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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Newfoundland and Labrador Curriculum if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using
Kiddom.

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Explore the concept of culture and demonstrate an understanding of its role in their lives.

Investigate how cultures are transmitted from generation to generation.

Describe how classifications may vary and suggest possible explanations for variations. (104-5)

Identify communication problems that arise from the differences in classification schemes for living things, and describe the role of a common classification system. (206-9, 300-15)

Recognize that there are various criteria for defining a cultural region, such as language, religion, location and place, shared traditions, and history.

Use various criteria to identify, locate and map cultural regions.

Classify invertebrates as arthropods or other invertebrates."(206-1)

Give examples that illustrate the impact of cross-cultural understanding or a lack of cross-cultural understanding.

Examine the extent to which the mass media stereotype different cultural groups.

Give examples of actions that are being taken to improve cross-cultural understanding (local, national, global).

Identify and explain factors that are creating a more global culture around the world.

Explain how the spread of ideas and technology is creating a more global culture.

Identify the theory of natural selection as one that has developed based on the gradual accumulation of evidence. (105-5)

Identify paleontologists as people who study fossils, and describe examples of improvements to some of their techniques and tools that have resulted in a better understanding of fossil discoveries. (106-3, 107-11)

Compare climate and vegetation in different types of physical regions of the world.

Identify and locate on a world map types of physical regions, such as polar regions, rainforests, deserts and grasslands.

Give examples of the characteristics of climate and vegetation in these different types of physical regions.

Give examples of similarities and differences of the climate and vegetation in different types of physical regions.

Assess the relationship between culture and environment in a selected cultural region.

Identify, locate and map the cultural region selected and identify its physical environment(s).

Analyse how the way of life in this culture is influenced by its physical environment(s).

Compare the use of resources and sustainability practices between Canada and a selected country.

Give examples of similarities and differences in the use of resources and sustainability practices between Canada and the selected country.

Explain reasons for different perspectives on the use of resources and sustainability practices.

Describe the role of switches in electrical circuits, and identify materials that can be used to make a switch. (303-24, 204-8)

Compare characteristics of series and parallel circuits. (303-25)

Compare the characteristics of static and current electricity. (303-22)

Describe the relationship between electricity and magnetism when using an electromagnet. (303-27)

Propose questions about the factors that affect the strength of electromagnets, state predictions and hypotheses related to these factors and carry out a fair test of these factors. (204-1, 204-3, 205-1)

Describe how knowledge of electromagnets has led to the development of many electrical devices that use them. (106-3)

Demonstrate how electricity in circuits can produce light, heat, sound, motion and magnetic effects. (303-26)

Propose electrical circuitry problems to investigate, and plan a set of steps to solve them. (204-1, 204-7)

Describe how knowledge of electricity has led to many new inventions that have changed the way we live, and describe ways in which we have become increasingly dependent on electricity over the years. (107-9, 106-4)

Describe how knowledge that magnets can produce electric current led to the invention of electrical generators. (106-4)

Identify and investigate various methods of generating electricity (past, present and future) and describe some ways in which these methods affect the environment. (303-28, 105-3, 108-8)

Identify and explain sources of electricity as renewable or nonrenewable. (303-29)

Identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school and how this will help protect the environment. (108-5, 303-30)

Examine how traditions relate to culture in a selected cultural region.

Identify, locate and map the selected region including examples of its major features.

Describe how religious traditions influence the region's culture.

Describe how customs and rituals are reflected in the region's culture.

Provide examples of how technological research and design has resulted in many product designs that have reduced the amount of drag experienced. (107-6)

Describe the role of lift in overcoming gravity and enabling devices or living things to fly. (303-32)

Give examples of how government influences, and has influenced, culture.

Identify characteristics and adaptations that enable birds and insects to fly. (300-21)

Describe how knowledge of how wing shape affects lift has led to the development of aerodynamically designed wing and features on planes that allow wing shape to be altered during the flight. (106-4)

Explain how the economic programs and services of a country influence its culture.

Describe and demonstrate the means of propulsion for flying devices. (303-34)

Describe and justify the differences in design between aircraft and spacecraft. (300-22)

Describe some ways that flying devices have changed the way people work and live. (107-9)

Provide examples of Canadians who have contributed to the science and technology of aircraft. (107-12)

Analyse how the arts reflect beliefs and values in a selected cultural region.

Identify, locate and map the selected region including examples of its major features.

Identify visual arts, crafts, dance and music practised in the region.

Analyse how music and dance reflect the beliefs and values of the culture.

Analyse how crafts and visual art reflect the beliefs and values of the culture.

Identify examples of scientific questions and technological problems about space and space exploration that are currently being studied. (105-1)

Examine the importance of language, literature, and theatre arts as expressions of culture in a selected cultural region.

Examine the extent to which language is important in preserving culture.

Use examples of literature and oral tradition to explain how cultural beliefs and values are reflected.

Observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides. (301-20)

Analyse the extent to which sports and games are expressions of culture in a selected region.

Explore sports and games that reflect the geographic influences of culture.

Analyse how the sports and games reflect the beliefs and values of the culture.

Examine whether current trends reflect increased globalization in sport.

Evaluate the usefulness of different information sources when getting information about the components of the solar system. (206-4, 204-6)

Identify constellations from diagrams, pictures and/or representations of the night sky. (302-13)

Use electronic, print resources and/or visit a planetarium to gather information on the visual characteristics and mythology of constellations. (205-8)

Compare how different cultures have used the positions of stars for such things as the appropriate time to plant and harvest crops, navigate the oceans and/or foretell significant events. (107-3)

Analyse the effects of the distribution of wealth around the world.

Examine the effects of the uneven distribution of wealth on quality of life.

Examine selected examples of human rights issues around the world.

Give examples of rights included in the United Nations Declaration of the Rights of the Child.

Give examples of rights included in the United Nations Universal Declaration of Human Rights.

Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.

Explain the rights and responsibilities of being a global citizen.

Support a position on a local/national/international issue after considering various perspectives.

Plan and take age-appropriate actions to address, local, national, international problems or issues.

Illustrate an understanding of how cultures from around the world have contributed to the development of Canada's multicultural mosaic.

Examine how sharing experiences, explanations or reasoning with others clarifies and extends thinking [GCO 1]

Select texts that are appropriate to their interests and learning needs [GCO 4]

Explain how text features help the audience construct meaning [GCO 4]

Evaluate information from a variety of selected sources [GCO 5]

Organize relevant information from reliable selected sources [GCO 5]

Use active listening strategies for a variety of purposes [GCO 1]

Examine how responses to texts can affect social change [GCO 7]

Experiment with stylistic effects in writing and representing to create interest [GCO 8]

Assess the influence that audience and purpose have during the creation of texts [GCO 9]

Analyze traits of writing and representing to create texts [GCO 10]

Demonstrate an understanding of place value, including numbers that are: greater than one million; less than one thousandth. [C, CN, R, T]

Explain how the pattern of the place value system, i.e., the repetition of ones, tens and hundreds within each period, makes it possible to read and write numerals for numbers of any magnitude.

Provide examples of where large and small numbers are used; e.g., media, science, medicine, technology.

Solve problems involving whole numbers and decimal numbers. [ME, PS, T]

Demonstrate an understanding of factors and multiples by: determining multiples and factors of numbers less than 100; identifying prime and composite numbers; solving problems using multiples and factors. [CN, PS, R, V]

Determine all the whole number factors of a given number, using arrays.

Identify the factors for a given number, and explain the strategy used; e.g., concrete or visual representations, repeated division by prime numbers or factor trees.

Identify multiples and factors for a given number, and explain the strategy used to identify them.

Provide an example of a prime number, and explain why it is a prime number.

Provide an example of a composite number, and explain why it is a composite number.

Demonstrate, using models, that a given improper fraction represents a number greater than 1.

Translate a given improper fraction between concrete, pictorial and symbolic forms.

Translate a given mixed number between concrete, pictorial and symbolic forms.

Place a given set of fractions, including mixed numbers and improper fractions, on a number line, and explain strategies used to determine position.

Demonstrate an understanding of ratio, concretely, pictorially and symbolically. [C, CN, PS, R, V]

Explain the part/whole and part/part ratios of a set; e.g., for a group of 3 girls and 5 boys, explain the ratios 3:5, 3:8 and 5:8.

Identify and describe ratios from real-life contexts, and record them symbolically.

Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically. [C, CN, PS, R, V]

Use concrete materials and pictorial representations to illustrate a given percent.

Record the percent displayed in a given concrete or pictorial representation.

Identify and describe percents from real-life contexts, and record them symbolically.

Demonstrate an understanding of integers, concretely, pictorially and symbolically. [C, CN, R, V]

Extend a given number line by adding numbers less than zero, and explain the pattern on each side of zero.

Describe contexts in which integers are used; e.g., on a thermometer.

Place given integers on a number line, and explain how integers are ordered.

Compare two integers; represent their relationship using the symbols <, > and =; and verify the relationship, using a number line.

Demonstrate an understanding of multiplication and division of decimals (1-digit whole number multipliers and 1-digit natural number divisors). [C, CN, ME, PS, R, V]

Predict products and quotients of decimals, using estimation strategies.

Solve a given problem that involves multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9.

Place the decimal point in a product, using estimation; e.g., for 15.205 m "" 4, think 15 m "" 4, so the product is greater than 60 m.

Correct errors of decimal point placement in a given product or quotient without using paper and pencil.

Place the decimal point in a quotient, using estimation; e.g., for $26.83 "" 4, think $24 "" 4, so the quotient is greater than $6.

Explain and apply the order of operations, excluding exponents, with and without technology (limited to whole numbers). [C, CN, ME, PS, T]

Explain, using examples, why there is a need to have a standardized order of operations.

Apply the order of operations to solve multistep problems with and without technology; e.g., a computer, a calculator.

Demonstrate an understanding of the relationships within tables of values to solve problems. [C, CN, PS, R]

Create a concrete or pictorial representation of the relationship shown in a table of values.

Describe the pattern within each column of a given table of values.

State, using mathematical language, the relationship in a given table of values.

Predict the value of an unknown term, using the relationship in a table of values, and verify the prediction.

Formulate a rule to describe the relationship between two columns of numbers in a table of values.

Generate values in one column of a table of values, given values in the other column and a pattern rule.

Create a table of values to record and reveal a pattern to solve a given problem.

Represent and describe patterns and relationships, using graphs and tables. [C, CN, ME, PS, R, V]

Translate a pattern to a table of values, and graph the table of values (limited to linear graphs with discrete elements).

Describe, using everyday language, orally or in writing, the relationship shown on a graph.

Represent generalizations arising from number relationships, using equations with letter variables. [C, CN, PS, R, V]

Describe the relationship in a given table, using a mathematical expression.

Represent a pattern rule, using a simple mathematical expression such as 4d or 2n + 1.

Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication; e.g., a + b = b + a or a "" b = b "" a.

Write and explain the formula for finding the area of any given rectangle.

Demonstrate and explain the meaning of preservation of equality, concretely and pictorially. [C, CN, PS, R, V]

Model the preservation of equality for addition, using concrete materials (e.g., a balance, pictorial representations), and explain and record the process.

Model the preservation of equality for subtraction, using concrete materials (e.g., a balance, pictorial representations), and explain and record the process.

Model the preservation of equality for multiplication, using concrete materials (e.g., a balance, pictorial representations), and explain and record the process.

Model the preservation of equality for division, using concrete materials (e.g., a balance, pictorial representations), and explain and record the process.

Write equivalent forms of a given equation by applying the preservation of equality and verify using concrete materials, e.g., 3b = 12 is the same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7).

Create, label and interpret line graphs to draw conclusions. [C, CN, PS, R, V]

Determine the common attributes (title, axes and intervals) of line graphs by comparing a given set of line graphs.

Create a line graph from a given table of values or a given set of data.

Select, justify and use appropriate methods of collecting data, including: questionnaires; experiments; databases; electronic media. [C, CN, PS, R, T]

Design and administer a questionnaire for collecting data to answer a given question, and record the results.

Explain when it is appropriate to use a database as a source of data.

Select a method for collecting data to answer a given question, and justify the choice.

Graph collected data, and analyze the graph to solve problems. [C, CN, PS, R, T]

Determine an appropriate type of graph for displaying a set of collected data, and justify the choice of graph.

Solve a given problem by graphing data and interpreting the resulting graph.

Demonstrate an understanding of probability by: identifying all possible outcomes of a probability experiment; differentiating between experimental and theoretical probability; determining the theoretical probability of outcomes in a probability experiment; determining the experimental probability of outcomes in a probability experiment; comparing experimental results with the theoretical probability for an experiment. [C, ME, PS, T]

List the possible outcomes of a probability experiment, such as: tossing a coin; rolling a die with a given number of sides; spinning a spinner with a given number of sectors.

Determine the theoretical probability of an outcome occurring for a given probability experiment.

Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability.

Distinguish between theoretical probability and experimental probability, and explain the differences.

Conduct a probability experiment, with or without technology, and compare the experimental results with the theoretical probability.

Explain that as the number of trials in a probability experiment increases, the experimental probability approaches theoretical probability of a particular outcome.

Demonstrate an understanding of angles by: identifying examples of angles in the environment; classifying angles according to their measure; estimating the measure of angles, using 45", 90" and 180" as reference angles; determining angle measures in degrees; drawing and labelling angles when the measure is specified. [C, CN, ME, V]

Classify a given set of angles according to their measure; e.g., acute, right, obtuse, straight, reflex.

Estimate the measure of an angle, using 45", 90" and 180" as reference angles.

Sketch 45", 90" and 180" angles without the use of a protractor, and describe the relationship among them.

Draw and label a specified angle in various positions, using a protractor.

Demonstrate that the sum of interior angles is: 180" in a triangle; 360" in a quadrilateral. [C, R]

Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles.

Explain, using models, that the sum of the interior angles of a quadrilateral is the same for all quadrilaterals.

Develop and apply a formula for determining the: perimeter of polygons; area of rectangles; volume of right rectangular prisms. [C, CN, PS, R, V]

Explain, using models, how the perimeter of any polygon can be determined.

Generalize a rule (formula) for determining the perimeter of polygons, including rectangles and squares.

Solve a given problem involving the perimeter of polygons, the area of rectangles and/or the volume of right rectangular prisms.

Explain, using models, how the area of any rectangle can be determined.

Generalize a rule (formula) for determining the area of rectangles.

Explain, using models, how the volume of any right rectangular prism can be determined.

Generalize a rule (formula) for determining the volume of right rectangular prisms.

Construct and compare triangles, including: scalene; isosceles; equilateral; right; obtuse; acute in different orientations. [C, PS, R, V]

Identify the characteristics of a given set of triangles according to their sides and/or their interior angles.

Describe and compare the sides and angles of regular and irregular polygons. [C, PS, R, V]

Sort a given set of 2-D shapes into polygons and non-polygons, and explain the sorting rule.

Demonstrate that the sides of a given regular polygon are of the same length and that the angles of a regular polygon are of the same measure.

Sort a given set of polygons as regular or irregular, and justify the sorting.

Identify and describe regular and irregular polygons in the environment.

Perform a combination of translations, rotations and/or reflections on a single 2-D shape, with and without technology, and draw and describe the image. [C, CN, PS, T, V]

Describe the transformations performed on a 2-D shape to produce a given image.

Demonstrate that a 2-D shape and its transformation image are congruent.

Perform and record one or more transformations of a 2-D shape that will result in a given image.

Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations. [C, CN, T, V]

Analyze a given design created by transforming one or more 2-D shapes, and identify the original shape(s) and the transformations used to create the design.

Create a design using one or more 2-D shapes, and describe the transformations used.

Identify and plot points in the first quadrant of a Cartesian plane, using whole number ordered pairs. [C, CN, V]

Label the axes of the first quadrant of a Cartesian plane, and identify the origin.

Plot a point in the first quadrant of a Cartesian plane, given its ordered pair.

Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair.

Plot points in the first quadrant of a Cartesian plane with intervals of 1, 2, 5 or 10 on its axes, given whole number ordered pairs.

Draw shapes or designs, given ordered pairs, in the first quadrant of a Cartesian plane.

Draw shapes or designs in the first quadrant of a Cartesian plane, and identify the points used to produce them.

Determine the distance between points along horizontal and vertical lines in the first quadrant of a Cartesian plane.

Perform and describe single transformations of a 2-D shape in the first quadrant of a Cartesian plane (limited to whole number vertices). [C, CN, PS, T, V]

Identify the coordinates of the vertices of a given 2-D shape (limited to the first quadrant of a Cartesian plane).

Perform a transformation on a given 2-D shape, and identify the coordinates of the vertices of the image (limited to the first quadrant).

Describe the positional change of the vertices of a given 2-D shape to the corresponding vertices of its image as a result of a transformation (limited to the first quadrant).

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