# Nova Scotia Learning Outcomes — Grade 6

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#### 6-DM.F.

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

#### 6-DM.F1.

Students will be expected to choose and evaluate appropriate samples for data collection.

#### 6-DM.F3.

Students will be expected to plot coordinates in four quadrants.

#### 6-DM.F4.

Students will be expected to use bar graphs, double bar graphs, and stem-and-leaf plots to display data.

#### 6-DM.F5.

Students will be expected to use circle graphs to represent data proportionally.

#### 6-DM.F6.

Students will be expected to interpret data represented in scatterplots.

#### 6-DM.F7.

Students will be expected to make inferences from data displays.

#### 6-DM.F8.

Students will be expected to demonstrate an understanding of the differences among mean, median, and mode.

#### 6-DM.F9.

Students will be expected to explore relevant issues for which data collection assists in reaching conclusions.

#### 6-G.E.

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

#### 6-G.E1.

Students will be expected to describe and represent the various cross-sections of cones, cylinders, pyramids, and prisms.

#### 6-G.E3.

Students will be expected to make and apply generalizations about the sum of the angles in triangles and quadrilaterals.

#### 6-G.E4.

Students will be expected to make and apply generalizations about the diagonal properties of trapezoids, kites, parallelograms, and rhombi.

#### 6-G.E5.

Students will be expected to sort the members of the quadrilateral """family"under property headings.

#### 6-G.E6.

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

#### 6-G.E8.

Students will be expected to make generalizations about the rotational symmetry property of all members of the quadrilateral """family"and of regular polygons.

#### 6-G.E9.

Students will be expected to recognize and represent dilatation images of 2-D figures and make connections to similar figures.

#### 6-M.D.

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

#### 6-M.D2.

Students will be expected to describe mass measurements in tonnes.

#### 6-M.D3.

Students will be expected to demonstrate an understanding of the relationship between capacity and volume.

#### 6-M.D4.

Students will be expected to estimate and measure angles using a protractor.

#### 6-M.D5.

Students will be expected to draw angles of given sizes.

#### 6-M.D6.

Students will be expected to continue to solve measurement problems involving length, capacity, area, volume, mass, and time.

#### 6-M.D7.

Students will be expected to demonstrate an understanding of the relationships among the base, height, and area of a parallelogram.

#### 6-M.D8.

Students will be expected to demonstrate an understanding of the relationship between the area of a triangle and the area of a related parallelogram.

#### 6-M.D9.

Students will be expected to demonstrate an understanding of the relationships among the three dimensions of a rectangular prism and its volume and its surface area.

#### 6-NC.A.

Students will demonstrate number sense and apply number theory concepts.

#### 6-NC.A1.

Students will be expected to represent large numbers in a variety of forms.

#### 6-NC.A10.

Students will be expected to determine factors and common factors.

#### 6-NC.A11.

Students will be expected to distinguish between prime and composite numbers.

#### 6-NC.A2.

Students will be expected to represent fractions and decimals.

#### 6-NC.A3.

Students will be expected to write and interpret ratios, comparing part-to-part and part-to-whole.

#### 6-NC.A4.

Students will be expected to demonstrate an understanding of equivalent ratios.

#### 6-NC.A5.

Students will be expected to demonstrate an understanding of the concept of percent as a ratio.

#### 6-NC.A6.

Students will be expected to demonstrate an understanding of the meaning of a negative integer.

#### 6-NC.A7.

Students will be expected to read and write whole numbers in a variety of forms.

#### 6-NC.A8.

Students will be expected to demonstrate an understanding of the place-value system.

#### 6-NC.A9.

Students will be expected to relate fractional and decimal forms of numbers.

#### 6-NC.B.

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

#### 6-NC.B1.

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

#### 6-NC.B10.

Students will be expected to divide numbers by 0.1, 0.01, and 0.001 mentally.

#### 6-NC.B11.

Students will be expected to calculate sums and differences in relevant contexts by using the most appropriate method.

#### 6-NC.B12.

Students will be expected to calculate products and quotients in relevant contexts by using the most appropriate method.

#### 6-NC.B2.

Students will be expected to model and calculate the products of two decimals.

#### 6-NC.B4.

Students will be expected to model and calculate the quotients of two decimals.

#### 6-NC.B5.

Students will be expected to add and subtract simple fractions using models.

#### 6-NC.B6.

Students will be expected to demonstrate an understanding of the function nature of input-output situations.

#### 6-NC.B7.

Students will be expected to solve and create relevant addition, subtraction, multiplication, and division problems involving whole numbers.

#### 6-NC.B8.

Students will be expected to solve and create relevant addition, subtraction, multiplication, and division problems involving decimals.

#### 6-NC.B9.

Students will be expected to estimate products and quotients involving whole numbers only, whole numbers and decimals, and decimals only.

#### 6-P.G.

Students will represent and solve problems involving uncertainty.

#### 6-P.G1.

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

#### 6-P.G2.

Students will be expected to evaluate the reliability of sampling results.

#### 6-P.G3.

Students will be expected to analyze simple probabilistic claims.

#### 6-P.G4.

Students will be expected to determine theoretical probabilities.

#### 6-P.G5.

Students will be expected to identify events that could be associated with a particular theoretical probability.

#### 6-PR.C.

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

#### 6-PR.C1.

Students will be expected to solve problems involving patterns.

#### 6-PR.C2.

Students will be expected to use patterns to explore division by 0.1, 0.01, and 0.001.

#### 6-PR.C3.

Students will be expected to recognize and explain how changes in base or height will affect areas of rectangles, parallelograms, or triangles.

#### 6-PR.C4.

Students will be expected to recognize and explain how an increase in height, width, or length of a rectangular prism changes its volume.

#### 6-PR.C5.

Students will be expected to recognize and explain how the change in one term of a ratio affects the other term.

#### 6-PR.C6.

Students will be expected to represent equivalent ratios using tables and graphs.

#### 6-PR.C8.

Students will be expected to solve simple linear equations using open frames.

#### 6-PR.C9.

Students will be expected to demonstrate understanding of the use of letters to replace open frames.

#### SC6.GCO.1.

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)

#### SC6.GCO.2.

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.

#### SC6.GCO.3.

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)

#### SC6.GCO.4.

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.

#### SC6.SCO.1.1.1.

Students will be expected to demonstrate how electricity in circuits can produce light, heat, sound motion, and magnetic effects (303-26).

#### SC6.SCO.1.1.2.

Students will be expected to describe how electricity has led to inventions and discuss electrical safety features at work and at play (107-9, 106-4, 108-2, 303-31).

#### SC6.SCO.1.2.

Investigating Static Electricity

#### SC6.SCO.1.2.1.

Students will be expected to make predictions and investigate static electricity; and draw conclusions based on evidence (104-5, 204-3, 204-7, 205-9, 206-5).

#### SC6.SCO.1.3.1.

Students will be expected to compare a variety of electrical pathways by constructing simple circuits, series circuits, and parallel circuits and illustrate them with appropriate symbols (303-23, 303-25, 207-2).

#### SC6.SCO.1.3.2.

Students will be expected to perform activities that compare the conductivity of different solids and liquids (205-3, 300-20).

#### SC6.SCO.1.3.3.

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

#### SC6.SCO.1.4.

Electromagnets and Electric Generators

#### SC6.SCO.1.4.1.

Students will be expected to investigate and describe the relationship between electricity and magnetism using electromagnets and electric generators (204-1, 303-27, 303-22).

#### SC6.SCO.1.5.

Consumption and Conservation

#### SC6.SCO.1.5.1.

Students will be expected to explain various methods by which electricity is generated including renewable and non-renewable (105-3, 303-28, 303-29).

#### SC6.SCO.1.5.2.

Students will be expected to describe how our actions could lead to reducing electrical energy consumption in your environment (108-5, 108-8, 303-30, 106-3).

#### SC6.SCO.2.1.1.

Students will be expected to demonstrate methods for altering drag in flying devices and describe and show improvements in design (206-6, 301-18).

#### SC6.SCO.2.2.1.

Students will be expected to identify characteristics and adaptations from living things that have led to flight designs (104-3, 106-3, 300-21).

#### SC6.SCO.2.2.2.

Students will be expected to plan and perform a fair test demonstrating the characteristics that influence lift on objects in flight (204-7, 301-17, 303-32).

#### SC6.SCO.2.3.1.

Students will be expected to identify characteristics and adaptations from living things that have led to flight designs (104-3, 106-3, 300-21).

#### SC6.SCO.2.3.2.

Students will be expected to identify and collect information using models that involve lift (205-5, 303-33).

#### SC6.SCO.2.4.1.

Students will be expected to describe examples of technological design between aircraft and spacecraft, and their influence on our lives (105-3, 107-9, 300-22).

#### SC6.SCO.2.4.2.

Students will be expected to describe and demonstrate the means of propulsion for flying devices, using a variety of sources (303-34).

#### SC6.SCO.3.1.1.

Students will be expected to describe and give examples of information and contributions that have led to new inventions and applications (106-3, 107-15, 206-4).

#### SC6.SCO.3.1.2.

Students will be expected to describe and compare how different societies have interpreted natural phenomena, using a variety of sources, to validate scientific knowledge (105-6, 205-8, 107-3).

#### SC6.SCO.3.1.3.

Students will be expected to describe, based on evidence, and make conclusions about how astronauts are able to meet their basic needs in space (206-5, 301-21).

#### SC6.SCO.3.2.1.

Students will be expected to demonstrate how Earth's rotation causes the day and night cycle and how Earth's revolution causes the yearly cycle of seasons (301-19).

#### SC6.SCO.3.2.2.

Students will be expected to 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).

#### SC6.SCO.3.3.1.

Students will be expected to gather information, describe, and display the physical characteristics of components of the solar system (205-2, 300-23, 104-8).

#### SC6.SCO.3.4.1.

Students will be expected to identify constellations from diagrams, pictures, and/or representations of the night sky (302-13, 207-2).

#### SC6.SCO.3.4.2.

Students will be expected to describe and compare how different societies have interpreted natural phenomena, using a variety of sources, to validate scientific knowledge (105-6, 205-8, 107-3).

#### SC6.SCO.4.1.

The Role of a Common Classification Scheme for Living Things

#### SC6.SCO.4.1.1.

Students will be expected to create and analyze your own chart or diagram for classifying and describe the role of a common classification system (206-1, 206-9, 300-15).

#### SC6.SCO.4.2.

The Animal Kingdom: Vertebrates and Invertebrates

#### SC6.SCO.4.2.1.

Students will be expected to classify animals as vertebrates or invertebrates and compare the characteristics of mammals, birds, reptiles, amphibians, and fishes (300-16, 300-17).

#### SC6.SCO.4.2.2.

Students will be expected to classify common arthropods using a variety of sources (205-8, 300-18).

#### SC6.SCO.4.3.1.

Students will be expected to identify and use appropriate tools to examine micro-organisms and describe how they meet their basic needs (204-8, 300-19, 302-12).

#### SC6.SCO.4.3.2.

Students will be expected to provide examples of how science and technology have been used in identifying and controlling micro-organisms by different people around the world (107-3, 107-6).

#### SC6.SCO.4.4.1.

Students will be expected to propose questions and gather information about the relationship among the structural features of plants and animals in their environments and identify the positive and negative impacts of humans on these resources (204-1, 108-8).

#### SC6.SCO.4.4.2.

Students will be expected to classify and compare the adaptations of closely related animals living in their local habitat and in different parts of the world and discuss reasons for any differences (301-15, 104-5, 204-6).

#### SC6.SCO.4.4.3.

Students will be expected to identify changes in animals over time and research and model the work of scientists (107-11, 207-4, 301-16).

#### SS.6.1.

Unit One: An Introduction to Culture

#### SS.6.1.1.

Students will be expected to explore the concept of culture and demonstrate an understanding of its role in their lives.

#### SS.6.1.1.1.

Classify elements of culture as material or non-material

#### SS.6.1.1.2.

Investigate how cultures are transmitted from generation to generation

#### SS.6.1.1.3.

Identify factors that shape culture

#### SS.6.1.2.

Students will be expected to identify, locate, and map major cultural regions of the world.

#### SS.6.1.2.1.

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

#### SS.6.1.2.2.

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

#### SS.6.1.2.3.

Give examples of social and cultural diversity in the world

#### SS.6.1.3.

Students will be expected to analyze the importance of cross-cultural understanding.

#### SS.6.1.3.1.

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

#### SS.6.1.3.2.

Explain the concept of a stereotype

#### SS.6.1.3.3.

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

#### SS.6.1.3.4.

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

#### SS.6.1.4.

Students will be expected to identify and explain factors that are creating a more global culture around the world.

#### SS.6.1.4.1.

Describe how the movement of people impacts on cultures

#### SS.6.1.4.2.

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

#### SS.6.1.4.3.

Give examples that are illustrative of a global culture

#### SS.6.2.

Unit Two: Environment and Culture

#### SS.6.2.1.

Students will be expected to compare climate and vegetation in different types of physical regions of the world.

#### SS.6.2.1.1.

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

#### SS.6.2.1.2.

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

#### SS.6.2.1.3.

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

#### SS.6.2.2.

Students will be expected to assess the relationship between culture and environment in a selected cultural region.

#### SS.6.2.2.1.

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

#### SS.6.2.2.2.

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

#### SS.6.2.2.3.

Evaluate the impact that culture has on the environment

#### SS.6.2.3.

Students will be expected to compare the use of resources and sustainability practices between Canada and a selected country.

#### SS.6.2.3.1.

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

#### SS.6.2.3.2.

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

#### SS.6.3.

Unit Three: Some Elements of Culture

#### SS.6.3.1.

Students will be expected to examine how traditions relate to culture in a selected cultural region.

#### SS.6.3.1.1.

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

#### SS.6.3.1.2.

Describe how religious traditions influence the region's culture

#### SS.6.3.1.3.

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

#### SS.6.3.1.4.

Analyze how change factors affect cultural traditions

#### SS.6.3.2.

Students will be expected to describe how government relates to culture in a selected country.

#### SS.6.3.2.1.

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

#### SS.6.3.2.2.

Describe the government of the selected country

#### SS.6.3.2.3.

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

#### SS.6.3.3.

Students will be expected to explain how economic systems relate to cultures.

#### SS.6.3.3.1.

Identify different economic systems

#### SS.6.3.3.2.

Examine the differences among different economic systems

#### SS.6.3.3.3.

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

#### SS.6.3.3.4.

Identify current economic trends that are influencing culture

#### SS.6.4.

Unit Four: Expressions of Culture

#### SS.6.4.1.

Students will be expected to analyze how the arts reflect beliefs and values in a selected cultural region.

#### SS.6.4.1.1.

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

#### SS.6.4.1.2.

Analyze how music and dance reflect the beliefs and values of the culture

#### SS.6.4.1.3.

Analyze how crafts and visual art reflect the beliefs and values of the culture

#### SS.6.4.2.

Students will be expected to examine the importance of language, literature, and theatre arts as expressions of culture in a selected cultural region.

#### SS.6.4.2.1.

Examine the extent to which language is important in preserving culture

#### SS.6.4.2.2.

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

#### SS.6.4.3.

Students will be expected to analyze the extent to which sports and games are expressions of culture in a selected cultural region.

#### SS.6.4.3.1.

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

#### SS.6.4.3.2.

Analyze how the sports and games reflect the beliefs and values of the culture

#### SS.6.4.3.3.

Examine whether current trends reflect increased globalization in sport

#### SS.6.5.

Unit Five: World Issues

#### SS.6.5.1.

Students will be expected to analyze the effects of the distribution of wealth around the world.

#### SS.6.5.1.1.

Use statistical data to represent the distribution of wealth around the world

#### SS.6.5.1.2.

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

#### SS.6.5.1.3

Define poverty and give examples of its effects

#### SS.6.5.2.

Students will be expected to examine selected examples of human rights issues around the world.

#### SS.6.5.2.1.

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

#### SS.6.5.2.2.

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

#### SS.6.5.2.3.

Identify human rights issues related to rights of children

#### SS.6.5.2.4.

Examine selected examples of current human rights abuses

#### SS.6.5.3.

Students will be expected to take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.

#### SS.6.5.3.1.

Explain the rights and responsibilities of being a global citizen

#### SS.6.5.3.2.

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

#### SS.6.5.3.3.

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

#### SS.6.6.

Unit Six: Canada: Reflections on a Multicultural Mosaic

#### SS.6.6.1.

Students will be expected to illustrate an understanding of how cultures from around the world have contributed to the development of Canada's multicultural mosaic.

#### SS.6.A.

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.

#### SS.6.A.1

Culture and Diversity

#### SS.6.B.

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.

#### SS.6.B.1

Individuals, Societies, and Economic Decisions

#### SS.6.C.

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

#### SS.6.D.

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.

#### SS.6.D.1

People, Place, and Environment

#### SS.6.E.

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

#### SS.6.E.1

Time, Continuity, and Change

#### SS.6.F.

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

#### SS.6.GCO.

Citizenship, Power, and Governance