Ontario Grade 5
Made by a Grade 5 teacher in Ontario.
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 5 Ontario Curriculum Connections document is here.
- Ways of Knowing
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Curricular outcomes:
ELA: Literacy Connections & Applications
- A2.2- demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
- A2.3- gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning
- A2.5- demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production
ELA: Comprehensive Understanding
- C3.5- identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience
- C3.8- identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts
ELA: Composition
- D1.3- gather and record information and content relevant to a topic, using multiple textual sources; verify the reliability of sources, using simple criteria; and record the creator and source of all content created by others
Science STEM Skills & Connections
- A1.1- use a scientific research process and associated skills to conduct investigations
- A1.5- communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes
Math: Data Literacy
- D1.1- explain the importance of various sampling techniques for collecting a sample of data that is representative of a population
- D1.6 - analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions
Social Studies: Heritage & Identity
- A2.2- gather and organize information on interactions among Indigenous peoples, among Europeans, and between Indigenous and European people in what would eventually become Canada, using a variety of primary and secondary sources that present various perspectives
- A2.4- interpret and analyse information and evidence relevant to their investigations, using a variety of tools
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
- Relationships
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Curricular outcomes:
Social Studies: Heritage & Identity
- A1.1- describe some of the positive and negative consequences of contact between Indigenous peoples and European explorers and settlers in what would eventually become Canada
- A1.2- analyse aspects of contact between Indigenous peoples and European explorers and settlers in what would eventually become Canada to determine ways in which different parties benefited from each other
- A1.3- explain some of the ways in which interactions among Indigenous peoples, among European explorers and settlers, and between Indigenous and European people in what would eventually become Canada are connected to issues in present-day Canada
- A2.2- gather and organize information on interactions among Indigenous peoples, among Europeans, and between Indigenous and European people in what would eventually become Canada, using a variety of primary and secondary sources that present various perspectives
- A3.3- describe the main motives for Europeans’ exploration of Indigenous lands that were eventually claimed by Canada and for the establishment of permanent European settlements
- A3.5- describe significant aspects of the interactions between Indigenous peoples and European explorers and settlers in what would eventually become Canada
- A3.7- describe some significant differences among Indigenous peoples and between selected Indigenous and European communities in what would eventually become Canada
Social Studies: People & Environments
- B3.3- describe some First Nations, Métis, and Inuit governance structures that currently exist in Canada
Science: Earth & Space Systems
- E1.3- analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources
ELA: Foundations of Language
- B2.2- demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context
ELA- Comprehensive Understanding
- C1.7- read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
- C3.7- explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations are influenced by historical periods, cultural experiences, and events, and how they relate to current lived experiences
ELA- Literacy Connections & Applications
- A3.2- demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
- A3.3- explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Health: Social-Emotional Learning Skills
- A1.4- apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
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
- Governing Bodies
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Curricular outcomes:
Social Studies: People & Environments
- B3.2- describe the jurisdiction of different levels of government in Canada, as well as of some other elected bodies (i.e., federal, provincial, territorial, and municipal governments; band councils; school boards), and some of the services provided by each
- B3.7- describe key actions taken by governments, including Indigenous governments, to solve some significant national, provincial/territorial, and/or local issues
Social Studies: Heritage & Identity
- A3.5- describe significant aspects of the interactions between Indigenous peoples and European explorers and settlers in what would eventually become Canada
Science: STEM Skills & Connections
- A3.2- investigate how science and technology can be used with other subject areas to address real-world problems
Science: Life Systems
- B2.1- identify systems of the human body, and describe their basic function
- B2.4- identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect
- B1.1- assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial
- B1.2- evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration
ELA: Foundations of Language
- B2.2- demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context
ELA- Literacy Connections & Applications
- A3.2- demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
ELA: Literacy Connections & Applications
- A2.2- demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
- A2.3- gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning
Applicable KBI lessons:
1. Canada's Three Levels of Government
- Unit Plan Overview
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
- Numeracy activity/answers
2. Germs, The Body's Defense System, & How Vaccines Help
- Literacy builder worksheet/answer guide
- Lesson worksheet/answers
3. The Spread of Infectious Diseases
Last modified:
Nov 16, 2023