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Grade Five

Learning Outcomes Framework        GRADE FIVE- SPECIFIC CURRICULUM OUTCOMES    Science - Grades P-6

Students will be expected to:

(Life Science: Meeting Basic Needs and Maintaining a Healthy Body)     Growth and Development

•  propose questions to investigate about how our body works and what its components are (204-1)   •  relate bodily changes, such as acne on the skin and growth of body hair, to growth and development (301-8)  •  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 Digestive and Excretory Systems

•  describe the structure and function of the major organs of the digestive system (302-5a)     •  carry out procedures to investigate how saliva can start the digestion process, by breaking down substances like starch into simple sugars, and record observations using sentences or charts (205-1, 205-7)    • describe the structure and function of the major organs of the excretory system (302-5b)     •  describe examples of the products/technologies that have been developed in response to a need for the disposal, control, and containment of excrement (107-8)

The Respiratory and Circulatory Systems

•  describe the structure and function of the major organs of the respiratory system (302-5c)     • describe the structure and function of the major organs of the circulatory system (302-5d)     •  propose questions about the factors that affect breathing and heartbeat rate and rephrase these questions in a testable form (204-1, 204-2)     •   carry out procedures, making sure to control variables, to investigate the factors affecting breathing and heartbeat rate, and compile and display data from these investigations in a graph (205-1, 206-2)     •  demonstrate and describe the scientific processes used to investigate the factors that affect breathing and heartbeat rate (104-2)

The Skeletal, Muscular, and Nervous Systems

•  describe the structure and function of the major organs of the nervous system (302-5e)     •  demonstrate how the skeletal, muscular, and nervous systems work together to produce movement (302-6)     •  carry out procedures to explore response time, and identify and suggest explanations for patterns and discrepancies in the data collected (205-1, 206-3)     •  describe various medical technologies, such as exercise machines and artificial limbs, that have arisen from the study of how our body moves (106-4)

Body Systems

•  select and use tools in building models of organs or body systems (205-2)     •  identify problems and work cooperatively with other students to refine their design of a model of an organ or system (207-5)     •  provide examples of Canadians who have contributed to science and technology related to body organs, systems, and health issues (107-12)

Maintaining a Healthy Body

•  describe the body’s defences against infections (302-8)       •     describe the role of the skin (302-7)     •  describe the nutritional and other requirements for maintaining a healthy body (302-9)     •  evaluate the usefulness of different information sources in answering questions about health and diet (206-4)

•  describe examples of health and fitness programs within their community and region (107-5)     •  describe and compare the techniques used by different people in their community and region, to address their health requirements (107-2)     •  describe examples of medical techniques that have been developed by other cultures, past and present, that have contributed to knowledge of maintaining a healthy body (105-2, 107-14, 106-2)

(Physical Science: Properties and Changes in Materials)     Properties of Materials

•  identify properties that allow materials to be distinguished from one another (104-7, 300-10)     •  classify materials as solids, liquids, or gases, and illustrate this classification in a chart that shows their properties (206-1, 300-9)

Physical Changes

•  observe and identify physical changes, that can be made to an object, that change the form or size of the material in the object without producing any new materials (301-9, 205-5)       •  identify and describe some physical changes that are reversible and some that are not (301-10)

Chemical Changes

•  describe chemical changes that occur when materials interact with each other to form totally new materials including those that result in the production of a gas (301-12, 301-11)        •  identify and describe some chemical changes to materials that are reversible and some that are not (301-10)

•  work with team members to develop and carry out a plan to systematically distinguish a material based on its chemical properties (204-7, 207-3, 204-5)

•  compile and display data to present the results of chemical tests used to distinguish materials from each other (206-2)

Sources/Masses of Materials in Objects

•  follow a given set of procedures to relate the mass of a whole object to the sum of the mass of its parts, and suggest possible explanations for variations in the results (104-5, 205-3, 300-11)      •  describe examples of manufactured materials that have been developed to improve their living conditions (107-8)

•  identify the source of the materials found in an object, and use a variety of sources and technologies to gather information to describe the changes to the natural materials required to make the object (205-8, 300-12)

(Physical Science: Forces and Simple Machines)     Forces and their Effects

•  observe, investigate, and describe how forces can act directly or from a distance to cause objects to move or hold them in place (303-12, 303-13)

•  describe forces as contact or non-contact forces (104-7)     •  demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (303-14)     •  make observations in order to describe force qualitatively and quantitatively (205-5)     •  estimate the force needed to lift or pull a given load in standard or nonstandard units (205-6)


•  propose questions to investigate, identify variables to control, and plan a set of steps to identify factors that affect friction (204-1, 204-5, 204-7)

•  investigate and compare the effect of friction on the movement of objects over a variety of surfaces (303-15)

•  demonstrate the use of rollers, wheels, and axles in moving objects (303-16)

•  describe how the understanding of the concept of friction has led to the development of products that reduce and enhance friction (106-4, 107-1)

Simple Machines: An Introduction

•  use simple machines to reduce effort or increase the distance an object moves (205-2)     •  compare the force needed to lift or move a load manually with the effort required to lift it using a simple machine (303-17)     •  identify the problem of the large amount of effort needed to lift or move heavy objects small distances, or smaller objects long distances, that arises from the study of forces (206-9)

Simple Machines: Levers

                •  differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task (303-18)

                •  design the most efficient lever to accomplish a given task (303-19)

Simple Machines: Pulleys, Systems of Machines

•  compare the force needed to lift a load using a pulley system with that needed to lift it using a multiple pulley system, and predict the effect of adding another pulley on load-lifting capacity (303-20, 204-3)       •     design a system of machines to solve a task (204-7)     •  communicate questions, ideas, and intentions, listen to others, and suggest improvements to the systems of machines designed by students in the class (207-1, 206-6)     •  describe examples of how simple machines have improved living conditions (107-8)     •  identify examples of sources such as books, software and the Internet, of machines that have been used in the past, and have developed over time (205-8, 105-5)

(Earth and Space Science: Weather)     Measuring and Describing Weather

•  identify and use weather-related folklore to predict weather (105-2)     •  identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)     •  use appropriate terminology in naming weather instruments and collecting weather data (104-7)     •  record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)  •  classify clouds as stratus, cumulus, cirrus, or “other,” compare results with others, and recognize that results may vary (104-4, 206-1)     •  use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)     •  estimate weather measurements for various times of the day, week, or for weather systems (205-6)     •  identify weather-related technological innovations and products that have been developed by various cultures in response to weather conditions (107-14)

Sun’s Energy Reaching the Earth

•  relate the transfer of energy from the sun to weather conditions (303-21)          •    identify and use appropriate tools, measuring instruments and materials to measure the temperature of soil and water after exposing them to light and draw conclusions (204-8, 205-4, 206-5)

Properties of Air

•  classify according to several attributes and create a chart to describe situations demonstrating that air takes up space, has mass, and expands when heated (300-14)

•  draw a conclusion, based on evidence gathered through research and observations, about the patterns of air and/or water flow that result when two air or water masses of different temperature meet (206-5)

Movement of Air and Water

•  identify patterns in indoor and outdoor air movement (302-10)  •  relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (301-13)

Predicting the Weather

•  compile and display the weather data collected over a period of time in table and/or graph format, and identify and suggest explanations for patterns or discrepancies in the data (206-2, 206-3)    •  ask different people in the community and region for advice on how to predict weather, compare their tools and techniques (107-2, 107-10, 207-4)     •  provide examples of the way that weather forecasts are used by various people in their community (107-5)

•  describe and predict patterns of change in local weather conditions (204-3, 301-14)

Environmental Issues

•  identify examples of weather phenomena that are currently being studied (105-1)    •  identify positive and negative effects of technologies that affect weather and the environment (108-1)      •  describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4)

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