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Manitoba Guide, Outcomes, and Lessons

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

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.

Thinking Critically

Curricular outcomes:

ELA- Learners are recognizing the need for validity and reliability; Learners are recognizing that point of view has an impact on understanding

  • 1.2.1    Develop Understanding
    • Connect new information and experiences with prior knowledge to construct meaning in different contexts.
  • 3.2.3    Assess Sources
    • Assess the usefulness of information for inquiry or research using pre-established criteria.
  • 3.2.5    Make Sense of Information
    • Determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues.

Science

  • 4-0-2a. Access information using a variety of sources
  • 4-0-2b. Review information to determine its usefulness to inquiry or research needs.
  • 4-0-8b. Recognize that scientists must support their explanations using evidence and scientific knowledge.

 

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

Community

Curricular outcomes:

Science: Habitat & Communities

  • 4-0-1c. Identify practical problems to solve in the local environment.
  • 4-1-01 Use appropriate vocabulary related to their investigations of habitats and communities
  • 4-1-02 Recognize that each plant and animal depends on a specific habitat to meet its needs.
  • 4-1-04 Identify physical and behavioural adaptations of animals and plants, and infer how these adaptation
  • 4-1-09 Recognize that plant and animal populations interact within a community.
  • 4-1-11 Construct food chains and food webs, and classify organisms according to their roles
  • 4-1-14 Investigate natural and human-caused changes to habitats, and identify resulting effects on plant and animal populations.
  • 4-1-15 Describe how their actions can help conserve plant and animal populations and their habitats.

Social Studies: Living in Manitoba

  • 4-S-103 Make decisions that reflect care, concern, and responsibility for the environment. 
  • 4-KL-023 Identify issues related to environmental stewardship and sustainability in Manitoba.

 

Applicable KBI lessons:

1. Environment & Climate Change

Unit Plan Overview

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

 

Leadership

Curricular outcomes:

Social Studies: Living in Canada

  • 4-KP-045 Give examples of formal and informal power and authority in their lives.
  • 4-KC-002 Identify democratic ideals in Canadian society.
  • 4-KP-041 Explain the purposes of government.
  • 4-KP-042 Identify levels of government in Canada and give examples of their responsibilities.
  • 4-KE-048 Identify various ways in which governments help people meet their needs

Math

  • 4.N.7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problem
  • 4.PR.4. Identify and explain mathematical relationships using charts and diagrams to solve problems

 

Applicable KBI lessons:

1. Canada’s Three Levels of Government

Unit Plan Overview

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

 

Connections

Curricular outcomes:

Social Studies

  • 4-KL-024 Give examples of Aboriginal peoples' traditional relationships with the land.
  • 4-VL-006A Respect their spiritual connection to the natural environment (land, water, sky).
  • 4-KI-007 Identify Aboriginal communities, cultures, and languages in Manitoba. Examples: Cree, Ojibway, Dakota, Michif, Oji-Cree, Dene…
  • 4-KI-009 Describe the influence of various factors on their identities. Include: culture, community, place, region.

ELA- Learners are recognizing families’ and peers’ unique identities and similar and different ways of seeing the world.; Learners are recognizing, comparing, and using the codes and conventions of print, oral, visual, and multimodal texts.

  • 2.2.1    Experience Various Texts
    • Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries...] and cultural traditions; share responses.
  • 2.1.4    Cueing Systems 
    • Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues; structural analysis to identify roots, prefixes, suffixes, compound words, contractions, and singular and plural words] to construct and confirm meaning; use a junior dictionary to determine word meaning in context.
  • 5.2.3    Use Language to Show Respect
    • Appreciate variations in language use in a variety of contexts in immediate communities.

 

Applicable KBI lessons:

1. Life on Turtle Island

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 Manitoba. 

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:

ELA

  • 3.2.2    Identify Sources
    • Answer inquiry or research questions using a variety of information sources (such as newspapers, series by the same name writer, scripts, diaries, elders, interviews, trips, oral traditions...).
  • 3.2.3    Assess Sources
    • Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria.

Science

  • 5-0-2a Access information using a variety of sources. Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMs, Internet… GLO: C6 (ELA Grad
  • 5-0-1b Identify various methods for finding the answer to a specific question and, with guidance, select one to implement

Social Studies

  • 5-S-105 Recognize bias and discrimination and propose solutions. 
  • 5-S-202 Distinguish between primary and secondary information sources for research. 
  • 5-S-304 Distinguish fact from opinion and interpretation
  • 5-S-306 Assess the validity of information sources. Examples: purpose, context, authenticity, origin, objectivity, evidence, reliability...

 

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 

 

Beginnings

Curricular outcomes:

Social Studies- First Peoples

  • 5-KI-004 Describe First Peoples’ stories of their origins, as well as current theories of migration to the North American continent.
  • 5-VH-008 Value oral tradition as an important source of knowledge about First Peoples.
  • 5-KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment. 
  • 5-KI-005 Describe characteristics of diverse First Peoples cultures before contact with Europeans.
  • 5-KP-046 Compare types of leadership in diverse First Peoples communities. Examples: hereditary right, matriarchy, democracy... 
  • 5-KE-050 Describe various ways in which First Peoples communities interacted with each other. Examples: trade, cooperation, conflicts...  
  • 5-VP-014 Value diverse approaches to leadership. 

ELA

  • 2.2.1    Experience Various Texts
    • Experience texts from a variety of forms and genres [such as historical fiction, myths, biographies...] and cultural traditions; explain preferences for particular types of oral, literary, and media texts.
  • 2.3.2    Techniques and Elements 
    • Identify key elements [including plot, setting, and characterization] and techniques [such as colour, music, speed...] in oral, literary, and media texts, and explore their impact.
  • 5.1.4    Celebrate Special Occasions
    • Select and use language appropriate in tone and form to recognize and honour people and events.
  • 5.2.3    Use Language to Show Respect
    • Demonstrate sensitivity to appropriate language use when communicating orally.

 

Applicable KBI lessons:

1. Life on Turtle Island

Unit Plan Overview

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

 

Hidden Worlds

Curricular outcomes:

Science - Maintaining a Healthy Body

  • 5-1-09 Identify components of the human body’s defenses against infections, and describe their role in defending the body against infection
  • 5-1-13 Identify and describe factors necessary to maintain a healthy body. Include: daily physical activity, a balanced diet, fluid replacement, adequate sleep, appropriate hygiene practices, regular check-ups. GLO: B3, C4, D1
  • 5-1-15 Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. Include: smoking and poor air quality may cause respiratory disorders; unhealthy eating and physical inactivity may lead to diabetes or heart disease; prolonged exposure to the Sun can cause skin cancer. GLO: B3, B5, C4, D1

 

Applicable KBI lessons:

1. Germs, The Body's Defense System, & How Vaccines Help

Unit Plan Overview

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

 

 

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

 

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

Made by a Grade 6 teacher in Manitoba. 

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.

Identity

Curricular outcomes:

Science: Cluster 1 - Diversity of Living Things

  • 6-1-01 Use appropriate vocabulary related to their investigations of the diversity of living things.
  • 6-1-04 Identify living things using an existing classification key, and explain the rationale used.
  • 6-1-13 Compare and contrast the adaptations of closely related vertebrates living in different habitats, and suggest reasons that explain these adaptations
  • 6-1-14 Identify, based on evidence gathered by paleontologists, similarities and differences in animals living today and those that lived in the past. Fossils provide evidence about the types of organisms that lived long ago, and can be compared with one another and to living organisms to help us understand diversity today and in the past.

Social Studies- Building a Nation

  • 6-VH-012 Value the diverse stories and perspectives that comprise the history of Canada.  
  • 6-KI-007 Give reasons for the establishment of treaties and reserves and describe their impact on individuals, families, and communities.
  • 6-S-310 Recognize that interpretations of history are subject to change as new information is uncovered or acknowledged. 
  • 6-S-401 Use language that is respectful of human diversity. 

Math: Number

  • 6.N.5. Demonstrate an understanding of ratio, concretely, pictorially, and symbolically.

 

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. Evolution and Natural Selection

Unit Plan Overview

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

 

3. Indigenous Experiences of Colonization

Unit Plan Overview

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

 

Community & Cooperation 

Curricular outcomes:

Social Studies: Cluster 2 - An Emerging Nation

  • 6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.  
  • 6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities.
  • 6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts. 
  • 6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian individuals and communities.

 

Applicable KBI lessons:

1. Remembrance Day/Veterans Day/Armistice Day

Lesson Plan

  • Activity

 

Understanding Perspective

Curricular outcomes:

Social Studies Skills: Skills for Managing Information and Ideas

  • Information-management skills enable students to access, select, organize, and record information and ideas, using a variety of sources, tools, and technologies. These skills include inquiry and research skills that enhance historical and geographical thinking.

Social Studies: Skills

  • S-200- Select information from a variety of oral, visual, material, print, or electronic sources.
  • S-202- Distinguish between primary and secondary information sources for research. 
  • S-302- Draw conclusions based on research and evidence. 
  • S-304- Distinguish fact from opinion and interpretation. 
  • S-3.6- Assess the validity of information sources.
  • S-3.9- Interpret information and ideas in a variety of media.

Social Studies: Cluster 4- Canada Today: Democracy, Diversity, and the Influence of the Past

  • 6-KP-049 Describe the main features of the Canadian government.
  • 6-KP-052 Identify the main responsibilities of municipal, provincial, First Nations, and federal governments in Canada. 
  • 6-KP-053 Identify elected or appointed municipal, provincial, and federal government representatives and describe their main responsibilities.

Math

  • 6.PR.2. Represent and describe patterns and relationships using graphs and tables.

ELA: 3.2- Select and Process

  • 3.2.2- Answer inquiry and research questions using a variety of information sources 
  • 3.2.3- Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre-established criteria.

Science- Overall Skills & Attitudes

  • 6-0-1A- Formulate specific questions that lead to investigations.
  • 6-0-1B- Identify various methods for finding the answer to a specific question and select one to implement.
  • 6-0-2A-Access information using a variety of sources.

 

Applicable KBI lessons:

1. Canada's Three Levels of Government

Unit Plan Overview

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

 

2. 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

 

3. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Literacy builder worksheet/answer guide
  • Inquiry activities

 

 

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

 

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

Made by a Grade 7 teacher in Manitoba. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Health

Curricular outcomes:

Health Education

  • K.5.7.D.2 Explain different consequences, related to different variables (i.e., fair play, legalities, performance, medical, safety, and financial implications), of taking harmful and beneficial drugs or other substances (e.g., antibiotics,
  • K.5.7.D.3 Identify the positive and negative social factors (i.e., influences of peers, families, role models, media, Internet, celebrities, social occasions, parties) that may influence avoidance and/or use of substances
  • K.5.7.E.4b Identify the common STIs (e.g., genital herpes, gonorrhoea, chlamydia...), their symptoms, and means of prevention 
  • K.4.7.B.1a Identify socially acceptable behaviours (e.g., keep an open mind, show a willingness to try, recognize own feelings and emotions, step away from the situation if feeling anger...) for dealing with new situations and/or change 

 

Applicable KBI lessons:

1. Vaccine Preventable Diseases

Lesson Plan

  • Lesson worksheet/answers

 

Science

Curricular outcomes:

Science- Skills and Attitudes

  • 7-0-1A- Formulate specific questions that lead to investigations.
  • 7-0-2B- Evaluated the usefulness, currency, and reliability of information using pre-determined criteria
  • 7-0-3A- Formulate a prediction/hypothesis that identifies a cause and effect relationship between the dependent and independent variables.
  • 7-0-9D- Value skepticism, accuracy, precision, and open-mindedness as scientific and technological habits of mind.
  • 7-0-9E- Be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment.

Science- Interactions within Ecosystems

  • 7-1-01- Use appropriate vocabulary related to their investigations of interactions within ecosystems
  • 7-1-02- Define ecosystem, and describe various examples that range from the microscopic to the entire biosphere.
  • 7-1-05- Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems
  • 7-1-06- Identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems.
  • 7-1-07- Propose a course of action to protect the habitat of a particular organism within an ecosystem.

 

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

 

3. Diversity of Living Things

Unit Plan Overview

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

 

4. Environment & Climate Change

Unit Plan Overview

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

 

Social Studies

Curricular outcomes:

Social Studies- Quality of Life

  • KC-002 Describe the impact of various factors on quality of life in Canada and elsewhere in the world.
  • KI-006 Identify diverse cultural and social perspectives regarding quality of life.
  • KG-034 Identify reasons why people emigrate.  
  • KP-039 Give examples of government decisions that affect quality of life. 
  • KI-007 Describe the impact of discriminatory attitudes and practices on quality of life.
  • VC-001 Respect the inherent dignity of all people. 
  • KP-041 Explain the relationship between power and access to wealth and resources
  • KE-045 Give examples of the uneven distribution of wealth and resources in the world and describe the impact on individuals, communities, and nations. 
  • KG-033 Give examples of events and achievements that enhance understanding among peoples and nations.
  • KG-035 Give examples of global cooperation to solve conflicts or disasters.
  • KG-036 Identify various international organizations and describe their role in protecting or enhancing global quality of life.
  • VG-011 Value the contributions of international agencies and humanitarians to quality of life.
  • VP-014 Appreciate the positive contributions of various individuals to world affairs. 
  • VP-013 Demonstrate concern for people who are affected by discrimination, injustice, or abuse of power. 
  • VC-002 Acknowledge that the rights of citizenship involve limitations on personal freedom for the sake of collective quality of life.  

 

Applicable KBI lessons:

1. Refugee Experiences

Unit Plan Overview

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

 

2. Global Inequality

Unit Plan Overview

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

 

English Language Arts (ELA)

Curricular outcomes:

1.2.3    Combine Ideas

  • Identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding

2.2.3    Appreciate the Artistry of Texts

  • Identify language and visual images that create mood and evoke emotion in oral, literary, and media texts.

2.3.2    Techniques and Elements

  • Examine techniques of plot development [such as narrative books, conflict, resolution, surprise endings...] and of persuasion [such as testimonials, emotional appeals, bandwagon effects...] in oral, literary, and media texts.

3.2.2    Identify Sources

  • Extend inquiry and research questions using a variety of information sources [such as adults, peers, advertisements, adolescent magazines, lyrics...].

3.2.3    Assess Sources

  • Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.

3.2.5    Make Sense of Information

  • Determine literal and implied meaning of oral, visual, and written texts using a variety of strategies and cues [including headings, subheadings, topic sentences, summaries, camera angle, staging and pacing, and screening out irrelevant information].

3.3.3    Evaluate Information

  • Assess the appropriateness of the amount and quality of information collected; recognize and address information gaps for particular forms, audiences, and purposes.

 

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Literacy builder worksheet/answer guide
  • Inquiry activity

 

 

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

 

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

Made by a Grade 8 teacher in Manitoba. 

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.

Science

Curricular outcomes:

Science- Cells & Systems

  • 8-1-01 Use appropriate vocabulary related to their investigations of cells and systems.
  • 8-1-02 Identify characteristics of living things, and describe how different living things exhibit these characteristics
  • 8-1-04 Identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology
  • 8-1-08 Differentiate between unicellular and multicellular organisms.
  • 8-1-10 Describe structural and functional relationships among cells, tissues, organs, and systems.
  • 8-1-14 Describe, using examples, how individual systems in the human body function interdependently.
  • 8-1-16 Identify components of the primary and secondary defence systems of the human body, and describe their roles.
  • 8-1-17 Identify medical advances that enhance the human body’s defence mechanisms and describe their effects on society
  • 8-1-18 Research and describe disorders/diseases that affect body systems, and identify possible preventative measures.

 

Applicable KBI lessons:

1. Diversity of Living Things

Unit Plan Overview

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

 

2. The Immune System & How Vaccines Help Prevent Diseases

Unit Plan Overview

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

 

English Language Arts (ELA)

Curricular outcomes:

General Outcome 1

  • 1.1.1     Express Ideas 
    • Explore diverse ideas to develop predictions, opinions, conclusions, and understanding.
  • 1.1.2    Consider Others’ Ideas
    • Integrate new understanding with previous viewpoints and interpretations.
  • 1.2.4    Extend Understanding
    • Reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity.

General Outcome 2

  • 2.1.2    Comprehension Strategies
    • Use a variety of comprehension strategies [including adjusting reading rate, summarizing main ideas, SQ3R, structured overviews, and checking with peers] to make sense of familiar and unfamiliar texts and remember ideas.
  • 2.2.3    Appreciate the Artistry of Texts
    • Identify and describe techniques used to create mood in oral, literary, and media texts.
  • 2.3.2    Techniques and Elements
    • Identify a variety of techniques [such as characterization, word choice, framing, angle...] used to create particular effects or to portray various cultures in oral, literary, and media texts.
  • 2.3.4    Experiment with Language
    • Identify creative uses of language in popular culture [such as commercials, advertisements, rock videos...]; explain how imagery and figures of speech create tone and mood in texts.

General Outcome 3

  • 3.2.2    Identify Sources
    • Distinguish between fact and opinion when inquiring or researching using a variety of information sources [such as artifacts, debates, forums, biographies, autobiographies...].
  • 3.2.3    Assess Sources
    • Develop and use criteria for evaluating information sources for a particular inquiry or research plan.
  • 3.2.5    Make Sense of Information
    • Construct meaning using direct statements, implied meaning, and inferences; adjust rate of reading or viewing according to purpose, topic, density of information, and organizational patterns of text.
  • 3.3.3    Evaluate Information
    • Set aside personal bias to evaluate the relevance and importance of information collected; address information gaps for particular forms, audiences, and purposes.

General Outcome 5

  • 5.1.3    Appreciate Diversity
    • Interpret the choices and motives of individuals encountered in oral, literary and media texts and examine how they relate to self and others; discuss personal participation and responsibility in communities.

 

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Inquiry activities

 

 

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

 

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

Made by a Grade 9 teacher in Manitoba. 

Kids Boost Immunity (KBI) provides educational content (lessons and support materials) developed by teachers and where needed, health experts, that is directly linked to curriculum and is available completely for free. Each lesson is paired with an online quiz that students can take on a laptop, tablet, or phone. Every time a student scores 80% or higher on a quiz, we donate life-saving vaccines to UNICEF Canada. To learn more about KBI, click here.

Click on the overarching curriculum themes below to see the curriculum outcomes that match KBI educational content.

Social Studies

Curricular outcomes:

Social Studies - Democracy & Governance in Canada

  • KC-005 Give examples of ways in which government affects their daily lives. Examples: rights and freedoms, security, laws, education, health care, services…
  • KC-007 Describe the responsibilities and processes of the legislative, executive, and judicial branches of the federal government
  • KP-044 Describe the division of power and responsibilities of federal, First Nations, provincial, and municipal governments.
  • VC-002 Value their democratic responsibilities and rights
  • KC-011 Identify ways in which democratic ideals have shaped contemporary Canadian society. Examples: rule of law, equality, diversity, freedom, citizen participation in government…
  • KC-012 Assess the advantages and disadvantages of democratic processes in Canada. Include: majority/minority issues
  • VC-001 Appreciate democratic ideals in Canadian society.

Social Studies- Canada in the Global Context

  • KL-025 Identify on a world map countries in which events of global significance are taking place.
  • KG-036 Give examples of decisions that reflect the responsibilities of global citizenship.
  • VG-012 Be willing to consider local, national, and global interests in their decisions and actions
  • KG-034 Give examples of Canada’s connections with other nations
  • KG-038 Give examples of Canada’s participation within international organizations.
  • KG-039 Evaluate Canada’s contributions to international aid and development

 

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. Canada's Interactions with the Global Community

Unit Plan Overview

  • Lesson worksheet/answers
  • Video worksheet/answers

 

English Language Arts (ELA)

Curricular outcomes:

General Outcome 1

  • 1.2 Clarify & Extend
    • consider diverse opinions, explore ambiguities, and assess whether new information clarifies understanding

General Outcome 2

  • 2.2.2 Connect Self, Texts, and Culture 
    • Examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts.
  • 2.2.3 Appreciate the Artistry of Texts 
    • Discuss how word choice and supporting details in oral, literary, and media texts [including books, drama, and oral presentations] affect purpose and audience.
  • 2.3.4 Experiment with Language 
    • Examine creative uses of language in popular culture [including advertisements, magazines, and music]; recognize how figurative language and techniques create a dominant impression, mood, tone, and style.

General Outcome 3

  • 3.2.2 Identify Sources 
    • Obtain information and varied perspectives when inquiring or researching using a range of information sources.
  • 3.2.3 Assess Sources 
    • Evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan.
  • 3.2.4 Access Information 
    • Expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [including books, on-line catalogues, periodical indices, broadcast guides, film libraries, and electronic databases].
  • 3.2.5 Make Sense of Information 
    • Identify a variety of factors that affect meaning; scan to locate specific information quickly; summarize, report, and record main ideas of extended oral, visual, and written texts [including books]. 
  • 3.3.3 Evaluate Information 
    • Distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes.

General Outcome 5

  • 5.2.1 Compare Responses 
    • Recognize that differing perspectives and unique reactions enrich understanding.
  • 5.2.3 Appreciate Diversity 
    • Reflect on ways in which the choices and motives of individuals encountered in oral, literary, and media texts provide insight into those of self and others; discuss personal participation and responsibilities in a variety of communities.

 

Applicable KBI lessons:

1. Critical Thinking & Evaluating Information

Unit Plan Overview

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

 

2. Navigating the World of Online (Mis)Information

Unit Plan Overview

  • Inquiry activities

 

 

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

All Subjects

Critical Thinking and Evaluating Information

The Critical Thinking and Evaluating Information lessons on Kids Boost Immunity are aligned with multiple subjects within the Manitoba 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

Skills

  • S2-S-200 Select information from a variety of oral, visual, material, print, or electronic sources including primary and secondary.
  • S2-S-201 Organize and record information in a variety of formats and reference sources appropriately. Examples: maps, graphs, tables, concept maps...
  • S2-S-203 Construct maps using a variety of information sources and technologies. Examples: observation, traditional knowledge, compass, Geographic Information Systems (GIS) and Global Positioning Systems (GPS)...
  • S2-S-204 Select, use, and interpret various types of maps.
  • S2-S-300 Formulate geographic questions to plan inquiry and research.
  • S2-S-302 Draw conclusions and make decisions based on research and various types of evidence.
  • S2-S-303 Reconsider personal assumptions based on new information and ideas.
  • S2-S-304 Analyze physical material and evidence during research.
  • S2-S-305 Compare diverse perspectives and interpretations in the media and other information sources.
  • S2-S-306 Analyze prejudice, racism, stereotyping, and other forms of bias in the media and other information sources.
  • S2-S-307 Propose and defend innovative options or solutions to address issues and problems.
  • S2-S-308 Evaluate information from a variety of sources to determine reliability, validity, authenticity, and perspective. Include: student-gathered data.

Cluster 4 - Industry and Trade

  • S2-KG-039 Define the concept of globalization and identify related social issues.

Physical Education/Health Education

Personal and Social Management 

  • K.4.S2.C.4a Examine the strategies (e.g., deep breathing, relaxation exercises, guided imagery, physical exercises...) and defence mechanisms (e.g., denial, compensation, rationalization, daydreaming, regression...) that can be healthy or unhealthy ways of managing stress.

Healthy Lifestyle Practices

  • K.5.S2.A.2 Demonstrate knowledge of healthy lifestyle practices that contribute to disease/illness prevention, including mental illness/disorders.
  • K.5.S2.E.4a Explain health issues related to HIV/AIDS (e.g., prostitution, intravenous drug use, unsafe sex practices, infection transmitted at birth, use and handling of body fluids...).
  • K.5.S2.E.4b Describe ways to prevent STIs to promote the health of society (e.g., practising abstinence, using condoms, avoiding intercourse with infected victims, requesting blood test for partners, maintaining monogamous relationships...).

 

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 Manitoba 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

Unit 1 - Wellness and Homeostasis

  • B11-1-03: Recognize how individual wellness choices affect others. (GLOs: B3, B5) Examples: community, family...
  • B11-1-04: Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited. (GLOs: D1, E2, E3) Include: thermoregulation (maintenance of body temperature), osmoregulation (water balance), and waste management
  • B11-1-05: Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change. (GLOs: D1, E2, E3) Include: role of receptors and effectors

Unit 5: Protection and Control

  • B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents. (GLO: D1) Include: non-specific and specific defences
  • B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria. (GLO: D1) Include: inflammatory response and immune response
  • B11-5-04: Investigate issues related to the immune system and the protection of public health. (GLOs: B3, C4, C5, C6, C8, D1) Examples: immunization policies, travel bans and advisories, epidemics…
  • B11-5-08: Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body. (GLOs: D1, E2, E3) Include: communication, speed, duration, target pathway, and action

Unit 6 - Wellness and Homeostatic Changes

  • B11-6-01: Analyze examples of how different body systems work together to maintain homeostasis under various conditions. (GLOs: D1, E2, E3) Examples: cold weather, organ transplant...
  • B11-6-05: Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create. (GLOs: B1, B2, B3, C5, C8) Examples: reproductive technologies, stem-cell research, surgery, anaesthetic, pharmaceuticals...

History of Canada

EQ 11.1.2 (3. Relations with First Peoples)

  • Impact of contact (e.g., cooperation and alliances, conflict, disease, dependence…) 

EQ 11.5.4 - How have Canada’s international relations changed since 1982, and what should its global commitments be for the future?

  • Canada’s participation in United Nations development, peacekeeping, and peace-making initiatives (e.g., General Dallaire in Rwanda; Canadian missions in Central America, Asia, and Middle East; election observers, truce monitors, police trainers; reconstruction; the Ottawa Treaty [Mine Ban Treaty, 1997])
  • What role should Canada play in the world (e.g., defence and protection, world peace, economics and trade, technology and environment; foreign aid and relief, human rights, and social justice...)?
  • Current issues relating to migration, immigration, and refugees

 

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 Manitoba 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

Unit 3 - Evolutionary Theory and Biodiversity

  • B12-3-01: Define the term evolution, explaining how evolution has led to biodiversity by altering populations and not individuals.
  • B12-3-02: Describe and explain the process of discovery that led Charles Darwin to formulate his theory of evolution by natural selection. (GLOs: A2, A4, B1, B2) the voyage of the Beagle, Darwin’s observations of South American fossils, the impact of the Galapagos Islands on his thinking, and the work of other scientists
  • B12-3-03: Outline the main points of Darwin’s theory of evolution by natural selection. (GLO: D1) Include: overproduction, competition, variation, adaptation, natural selection, and speciation. Demonstrate, through examples, what the term fittest means in the phrase “survival of the fittest.” (GLO: D1)
  • B12-3-04: Demonstrate, through examples, what the term fittest means in the phrase “survival of the fittest.” (GLO: D1) Examples: stick insects blending with their environment, sunflowers bending toward sunlight, antibiotic-resistant bacteria.
  • B12-3-05: Explain how natural selection leads to changes in populations. (GLOs: D1, E3) Examples: industrial melanism, antibiotic-resistant bacteria, pesticide-resistant insects . . .

Unit 4 - Organizing Biodiversity

  • B12-4-01: Define the concept of biodiversity in terms of ecosystem, species, and genetic diversity. (GLOs: D2, E1)
  • B12-4-02: Explain why it is difficult to determine a definition of species. (GLOs: A1, E1) Examples: hybrids such as mules, phenotypic variations in a species, noninterbreeding subpopulations . . .
  • B12-4-03: Describe the dynamic nature of classification. (GLOs: A1, A2) Include: different systems and current debates
  • B12-4-04: Describe types of evidence used to classify organisms and determine evolutionary relationships. (GLOs: A2, A5) Examples: fossil record, DNA analysis, biochemistry, embryology, morphology . . .
  • B12-4-05: Compare the characteristics of the domains of life. (GLOs: D1, E1) Include: Archaea (Archaebacteria), Bacteria (Eubacteria), and Eukarya
  • B12-4-06: Compare the characteristics of the kingdoms in the Eukarya domain. (GLOs: D1, E1) Include: cell structure, major mode of nutrition, cell number, and motility
  • B12-4-07: Investigate an evolutionary trend in a group of organisms. (GLOs: C2, C5, C6, E1) Examples: hominid evolution, vascularization in plants, animal adaptations for life on land . . .

Global Issues: Citizenship and Sustainability

Health and Biotechnology

  • Exploring the Issues
    • Science, technology, and human health
    • Economic implications of health care
    • Controversial genetic research (embryonic and stem cell research, animal testing, patenting DNA,
    • genetic intervention and modification, preservation of genetic material, genetic information
    • privacy)
    • Epidemic and pandemic prevention and response
    • Disease control (AIDS, virus control, immunization)
    • Food and drug management and testing
    • Alternative health practices, safety, control and marketing, etc
  • Essential Questions
    • How can we be sure that biotechnology practices are safe?

Media

  • Essential Questions
    • How does media influence, affect, and control us?
    • How does media literacy help us to become critical thinkers and responsible citizens?

Peace and Conflict

  • Essential Questions
    • What are the current conflicts in your school? ...community? ...country? ...other countries? What are some ways these could be resolved/transformed?
    • It is estimated that 22 of the 34 countries furthest away from achieving the United Nation’s Millennium Development Goals are affected by current or recent conflicts (United Nations Development Programme). Of the 20 poorest countries, 16 have recently experienced civil war, resulting in severe hunger and poverty. Why do you think this is? How does development relate to conflict? How does this help us understand current conflicts? What might this suggest about peace?

Poverty, Wealth, and Power

  • Exploring the Issues
    • Concentration of wealth
    • Widening gap between rich and poor
    • Economic disparities within and between countries
    • Multinational and transnational corporations
  • Essential Questions
    • What measurable inequalities remain in Canada? Are these avoidable?
    • Are there structural conditions that limit access to resources or limit capabilities?
    • How does the social safety net (e.g., health care) protect Canadians from the worst impacts of structural inequities?
    • How has modern technology increased education and wealth gaps? How has it narrowed them? How has life changed in Canada over the last century?
    • Why is life expectancy generally higher in “wealthier” countries?
    • How are we connected to other places on the planet?
    • How can globalization improve people’s well-being? How might it affect people negatively? Why is there this backlash against globalization, which is supposed to generate peace and prosperity?

Social Justice and Human Rights

  • Suggested Issues
    • economic disparities, poverty, quality of life
    • access to food, water, health care, education, employment
    • NGOs and international collaboration, role of governments in international aid (e.g. CIDA, disaster relief, the economics of aid)

 

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

Last modified: 
Feb 12, 2024