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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.

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Students will solve problems involving the collection, display, and analysis of data.

Students will be expected to use pictographs and bar graphs to display and interpret data.

Students will be expected to use coordinate graphs to display data.

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

Students will be expected to draw a variety of nets for different prisms and pyramids.

Students will be expected to explore rotations of one-quarter, one-half, and three-quarter turns using a variety of centres.

Students will be expected to make generalizations about the rotational symmetry property of squares and rectangles and apply them.

Students will be expected to recognize, name, and represent figures that tessellate.

Students will be expected to explore how figures can be dissected and transformed into other figures.

Students will be expected to identify, describe, and represent the various cross-sections of cubes and rectangular prisms.

Students will be expected to explore relationships between area and perimeter of squares and rectangles.

Students will be expected to predict and construct figures made by combining two triangles.

Students will be expected to recognize, name, describe, and represent perpendicular lines/segments, bisectors of angles and segments, and perpendicular-bisectors of segments.

Students will be expected to recognize, name, describe, and construct right, obtuse, and acute triangles.

Students will be expected to make generalizations about the diagonal properties of squares and rectangles and apply these properties.

Students will be expected to make generalizations about the properties of translations and reflections and apply these properties.

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

Students will be expected to solve simple problems involving the perimeters of polygons.

Students will be expected to calculate areas of irregular shapes.

Students will be expected to determine the measures of right angles, acute angles, and obtuse angles.

Students will be expected to develop formulas for areas and perimeters of squares and rectangles.

Students will be expected to solve simple problems involving volume and capacity.

Students will be expected to determine which unit is appropriate in a given situation and solve problems involving length and area.

Students will demonstrate number sense and apply number theory concepts.

Students will be expected to represent whole numbers to the millions.

Students will be expected to compare and order fractions using conceptual methods.

Students will be expected to recognize and find factors of numbers.

Students will be expected to interpret and model decimal tenths, hundredths, and thousandths.

Students will be expected to interpret, model, and rename fractions.

Students will be expected to demonstrate an understanding of the relationship between fractions and division.

Students will be expected to explore the concepts of ratio and rate informally.

Students will be expected to read and represent numbers to millions.

Students will be expected to read and represent decimals to thousandths.

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

Students will be expected to find sums and differences involving decimals to thousandths.

Students will be expected to estimate sums and differences involving decimals to thousandths.

Students will be expected to estimate products and quotients of two whole numbers.

Students will be expected to estimate products and quotients of decimals by single-digit whole numbers.

Students will be expected to perform appropriate mental multiplications with facility.

Students will be expected to divide numbers mentally when appropriate.

Students will be expected to multiply whole numbers mentally by 0.1, 0.01, 0.001.

Students will be expected to multiply 2-, 3-, and 4-digit numbers by 1-digit numbers.

Students will be expected to find the product of two 2-digit numbers.

Students will be expected to divide 2-, 3-, and 4-digit numbers by single-digit divisors and investigate division by 2-digit divisors.

Students will be expected to find simple products of whole numbers and decimals.

Students will be expected to divide decimal numbers by single-digit whole numbers.

Students will be expected to solve and create addition and subtraction problems involving whole number and/or decimals.

Students will be expected to solve and create multiplication and division problems involving whole numbers and/or decimals.

Students will be expected to conduct simple experiments to determine probabilities.

Students will be expected to determine simple theoretical probabilities and use fractions to describe them.

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

Students will be expected to use place value patterns to extend understanding of the representation of numbers to millions.

Students will be expected to recognize and explain the patterns in dividing by 10, 100, and 1000 and/or in multiplying by 0.1, 0.01, 0.001.

Students will be expected to rearrange factors to make multiplication simpler.

Students will be expected to recognize and explain how a change in one factor affects a product or quotient.

Students will be expected to manipulate the dimensions of a rectangle so that the area remains the same.

Students will be expected to demonstrate an understanding that the multiplicative relationship between numerators and denominators is constant for equivalent fractions.

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 identify and use weather-related folklore to predict weather (105-2).

Students will be expected to use correct names of weather instruments, construct and use instruments to record temperature, wind speed, wind direction, and precipitation (104-7, 204-8, 205-4, 205-10, 205-7, 300-13).

Students will be expected to identify, classify, and compare clouds (104-4, 206-1).

Students will be expected to use a variety of sources, gather information to describe the key features of weather systems and identify weather-related technological innovations and products that have been developed by cultures in response to weather conditions (107-14, 205-8, 302-11).

Students will be expected to relate the transfer of energy from the sun to weather and discuss the sun's impact on soil and water (206-5, 303-21).

Students will be expected to describe situations demonstrating that air takes up space, has mass, and expands when heated (300-14).

Students will be expected to relate the constant circulation of water on Earth to processes of evaporation, condensation, and precipitation (301-13).

Students will be expected to identify examples of weather phenomena that are currently being studied (105-1).

Students will be expected to describe how studies of the depletion of the ozone layer, global warming, and the increase in acid rain have led to new innovations and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4).

Students will be expected to observe, investigate, and describe how forces can act directly (contact) or from a distance (non-contact) to move or hold objects in place (303-12, 303-13).

Students will be expected to demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (303-14).

Students will be expected to perform experiments to describe the force needed to lift or pull a given load in standard and non-standard units (205-4, 205-5, 205-6).

Students will be expected to investigate and compare the effect of friction on the movement of objects over a variety of surfaces (204-1, 204-5, 303-15).

Students will be expected to demonstrate the use of rollers, wheels, and axles in moving objects (303-16).

Students will be expected to use simple machines to identify the effort and load required to move objects (205-2, 206-9, 303-17).

Students will be expected to design a lever for a particular task and differentiate between the positions of the fulcrum, the load, and the effort (303-18, 303-19).

Students will be expected to compare and record the force needed to lift and load an object by using a single pulley system with that needed to lift it by using a multiple pulley system and predict the effect of adding another pulley or load-lifting capacity (303-20, 204-3).

Students will be expected to design a system of machines to solve a task (204-7).

Students will be expected to describe examples of how simple machines have improved living conditions and identify machines that have been used in the past and that have developed over time (105-5, 107-8, 205-8).

Students will be expected to propose questions to investigate how our body works, and what its components are, and relate bodily changes to growth and development (204-1, 301-8).

Students will be expected to describe the role played by body systems in helping humans and other animals to grow and reproduce and to meet their basic needs (302-4).

The Systems: Digestive, Excretory, Respiratory, and Circulatory

Students will be expected to describe the structure and function of the major organs of the digestive, excretory, respiratory, and circulatory systems (302-5).

Students will be expected to propose questions and carry out procedures to investigate the factors affecting breathing and heartbeat rate, and compile and display data from these investigations in a graph (205-1, 206-2).

Students will be expected to demonstrate how the skeletal, muscular, and nervous systems work together to produce movement (302-6).

Students will be expected to select and use tools in building models of organs or body systems (205-2).

Students will be expected to describe the body's defences against infections and describe the role of the skin (302-7, 302-8).

Students will be expected to describe nutritional and other requirements for maintaining a healthy body and evaluate the usefulness of different information sources in answering questions about health and diet (206-4, 302-9).

Students will be expected to describe examples of medical techniques and technologies developed by Canadians and other cultures that have contributed to the knowledge of body organisms, systems, and health issues (106-2, 106-4, 107-12, 107-14).

Students will be expected to classify materials as solids, liquids, or gases and illustrate this classification in a property chart (206-1, 300-9).

Students will be expected to observe and identify changes in an object's appearance, state, and/or reversibility and classify it as a physical change or not (301-9, 205-5, 301-10).

Students will be expected to describe and give examples of the interactions among materials, including gases, and discuss their properties (301-11, 301-12).

Students will be expected to follow a given set of procedures to relate the mass of a whole object to the sum of the masses of its parts and suggest possible explanations for variations in the results (104-5, 205-3, 300-11).

Students will be expected to use a variety of sources and technologies to identify and describe the source of the materials found in an object, changes to the natural materials required to make the object, and how manufactured materials have been developed to improve living conditions (107-8, 205-8, 300-12).

Students will be expected to develop an understanding of how we learn about the past.

Students will be expected to explain how environment influenced the development of an ancient society.

Students will be expected to explain the importance of social structure in a society from the middle ages.

Students will be expected to examine decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada.

Students will be expected to examine interactions between British and French and First Nations and Inuit in what later became Atlantic Canada.

Students will be expected to illustrate the similarities and differences of past societies and your society.

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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