/TF)
- Learners will evaluate risks, rights, and responsibilities of digital citizens. Indicators
- Evaluate the opportunities and risks of being digitally engaged or connected (COM/PCD/CT/TF)
- Investigate how a digital footprint influences others’ perceptions (CZ/PCD/TF)
- Investigate the role of anonymity in both the production and consumption of media (COM/PCD/CT/TF)
Health 9- Unit 5 Governance
- Learners will analyse how issues become valued within and across all areas of government and society.
- Indicators
- Analyse the role that worldview plays in personal and societal values & decision-making (CZ/PCD/CT)
Health 9- Unit 6 Global Citizenship
- Learners will evaluate the consequences of action and inaction as twenty-first century global citizens.
- Indicators
- Investigate a global issue from differing perspectives (CZ/COM/CT)
- Evaluate the intended and unintended consequences of an action or inaction in regard to a global issue (CZ/COM/CT)
- Analyse the relationship between universal human rights and globalization (CZ/COM/CT)
- Evaluate Canada’s response to a selected global issue (CZ/COM/CT)
Applicable KBI lessons:
1. Refugee Experiences
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
2. Navigating the World of Online (Mis)Information
- Inquiry activities
- English Language Arts (ELA)
-
Curricular outcomes:
General Curriculum Outcomes
- 3. interact with sensitivity and respect, considering the situation, audience, and purpose
- 4. select, read, and view with understanding a range of literature, information, media, and visual texts
- 5. interpret, select, and combine information using a variety of strategies, resources, and technologies
- 7. respond critically to a range of texts, applying their understanding of language, form, and genre
Specific Curriculum Outcomes
- 1.2- ask relevant questions calling for elaboration, clarification, or qualification and respond thoughtfully to such questions
- 5.1- access and select specific information to meet personal and learning needs - select, from a wide range, sources appropriate to their purposes - develop approaches and strategies to conduct their research
- 6.1- respond to some of the material they read or view by questioning, connecting, evaluating, and extending - move beyond initial understanding to more thoughtful interpretations
- 7.1- critically evaluate information presented in print and media texts - assess relevance and reliability of available information to answer their questions
- 7.2 -demonstrate that print and media texts are constructed for particular purposes and particular audiences - describe how specific text and genre characteristics contribute to meaning and effect
- 7.3- respond critically to texts of increasing complexity - analyze and evaluate a text in terms of its form, structure, and content - recognize how their own ideas and perceptions are framed by what they read and view - demonstrate an awareness that personal values and points of view influence both the creation of text and the reader’s/viewer’s interpretation and response - explore and reflect on culture and reality as portrayed in media texts - identify the values inherent in a text
- 10.5-integrate information from several sources to construct and communicate meaning
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
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 Nova Scotia curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.
Click on the headings below to see a description of all the core lessons for this grade
All Subjects
Critical Thinking and Evaluating Information
The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Nova Scotia curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.
Biology 11 / Advanced Biology / IB Biology
Biodiversity
Classifying Living Things
- describe and apply classification systems and nomenclatures used in the biological science (214-1)
- use organisms found in local or regional ecosystems to demonstrate an understanding of the fundamental principles of taxonomy (316-5)
- analyze and describe examples where scientific knowledge evolved, was enhanced, or revised as a result of new laws, theories, and/or technologies (115-7, 116-2)
Diversity among Living Things
- construct arguments to support a decision or judgment, using examples and evidence, recognizing various perspectives (118-6)
- describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus (316-6)
- analyze and explain the life cycle of a representative organism from each kingdom, including a representative virus (313-1)
Maintaining Dynamic Equilibrium
Homeostatis
- explain the importance of nutrition and fitness to the maintenance of homeostatis, debating the merits of funding specific scientific or technological endeavours and not others (117-4, 317-3)
- explain, with specific examples, how behaviours such as tropisms, instinct, and learned, help to maintain homeostasis and identify multiple perspectives that influence a decision/issue (215-4, 317- 8)
Body Systems
Note: Biology 11 requires that a minimum of two (2) of the following five body systems be investigated in detail—circulatory, respiratory, digestive, excretory, and immune systems.
- design and perform experiments, identifying specific variables, to investigate how body systems work based on scientific understandings (212-6, 116-4)
- identify and predict the impact of viruses, diseases, and environmental factors on the homeostasis of an organism and propose alternate solutions (317-4, 317-6, 214-15)
- Students will be expected to explain how different plant and animal system maintain homeostasis (317-1) Note: Immune System
- Elaborations - Students should discuss that a properly functioning immune system is essential for health and well being and recognize the consequences that result when the immune system does not function properly... A study of the non-specific first line defences would include both physical and chemical barriers such as skin, tears, mucous, cilia, sweat, and stomach acids. The inflammatory response and phagocytes as second line defenders and the immune response involving lymphocytes such as T-cells (initiated by a virus-infected cell or tumour cell), and B cells (initiated by bacteria) and antibody production should be summarized... Students should expand their study by investigating how vaccines make use of the workings of the immune system in order to be effective and by studying the requirements, interest, and financial resources society has to support the prevention of the spread of disease-causing organisms such as HIV, Staphylococcus, and smallpox.
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 Nova Scotia curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.
Biology 12 / AP Biology / IB Biology SL 12
Maintaining Dynamic Equilibrium 2
Endocrine System: Maintaining Homeostasis
Endocrine System: Feedback Mechanisms
- analyze homeostatic phenomena to identify the feedback mechanisms involved (317-2)
- analyze contributions, including Canadian, to science and technology and how these have improved over time (117-11, 115-5)
Global Geography 12
Unit 2: Perilous Processes: Our Planet at Risk
2.3 Peril and Threat: Human Processes
- examining global perils and threats
Global History 12
Unit 5: Acknowledging Global Interdependence: The Legacy of the 20th Century?
- The Impact of Global Communication [e.g., Satellite Technology and the Vietnam War (The Living Room War)] – International Scientific Co-operation (e.g., Antarctica)
- Value Systems in Conflict (e.g., The Impact of Terrorism on an International Scale)
Click on the headings below to see a description of all the core lessons for this grade