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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 Nova Scotia Learning Outcomes if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using
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Students will solve problems involving the collection, display, and analysis of data.

Students will be expected to create and interpret pictographs and symbolic bar graphs.

Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Students will be expected to develop aspects of spatial sense, including perceptual constancy, perception of spatial relationships, and visual discrimination.

Students will be expected to recognize, identify, describe, and represent reflective symmetry in 2-D shapes.

Students will be expected to recognize and identify reflective symmetry in the environment.

Students will be expected to make the connection between reflective symmetry and one-half using squares, rectangles, and circles.

Students will be expected to make the connection between even/odd numbers and rectangles.

Students will be expected to recognize 3-D shapes from drawings and from alternative perspectives.

Students will be expected to sort, build, and pattern with 2-D and 3-D shapes.

Students will be expected to recognize, name, and represent parallel lines and right angles.

Students will be expected to recognize, name, describe, and represent parallelograms.

Students will be expected to recognize, name, describe, and represent triangular, square, and rectangular prisms and pyramids.

Students will be expected to recognize surfaces and faces of 3-D shapes.

Students will be expected to sort, build, and pattern with 2-D and 3-D shapes.

Students will demonstrate an understanding of and apply concepts and skills associated with measurement.

Students will be expected to identify procedures not involving units to be used to compare areas.

Students will be expected to read hours and half-hours on a clock.

Students will be expected to explore properties of the calendar.

Students will be expected to choose appropriate units with which to estimate and measure, and perform the measurements.

Students will be expected to demonstrate an understanding that the size of unit used affects the number describing the measurement.

Students will be expected to demonstrate an understanding that 100 cm make up 1 m.

Students will be expected to demonstrate a sense of how long 1 cm and 1 m are.

Students will be expected to estimate and measure length in non-standard and standard units.

Students will be expected to demonstrate a sense of how much 1 L is.

Students will be expected to estimate and measure capacity in non-standard and standard units.

Students will be expected to demonstrate a sense of how much 1 kg is.

Students will be expected to estimate and measure mass using non-standard and standard units.

Students will demonstrate number sense and apply number theory concepts.

Students will be expected to order numbers and use ordinal language.

Students will be expected to identify simple fractions using models.

Students will be expected to describe numbers in a variety of ways.

Students will be expected to demonstrate an understanding of base-10 groupings.

Students will be expected to recognize, extend, and create simple place-value patterns.

Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.

Students will be expected to recognize that multiplication can be used to determine the total amount in groups of equal size.

Students will be expected to model and perform the subtraction of two 2-digit numbers, with and without regrouping.

Students will be expected to recognize that division can mean determining how many groups of a fixed size are in a larger group or fair sharing.

Students will be expected to create word problems involving addition and subtraction.

Students will be expected to develop and apply strategies to learn addition and subtraction facts.

Students will be expected to recall addition facts involving two addends, each less than 10, and the related subtraction facts.

Students will be expected to demonstrate an understanding of basic principles of addition.

Students will be expected to model and perform the addition of two 2-digit numbers, with and without regrouping.

Students will be expected to demonstrate an understanding that some events are more likely than others.

Students will explore, recognize, represent, and apply patterns and relationships, both informally and formally.

Students will be expected to demonstrate an understanding that there are often many ways to continue a pattern, unless a pattern rule is provided.

Students will be expected to represent patterns using their own notation or symbolism.

Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. (STSE)

Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. (Knowledge)

Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Students will be expected to investigate and describe motion in terms of patterns of movement, change in position, and orientation relative to other objects and identify factors that affect movement (100-25, 100-22).

Students will be expected to question, demonstrate, and assess simple conclusions about the various factors that affect the motion of an object (200-3, 200-1, 200-2).

Students will be expected to predict, investigate, and describe the characteristics of and changes in the three states of water (103-6, 200-3).

Students will be expected to examine and record the properties and interactions of familiar liquids and solids (100-17, 100-18, 201-5).

Students will be expected to demonstrate and communicate their evaluations of sinking and floating as they relate to various liquids and objects (202-2, 100-21, 202-8, 203-3).

Students will be expected to identify and use a variety of sources to get ideas for creating new materials (201-7).

Students will be expected to describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment (102-8).

Students will be expected to demonstrate that air is a substance and communicate their findings by conducting multiple activities (203-1, 102-10, 201-3).

Students will be expected to observe changes in air conditions in indoor and outdoor environments and describe and interpret these changes (100-26).

Students will be expected to identify and measure evidence of moisture in the environment, in materials, and in living things (102-9, 201-3).

Students will be expected to describe changes in the location, amount, and form of moisture and investigate and identify conditions that can affect these changes (100-27, 200-4, 201-5).

Students will be expected to predict, investigate, and communicate the properties of materials according to their ability to absorb water (200-3, 200-4, 200-1, 203-3).

Students will be expected to describe the effects of weather and ways to protect things under different weather conditions (103-7).

Students will be expected to identify examples of water in the environment and describe ways that water is obtained, distributed, and used (102-11).

Students will be expected to identify the importance of clean water for humans, and suggest ways they could conserve water (103-8).

Students will be expected to select and use materials to observe an organism's life cycle and ask questions about the organism's needs and changes in growth (200-1, 200-4).

Students will be expected to describe and record observations, in various formats, of changes in the appearance and activity of an organism through its life cycle (101-7, 201-5, 203-3, 102-6).

Students will be expected to propose suggestions for meeting the needs of the organism being investigated and draw conclusions about its growth patterns or stages based on observations (202-7).

Students will be expected to identify new questions about the needs and growth patterns of other organisms (202-9).

Students will be expected to compare and make predictions about the life cycles of familiar animals (100-15, 200-3).

Students will be expected to describe features of natural and human-made environments that support the health and growth of some familiar animals (102-7).

Students will be expected to describe changes in humans as they grow and contrast human growth with that of other organisms (100-16).

Students will be expected to identify the basic food groups and describe actions and decisions that support a healthy lifestyle (103-5).

Students will be expected to demonstrate an understanding of how individuals and groups have contributed to change.

Identify and represent through mapping or modelling various changes that have taken place within their community

Recognize the importance of teamwork in bringing about change

Students will be expected to explain how decisions made by individuals and diverse groups result in change (local, national, and global).

Give examples that show decision-making is an important part of life

Recognize that decisions are made in various ways and serve various purposes

Identify people who are chosen, hired, or elected to help groups make decisions and bring about change

Students will be expected to describe and evaluate the role of technology in their lives.

Students will be expected to demonstrate an understanding that people have changed technology over time to meet their needs, wants, and interests.

Describe how lifestyles of the past are different from today due to technological changes

Give examples of the positive and negative impact of technology (local, national, and global)

Students will be expected to give examples of how children and their families use economic decision making as consumers.

Create an action plan that models good economic decision-making

Students will be expected to demonstrate an understanding of the changing nature of work over time.

Students will be expected to explain how and why physical environments change over time.

Identify some causes of change in their environment that occur naturally

Recognize that people modify and change their environment according to their needs and wants

Students will be expected to describe how people's interactions with their environment have changed over time.

Describe how people depended on their environment to survive and build communities

Identify the effects of community growth and development on the local environment

Students will be expected to demonstrate an understanding of sustainable development and its importance to our future (local, national, and global).

Identify and locate a variety of environments and natural resources (local, national, and global)

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.

Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Students will be expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

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

Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

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