Newfoundland and Labrador Grade 9
Made by a Grade 9 teacher in Newfoundland & Labrador.
Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.
Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content. The full Grade 9 Newfoundland & Labrador Curriculum Connections document is here.
- Science
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Curricular outcomes:
Science Unit 3 – Electricity
- Social and Environmental Contexts of Science and Technology
- analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community (113-5)
- make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages (113-9)
- propose a course of action that reduces the consumption of electrical energy (113-13)
Analyzing and Interpreting
- apply criteria for evaluating environmental problems associated with electrical energy production. Include (210-8)
- i) safety ii) cost of production iii) degree of environmental impact
Science Unit 4 – Reproduction
- Knowledge
- 305-1 Recognize that the nucleus of a cell contains genetic information and determines cellular processes.
- 305-2 Distinguish between sexual and asexual reproduction in representative organisms.
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 113-5 analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages
Nature of Science and Technology
- 110-9 compare examples of past and current technologies developed to meet a similar need.
- 110-3 Identify major shifts in scientific world views
Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Applicable KBI lessons:
1. Environment & Climate Change
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. Diversity of Living Things
- Lesson worksheet/answers
3. The Immune System and How Vaccines Help Prevent Diseases
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Creative/Inquiry activity/answer guide
- Numeracy activity/answer guide
4. Scientific Curiosity and Vaccine Discoveries
5. Antibiotics
6. Influenza
- Social and Environmental Contexts of Science and Technology
- Health
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Curricular outcomes:
Health Major Program Outcomes (MPO):
- Each person has to some degree the responsibility and capability for wellness.
- Personal safety and first aid involves choosing practices and learning skills, and making decisions that foster the well-being of self and others.
Health – Skills:
- Decision Making
- Distinguishing Fact From Opinion
- Effective Communication Skills
- Critical and Creative Thinking
Applicable KBI lessons:
1. The Spread of Infectious Diseases
2. Canada's Interactions with the Global Community
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Inquiry activities/answer guides
- Social Studies
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Curricular outcomes:
Social Studies GCO: Citizenship, Power, and Governance
- Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship, and the origins, functions, and sources of power, authority, and governance.
- By the end of grade 9, students will be expected to:
- explain the origins and continuing influence of the main principles of Canadian democracy
- take age-appropriate actions to demonstrate their responsibilities as citizens
Unit 2 – Geographic Influences on Identity: Place and People
- SCO 3.0 The student will be expected to demonstrate an understanding of the human geography of Canada
- SCO 4.0 The student will be expected to demonstrate an understanding of human migration and its impact on Canada since 1920
- 4.1 explain why people migrate and provide examples of push and pull factors
- 4.2 examine how immigration patterns have changed in Canada since the 1920’s
- 4.3 examine the debate that exists over new immigration policies.
Unit Four – Historical Influences on Identity II: Part of the Global Community (1945 - Present)
- SCO 10 - The student will be expected to demonstrate an understanding of cultural and social change in Canada during the 1960s and 1970s
- SCO 11 - The student will be expected to demonstrate an understanding of the effect of globalization on Canada since 1980
- 11.1 explain the concept of globalization and its relationship to economic, political and social change
- 11.3 explain the causes and consequences of economic globalization
Unit Five – Citizenship and Identity: What it Means to be Canadian
- SCO 10 The student will be expected to demonstrate an understanding of cultural and social change in Canada during the 1960s and 1970s
- SCO 11 The student will be expected to demonstrate an understanding of the effect of globalization on Canada since 1980
- 11.1 explain the concept of globalization and its relationship to economic, political and social change
- 11.3 explain the causes and consequences of economic globalization
- SCO 12 - The student will be expected to demonstrate an understanding of the significance of citizenship in the context of liberal democratic society
- 12.3 explain the rights and responsibilities of citizenship
- 12.4 illustrate the importance of active citizenship
- SCO 13 The student will be expected to demonstrate an understanding of an understanding of how citizenship has evolved over time
- 13.3 analyze the impact of contemporary global events on Canadian citizenship
- SCO 14 - The student will be expected to demonstrate an understanding of the structure and operation of government in Canada under a federal system
- 14.1 describe the organization of government in Canada at the federal, provincial and municipal levels
- 14.2 explain the purpose and responsibilities of the executive, legislative, and judicial branches of government
Unit Six – Canada’s Changing Identity: Creating a Preferred Future
- SCO 15 The student will be expected to demonstrate an understanding of economic challenges and opportunities that may affect Canada’s future
- SCO 16 The student will be expected to demonstrate an understanding of political challenges and opportunities that may affect Canada’s future
- SCO 17 The student will be expected to demonstrate an understanding of social and cultural challenges and opportunities that may affect Canada’s future
Unit Seven Reflections on Canadian Identity: What it Means to be Canadian
- SCO 18 - The student will be expected to demonstrate their personal understanding of Canadian identity
Applicable KBI lessons:
1. Refugee Experiences
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
2. Life on Turtle Island
3. Canada's Three Levels of Government
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
4. Global Inequality
- English Language Arts (ELA)
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Curricular outcomes:
ELA
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
- demonstrate an understanding that information texts are constructed for particular purposes
- 4.2 explain how authors use text features to create meaning and achieve different purposes
- 4.3 use a variety of reading and viewing processes and strategies to construct meaning from texts
- GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
- 5.2 use a variety of reliable information from various sources
- 5.3 compare information from a variety of sources
- GCO 6: Students will be expected to respond personally to a range of texts.
- 6.2 examine their personal points of view about issues, themes, and situations in texts, citing appropriate evidence from the text(s)
- GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.
- 7.1 recognize that texts can be biased
- 7.2 evaluate a text’s language, form and genre
- 7.3 analyze the tools authors use to achieve different purposes
- 7.4 evaluate how form, content and structure can contribute to meaning
- 7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts
- 7.6 evaluate the portrayal of culture and reality in texts
- GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
- 8.2 use writing and representing to extend
- GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- 9.1 create a range of texts
Applicable KBI lessons:
1. Critical Thinking & Evaluating Information
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Video worksheet/answers
- Inquiry activities/answer guides
- Numeracy activity/answers
2. Navigating the World of Online (Mis)Information
- Inquiry activities
- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.
Curriculum-Related Themes Throughout the Year
- Reflecting on hardships and courage during WWII (November)
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Curricular outcomes:
Social Studies Unit Three – Historical Influences on Identity I: Significant Events (1920-1945)
- SCO 5.0 The student will be expected to demonstrate an understanding of economic, political and social change in Canada during the 1920s and 1930s
- SCO 6.0 The student will be expected to demonstrate an understanding of Canada’s participation in the Second World War
- 6.2 explain Canada’s contribution to the Second World War
- 6.3 examine significant moral and ethical issues related to the Second World War
Applicable KBI lessons:
1. Remembrance Day / Veterans Day / Armistice Day
- Reflecting on leadership qualities that foster kindness (December)
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Applicable KBI lessons:
1. Christmas in No Man’s Land - Reflecting on Kindness
- Inquiry/creative activities
- Highlighting some key inspirational leaders during Black History Month as well as some experiences of refugees from different parts of the world (February)
-
Curricular outcomes:
Science - Nature of Science and Technology
- 110-3 Identify major shifts in scientific world views
- Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 112-12 Provide examples of Canadian contributions to science and technology
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. Black History Month
- Celebrating Inspiring Women in STEM (March)
-
Curricular outcomes:
Science Nature of Science and Technology
- 110-3 Identify major shifts in scientific world views
Relationships Between Science and Technology
- 111-1 Provide examples of scientific knowledge that have resulted in the development of technologies
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 112-12 Provide examples of Canadian contributions to science and technology
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. International Women's Day - Celebrating Inspiring Women in STEM
- Literacy builder worksheets/answer guides
- Numeracy activity
- Inquiry activities
- Learning About Infectious Diseases During Immunization Awareness Week (April)
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Curricular outcomes:
Social and Environmental Contexts of Science and Technology
- 112-7 provide examples of how science and technology affect their lives and their community.
- 112-10 provide examples of science and technology-based careers in their province or territory.
- 113-9 make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages.
Applicable KBI lessons:
1. Immunization Awareness Week