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Prince Edward Island Guide, Outcomes, and Lessons

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

 

 

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 Prince Edward Island. 

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.

Knowledge Is Power

Curricular Outcomes:

Communication & Info Tech Literacy

  • GTO A- Technology Problem Solving Students will be expected to design, develop, evaluate, and articulate technological solutions.
  • GTO E- Technological Responsibility Students will be expected to demonstrate an understanding of the consequences of their technological choices.
  • A3.1- demonstrate awareness of the Internet as a source of information
  • A3.2- use various tools (search engines and directories) and strategies necessary to carry out research
  • E3.1- critically evaluate information and its source based on pre-determined criteria

ELA

  • Respond critically to texts (RCT)
  • Demonstrate an awareness of purpose and audience (APA)

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

Science- Skills

  • 204-1 propose questions to investigate and practical problems to solve 
  • 204-3 state a prediction and a hypothesis based on an observed pattern of events 
  • 204-6 Identify various methods for finding answers to given questions and solutions to given problems and select one that is appropriate

Math

  • 4.PR1- Identify and describe patterns found in tables and charts, including a multiplication chart. 

 


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

 

Home

Curricular Outcomes:

ELA

  • Valuing Social & Cultural Diversity
  • Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings , and experiences (SLC)
    • Listen critically to others’ ideas and opinions expressed
  • Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose (SRI)
    • Show an awareness of the kinds of language appropriate to different situations and audiences

Science- Life Science: Habitat

  • Students will be expected to: 
    • Vocabulary: use the terms habitat, population, and community in appropriate contexts (104-6) 
    • Types of Life:  identify questions to investigate about the types of plants and/or animals at a local habitat, and the conditions under which they live (204-1)
    • 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

Unit Plan Overview

  • Literacy builder worksheet/answer guide
  • Lesson worksheet/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

 


 

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 Prince Edward Island. 

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 Importance of Asking Questions

Curricular Outcomes:

Communication & Info Tech Literacy

  • GTO A- Technology Problem Solving Students will be expected to design, develop, evaluate, and articulate technological solutions.
  • GTO E- Technological Responsibility Students will be expected to demonstrate an understanding of the consequences of their technological choices.
  • A3.1- demonstrate awareness of the Internet as a source of information
  • A3.2- use various tools (search engines and directories) and strategies necessary to carry out research
  • E3.1- critically evaluate information and its source based on pre-determined criteria

Science- pan-Canadian Science Learning Outcomes

  • 104-2 demonstrate and describe processes for investigating scientific questions and solving technological problems 
  • 204-1 propose questions to investigate and practical problems to solve
  • 204-2 rephrase questions in a testable form
  • 104-7 demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results
  • 205-3 follow a given set of procedures
  • 205-8 identify and use a variety of sources and technologies to gather pertinent information

ELA

  • Students will be expected to respond critically to a range of texts (RCT)
    • Identify instances where language is being used to manipulate persuade, or control them
    • Identify instances of opinion, prejudice, bias and stereotyping in text
  • GCO  Reading & Viewing: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre (RV)

Math

  • 5.SS3- Demonstrate an understanding of volume

 


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

 

Our Roots

Curricular Outcomes:

ELA- Speaking & Listening

  • GCO 3 – Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.

Social Studies- Introduction

  • 5.1.1 Develop an understanding of how we learn about the past 

Social Studies- Environment

  • 5.2.1 Explain how environment influenced the development of an ancient society

Social Studies- Decision Making

  • 5.4.1 Demonstrate an understanding of the diverse societies of First Nations and Inuit, in what later became Canada  
  • 5.4.2 Examine decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada 

Social Studies- Interactions

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

Science- pan-Canadian Science Learning Outcomes (Weather)

  • 107-14 identify scientific discoveries and technological innovations of people from different cultures 
  • 107-2 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

Unit Plan Overview

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

 

2. Cooperation and Colonization

Unit Plan Overview

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

 


 

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 Prince Edward Island. 

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

  • 107-6- provide examples of how science and technology have been used to solve problems around the world
  • 300-15- describe the role of a common classification system for living things
  • 301-15- compare the adaptations of closely related animals living in different parts of the world and discuss reasons for any differences 
  • 301-16- identify changes in animals over time, using fossils

Science- Attitudes

  • 423- appreciate that the applications of science and technology can have advantages and disadvantages

Health-Wellness Choices

  • GCO1- Students will make responsible and informed choices to maintain health and to promote safety for self and others

Social Studies: Intro to Culture

  • 6.1.3- analyze the importance of cross-cultural understanding 
  • 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

  • 6.3.1- examine the effects of the distribution of wealth around the world 6.3.2- examine selected examples of human rights issues around the world

 


Applicable KBI lessons:

1. Diversity of Living Things

Unit Plan Overview

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

 

2. Refugee Experiences

Unit Plan Overview

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

 

3. Vaccine Preventable Diseases

Lesson Plan

  • Lesson worksheet/answers

 

Research Detectives

Curricular Outcomes:

Communication & Information Technology- Social, Ethical, & Health

  • E2.7- identify ethical issues involved with Internet content, awareness of inappropriate use of technology

Communication & Information Technology- Internet

  • A3.1- demonstrate awareness of the Internet as a source of information
  • A3.2- use various tools (search engines and directories) and strategies necessary to carry out research
  • E3.1- critically evaluate information and its source based on pre-determined criteria

Science- Life Science

  • 104-5- describe how results of similar and repeated investigations may vary and suggest possible explanations for variations 
  • 104-8- demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results
  • 205-8- identify and use a variety of sources and technologies to gather pertinent information

Science- Attitudes

  • 428- consider observations and ideas from a variety of sources during investigations and before drawing conclusions 
  • 429- value accuracy, precision, and honesty 
  • 430- persist in seeking answers to difficult questions and solutions to difficult problems

Social Studies- Inquiry (I)

  • 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

Social Studies- Integration of Technology (IT)

  • Research skills are key to efficient use of these resources. Questions of validity, accuracy, bias, and interpretation must be applied to information available on the Internet

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

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Social Studies

Unit 2: Economic Empowerment

7.1.1 explore the general concept of empowerment:

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

7.2.2 Investigate the various ways economic systems empower or disempower people

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

7.2.3 Analyze trends that could impact future economic empowerment 

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

Unit 3: Political Empowerment

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

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

 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Science

Cells, Tissues, Organs, and Systems

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

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

Social Studies

Unit 3: Decades of Change

8.3.4 Evaluate Canada’s role in the world since WWII

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

8.3.7 Analyse how globalization has affected Canada and Canadians since 1980

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

Unit 4: Citizenship

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

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

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

Health

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

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

 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Science

Nature of Science

NoS 1 Understand science as a unique way of knowing.

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

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

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

 


Social Studies

Unit 3: Trade in the Global Community

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

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

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

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

Unit 4 - Environment in the Global Community

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

Health

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


 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Science 421

Nature of Science

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

Content Knowledge

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

 


Geography 421

Unit 6: Canada’s Global Connections

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

6.2 assess Canada’s current involvement in a global issue

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

Canadian Studies 401

Unit 4: Canada's Work and Worth

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

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

Unit 5: Canada's Global Connections

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


 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Biology 521

Unit: Biodiversity

Classifying Living Things

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

Diversity Among Living Things

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

Unit: Maintaining Dynamic Equilibrium 1

Homeostasis

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

Immune System

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

Human Biology 801

Unit: Homeostasis

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

Unit: Blood and Immunity

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

Geography 521/531

Unit 3: Cultural Patterns of the World

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

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

 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Prince Edward Island curriculum. These lessons provide examples of how misinformation can sway opinion, often by creating a sense of fear. A checklist evaluation method enables student to assess the trustworthiness of information sources. Other evaluation strategies include learning how to recognize personal bias and using a scientific approach to test ideas. For older grades there are lessons in designing experiments, creating a working hypotheses, exploring biases, and understanding correlation versus causation.


Biology 621

Maintaining Dynamic Equilibrium 2

Nervous System: Neurons

  • explain how the nervous system helps to maintain homeostasis (317-1)
    • identify requirements necessary for a nervous response to occur
  • 317-2 analyse homeostatic phenomena to identify the feedback mechanisms involved
  • 317-4 evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis

Human Biology 801

Unit: Homeostasis

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

Unit: Blood and Immunity

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

Geography 621/631 (Global Issues)

Unit 1: Introduction - What is a Global Issue?

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

Unit 3: Active Citizenship - What Can I Do?

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

History 621 (Canadian History)

Unit 3: Globalization

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

Unit 7: Justice

How has Canada struggled for a just and fair society?

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

 

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

Last modified: 
Feb 12, 2024