Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 5-0-1A |
Formulate,
with guidance, specific questions that lead to investigations.
Include:
rephrase
questions to a testable form, focus research
questions |
GLO:
A1, C2 |
| 5-0-1B |
Identify
various methods for finding the answer to a specific
question and, with guidance, select one to implement.
Examples: generating
experimental data, accessing information
from a variety of sources |
GLO:
C2 |
| 5-0-1C |
Identify
practical problems to solve.
Examples: How can
I determine the mass of air? Which prepared
pizza should I buy? |
GLO:
C3 |
| 5-0-1D |
Identify
various methods to solve a practical problem and
select and justify one to implement.
Examples: constructing
and testing a prototype, evaluating consumer
products, accessing information from a
variety of sources |
GLO:
C3 |
| 5-0-2A |
Access
information using a variety of sources.
Examples: libraries,
magazines, community resource people, outdoor
experiences, videos, CD-ROMS, Internet |
GLO:
C6 |
| 5-0-2B |
Review
information to determine its usefulness using pre-determined
criteria. |
GLO:
C6, C8 |
| 5-0-2C |
Record
information in own words and reference sources appropriately. |
GLO:
C6 |
| 5-0-3A |
Formulate,
with guidance, a prediction/hypothesis that identifies
a cause and effect relationship. |
GLO:
A2, C2 |
| 5-0-3B |
Identify
variables that have an impact on their experiments,
and, with guidance, variables to hold constant to
ensure a fair test. |
GLO:
A2, C2 |
| 5-0-3C |
Create
a written plan to answer a specific question.
Include:
apparatus,
materials, safety considerations, and steps
to follow |
GLO:
C1, C2 |
| 5-0-3D |
Develop
criteria to evaluate a prototype or consumer product.
Include:
function,
aesthetics, efficient use of materials, cost,
reliability |
GLO:
C3 |
| 5-0-3E |
Create
a written plan to solve a problem.
Include:
materials,
safety considerations, labelled diagrams
of top and side views, steps to follow |
GLO:
C1, C3, C6 |
| 5-0-4A |
Carry
out, with guidance, procedures that comprise a fair
test.
Include:
controlling
variables, repeating measurements to increase
accuracy and reliability |
GLO:
C2 |
| 5-0-4B |
Construct
a prototype. |
GLO:
C3 |
| 5-0-4C |
Work
cooperatively with group members to carry out a plan,
and troubleshoot problems as they arise. |
GLO:
C7 |
| 5-0-4D |
Assume
various roles and share responsibilities as group
members. |
GLO:
C7 |
| 5-0-4E |
Use tools
and materials in a manner that ensures personal safety
and the safety of others.
Include: keeping an
uncluttered workspace, putting equipment
away after its use, handling glassware with
care |
GLO:
C1 |
| 5-0-5A |
Make
observations that are relevant to a specific question. |
GLO:
A1, A2, C2 |
| 5-0-5B |
Test
a prototype or consumer product with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 5-0-5C |
Select
and use tools and instruments to observe, measure,
and construct.
Include:
balance,
thermometer, spring scale, weather instruments |
GLO:
C2, C3, C5 |
| 5-0-5D |
Evaluate
the appropriateness of units and measuring tools
in practical contexts. |
GLO:
C2, C5 |
| 5-0-5E |
Estimate
and measure mass/weight, length, volume, and temperature
using SI and other standard units. |
GLO:
C2, C5 |
| 5-0-5F |
Record
and organize observations in a variety of ways.
Examples: point-form
notes, sentences, labelled diagrams, charts,
ordered lists of data, frequency diagrams,
spreadsheets |
GLO:
C2, C6 |
| 5-0-6A |
Construct
graphs to display data, and interpret and evaluate
these and other graphs.
Examples: bar graphs,
frequency tallies, line plots, broken line
graphs |
GLO:
C2, C6 |
| 5-0-6C |
Identify
and suggest explanations for patterns and discrepancies
in data. |
GLO:
A1, A2, C2, C5 |
| 5-0-6D |
Identify
and make improvements to a prototype and explain
the rationale for the improvement. |
GLO:
C3, C4 |
| 5-0-6E |
Evaluate
the strengths and weaknesses of a consumer product
based on pre-determined criteria. |
GLO:
C3, C4 |
| 5-0-6F |
Evaluate
the methods used to answer a question or solve a
problem. |
GLO:
C2, C3 |
| 5-0-7A |
Draw,
with guidance, a conclusion that explains investigation
results.
Include:
explaining
patterns in data, supporting or rejecting
a prediction/hypothesis |
GLO:
A1, A2, C2 |
| 5-0-7B |
Base
conclusions on evidence rather than preconceived
ideas or hunches. |
GLO:
C2, C4 |
| 5-0-7C |
Identify,
with guidance, a new prediction/hypothesis based
on results of investigations. |
GLO:
A1, C2 |
| 5-0-7D |
Propose
and justify a solution to the initial problem. |
GLO:
C3 |
| 5-0-7E |
Identify
new practical problems to solve. |
GLO:
C3 |
| 5-0-7F |
Use prior
knowledge and experiences selectively to make sense
of new information in a variety of contexts. |
GLO:
A2, C4 |
| 5-0-7G |
Communicate
methods, results, conclusions, and new knowledge
in a variety of ways.
Examples:
oral,
written, multi-media presentations |
GLO:
C6 |
| 5-0-7H |
Identify,
with guidance, connections between the investigation
results and everyday life. |
GLO:
C4 |
| 5-0-8A |
Recognize
that science is a way of answering questions about
the world and that there are questions that science
cannot answer. |
GLO:
A1, A3 |
| 5-0-8B |
Identify
examples of scientific knowledge that have developed
as a result of the gradual accumulation of evidence. |
GLO:
A2 |
| 5-0-8C |
Recognize
that technology is a way of solving problems in response
to human needs. |
GLO:
A3, B2 |
| 5-0-8D |
Provide
examples of technologies from the past and describe
how they have evolved over time. |
GLO:
B1 |
| 5-0-8E |
Describe
hobbies and careers related to science and technology. |
GLO:
B4 |
| 5-0-8F |
Recognize
that science is organized into specialized disciplines. |
GLO:
A1, B4 |
| 5-0-8G |
Describe
positive and negative effects of scientific and technological
endeavours.
Include:
effects on
themselves, society, the environment, and
the economy. |
GLO:
A1, B1, B3, B5 |
| 5-0-9A |
Appreciate
that women and men of diverse cultural backgrounds
can contribute equally to science. |
GLO:
A4 |
| 5-0-9B |
Show
interest in the activities of individuals working
in scientific and technological fields. |
GLO:
B4 |
| 5-0-9C |
Demonstrate
confidence in their ability to carry out investigations
in science and technology. |
GLO:
C5 |
| 5-0-9D |
Appreciate
the importance of creativity, accuracy, honesty,
and perseverance as scientific and technological
habits of mind. |
GLO:
C5 |
| 5-0-9E |
Be sensitive
to and develop a sense of responsibility for the
welfare of other humans, other living things, and
the environment. |
GLO:
B5 |
| 5-0-9F |
Frequently
and thoughtfully evaluate the potential consequences
of their actions. |
GLO:
B5, C4 |
Maintaining a Healthy Body
| Specific Learning Outcomes |
General Learning Outcome Codes |
5-1-01 |
Use appropriate
vocabulary related to their investigations of human
health.
Include:
nutrients;
carbohydrates; proteins; fats; vitamins;
minerals; Canada's Food Guide to Healthy
Eating; food group; serving size; terms related
to the digestive, skeletal, muscular, nervous,
integumentory, respiratory, and circulatory
systems |
GLO:
B3, C6, D1 |
| 5-1-02 |
Interpret
nutritional information found on food labels.
Examples: ingredient
proportions, identification of potential
allergens, information related to energy
content and nutrients |
GLO:
B3, C4, C5, C8 |
| 5-1-03 |
Describe
the types of nutrients in foods and their function
in maintaining a healthy body.
Include:
carbohydrates,
proteins, fats, vitamins, minerals |
GLO:
B3, D1 |
| 5-1-04 |
Evaluate
a daily menu plan and suggest changes to make it
align more closely with Canada's Food Guide to Healthy
Eating.
Include:
serving size
recommendations according to age for each
food group |
GLO:
B3, C3, C4, C8 |
| 5-1-05 |
Evaluate
prepared food products using the design process.
Examples: frozen
pizza, snack foods, beverages |
GLO:
B3, C3, C4, C8 |
| 5-1-06 |
Identify
the major components of the digestive system, and
describe its role in the human body.
Include:
teeth, mouth,
esophagus, stomach, and intestines break
down food |
GLO:
D1, E2 |
| 5-1-07 |
Identify
the major components of the skeletal, muscular, and
nervous systems, and describe the role of each system
in the human body.
Include:
the skeleton
provides protection and support; muscles,
tendons, and ligaments enable movement; brain,
spinal cord, and nerves receive sensory input,
process information, and send out signals |
GLO:
D1, E2 |
| 5-1-08 |
Identify
skin as the major component of the integumentory
system, and describe its role in protecting and supporting
the human body. |
GLO:
D1, E2 |
| 5-1-09 |
Identify
components of the human body's defenses against infections,
and describe their role in defending the body against
infection.
Include: tears, saliva,
skin, white blood cells |
GLO:
D1, E2 |
| 5-1-10 |
Identify
the major components of the respiratory and circulatory
systems, and describe the role of each system in
the human body.
Include:
the nose,
trachea, and lungs take in oxygen and expel
carbon dioxide; the heart, blood vessels,
and blood transport oxygen, nutrients, and
waste products such as carbon dioxide |
GLO:
D1, E2 |
| 5-1-11 |
Describe
how the human body gets rid of waste.
Include:
kidneys filter
blood and dispose of waste as urine; lungs
give off waste carbon dioxide; the rectum
collects and expels undigested food matter |
GLO:
D1, E2 |
| 5-1-12 |
Give
examples of how systems of the human body work together.
Examples: the circulatory
system transports nutrients from the digestive
system and oxygen from the respiratory
system to the muscular system |
GLO:
D1, E2 |
| 5-1-13 |
Identify
and describe factors necessary to maintain a healthy
body.
Include:
daily physical
activity, a balanced diet, fluid replacement,
adequate sleep, appropriate hygiene practices,
regular check-ups |
GLO:
B3, C4, D1 |
| 5-1-14 |
Evaluate
information related to body image and health from
media sources for science content and bias.
Examples:
glamorization
of smoking in movies, promotion of unrealistic
role models in magazines, trivialization
of scientific information on television |
GLO:
B3, C4, C5, C8 |
| 5-1-15 |
Explain
how human health may be affected by lifestyle choices
and natural- and human-caused environmental factors.
Include:
smoking and
poor air quality may cause respiratory disorders;
unhealthy eating and physical inactivity
may lead to diabetes or heart disease; prolonged
exposure to the Sun can cause skin cancer |
GLO:
B3, B5, C4, D1 |
Properties of and Changes in Substances
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 5-2-01 |
Use appropriate
vocabulary related to their investigations of properties
of, and changes in, substances.
Include:
characteristic,
property, substance, matter, volume, state,
solid, liquid, gas, reversible, and non-reversible
changes, physical change, chemical change,
chemical products, raw material |
GLO:
C6, D3 |
| 5-2-02 |
Identify
characteristics and properties that allow substances
to be distinguished from one another.
Examples:
texture,
hardness, flexibility, strength, buoyancy,
solubility, colour, mass/weight for the
same volume |
GLO:
D3, E1 |
| 5-2-03 |
Investigate
to determine how characteristics and properties of
substances may change when they interact with one
other.
Examples:
baking
soda in vinegar produces a gas; adding
flour to water produces a sticky paste |
GLO:
C2, D3, E3 |
| 5-2-04 |
Recognize
that matter is anything that has mass/weight and
takes up space. |
GLO:
D3 |
| 5-2-05 |
Identify
properties of the three states of matter.
Include:
solids have
definite volume and hold their shape; liquids
have definite volume but take the shape of
their container; gases have no definite volume
and take the volume and shape of their container |
GLO:
D3 |
| 5-2-06 |
Experiment
to compare the mass/weight of a substance in its
liquid and solid states.
Examples:
compare
the mass of ice cubes with the mass of
the liquid that results when they melt |
GLO:
C2, D3, E3 |
| 5-2-07 |
Demonstrate
that the mass/weight of a whole object is equal to
the sum of the mass/weight of its parts.
Examples: compare
the mass/weight of a pencil case and its
contents with that of the individual componenets
weighed separately and added together |
GLO:
C2, D3, E3 |
| 5-2-08 |
Demonstrate
that changes of state are reversible through the
addition or removal of heat.
Include: melting,
freezing/solidification, condensation, evaporation |
GLO:
D3, E3, E4 |
| 5-2-09 |
Explore
to identify reversible and non-reversible changes
that can be made to substances.
Examples: reversible
- folding paper, mixing baking soda and
marbles; non-reversible - cutting paper,
mixing baking soda and vinegar |
GLO:
C2, D3, E3 |
| 5-2-10 |
Recognize
that a physical change alters the characteristics
of a substance without producing a new substance,
and that a chemical change produces a new substance
with distinct characteristics and properties. |
GLO:
D3, E3 |
| 5-2-11 |
Observe
examples of changes in substances, classify them
as physical or chemical changes, and justify the
designation.
Examples: physical
- bending a nail, chopping wood, chewing
food; chemical - rusting of a nail, burning
wood, cooking food |
GLO:
C2, D3, E3 |
| 5-2-12 |
Identify
potentially harmful chemical products used at home,
and describe practices to ensure personal safety.
Include: use of products
with parental supervision, recognition of
safety symbols, procedures to follow in case
of an emergency, proper storage of chemical
products |
GLO:
B1, C1, D3 |
| 5-2-13 |
Evaluate
household chemical products using the design process.
Examples: glass-cleaner,
laundry soap, toothpaste |
GLO:
B5, C3, C4, C8 |
| 5-2-14 |
Research
and describe how raw materials are transformed into
useful products.
Examples: food
processing, oil refining, paper milling,
plastic moulding, gold smelting |
GLO:
B1, B4, C2, E3 |
Forces and Simple Machines
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 5-3-01 |
Use appropriate
vocabulary related to their investigations of forces
and simple machines.
Include: applied force,
balanced and unbalanced forces, fulcrum,
load, friction, terms related to types of
simple machines |
GLO:
C6, D4 |
| 5-3-02 |
Describe,
using diagrams, the forces acting on an object and
the effects of increasing or decreasing them.
Include: force arrows
representing direction and relative strength
of forces acting in the same plane, balanced
and unbalanced forces |
GLO:
C6, D4 |
| 5-3-03 |
Investigate
a variety of levers used to accomplish particular
tasks in order to compare them qualitatively with
respect to fulcrum position, applied force, and load.
Include: first class,
second class, and third class levers |
GLO:
C2, D4, E1 |
| 5-3-04 |
Identify
objects in the school and at home that use wheels
and axles, and describe the forces involved.
Examples: doorknob,
manual pencil sharpener, hinge, bicycle |
GLO:
B1, D4, E1 |
| 5-3-05 |
Recognize
that a gear is a wheel and axle used to turn another
wheel and axle. |
GLO:
D4, E2 |
| 5-3-06 |
Identify
common devices and systems that incorporate pulleys
and/or gears. |
GLO:
A5, B1, D4, E1 |
| 5-3-07 |
Explore
to determine how the direction and amount of the
applied force and the speed of rotation vary within
a two-gear system. |
GLO:
C2, D4, E2 |
| 5-3-08 |
Compare,
quantitatively, the force required to lift a load
using a pulley system versus a single fixed pulley,
and recognize the relationship between the force
required and the distance over which the force is
applied.
Include: a system
of pulleys reduces the force required while
increasing the distance over which the force
is applied; a single fixed pulley requires
a greater force but applies it over a shorter
distance. |
GLO:
C2, D4, E2 |
| 5-3-09 |
Identify
and make modifications to their own pulley and/or
gear systems to improve how they move loads.
Include: reducing
friction |
GLO:
C3, D4, E2 |
| 5-3-10 |
Identify
and describe types of simple machines.
Include: levers, wheel
and axle, pulley, gear, inclined plane, screw,
wedge |
GLO:
D4 |
| 5-3-11 |
Describe
the advantage of using simple machines to move or
lift a given load.
Include: to decrease
the force required; to increase the resulting
force; to change the direction of the applied
force. |
GLO:
D4 |
| 5-3-12 |
Investigate
to identify advantages and disadvantages of using
different simple machines to accomplish the same
task.
Examples: using
a pulley, inclined plane, or lever to move
a piano to the second floor |
GLO:
B1, C2, C4, D4 |
| 5-3-13 |
Compare
devices that use variations of simple machines to
accomplish similar tasks.
Examples: a short-
or long-handled pump, a racing or mountain
bicycle |
GLO:
B1, C3, C4, D4 |
| 5-3-14 |
Use the
design process to construct a prototype containing
a system of two or more different simple machines
that move in a controlled way to perform a specific
function. |
GLO:
C3, D4, E2 |
Weather
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 5-4-01 |
Use appropriate
vocabulary related to their investigations of weather.
Include: weather;
properties; volume; pressure; air masses;
fronts; weather instrument; severe weather;
forecast; accuracy; water cycle; climate;
terms related to public weather reports,
and cloud formations |
GLO:
C6, D5 |
| 5-4-02 |
Describe
how weather conditions may affect the activities
of humans and other animals.
Examples: heavy
rainfall may cause roads to wash out; stormy
conditions may prevent a space shuttle
launching; in excessive heat, cattle may
produce less milk |
GLO:
D5 |
| 5-4-03 |
Describe
properties of air.
Include: has mass/weight
and volume; expands to fill a space; expands
and rises when heated; contracts and sinks
when cooled; exerts pressure; moves from
areas of high pressure to areas of low pressure |
GLO:
D3 |
| 5-4-04 |
Recognize
that warm and cold air masses are important components
of weather, and describe what happens when these
air masses meet along a front.
Include: in a cold
front the cold air mass slides under a warm
air mass, pushing the warm air upwards; in
a warm front the warm moist air slides up
over a cold air mass |
GLO:
D5, E2 |
| 5-4-05 |
Use the
design process to construct a weather instrument.
Examples: an instrument
that measures wind direction, wind speed,
rainfall |
GLO:
C3, D5 |
| 5-4-06 |
Observe
and measure local weather conditions over a period
of time, using student-constructed or standard instruments,
and record and analyze these data. |
GLO:
A2, C2, C5, D5 |
| 5-4-07 |
Identify
and describe components of public weather reports
from a variety of sources.
Include: temperature;
relative humidity; wind speed and direction;
wind chill; barometric pressure; humidex;
cloud cover; ultraviolet index; warm and
cold fronts; amount, types, and probability
of precipitation |
GLO:
C6, D5 |
| 5-4-08 |
Describe
the key features of a variety of weather phenomena.
Examples: wind
speed and precipitation of blizzards |
GLO:
D5, E1, E2 |
| 5-4-09 |
Provide
examples of severe weather forecasts, and describe
preparations for ensuring personal safety during
severe weather and related natural disasters.
Examples: tornado,
thunderstorm, blizzard, extreme wind chill,
flood, forest fire |
GLO:
B3, C1, D5 |
| 5-4-10 |
Investigate
various ways of predicting the weather, and evaluate
their usefulness.
Examples: weather-related
sayings, traditional knowledge, folk knowledge,
observations of the natural environment |
GLO:
A2, A4, B2, C8 |
| 5-4-11 |
Contrast
the accuracy of short- and long-term weather forecasts,
and discuss possible reasons for the discrepancies.
Include: long-term
forecasts may not be accurate as weather
is a complex natural phenomenon that science
is not yet able to predict accurately |
GLO:
A1, C2 |
| 5-4-12 |
Describe
examples of technological advances that have enabled
humans to deepen their scientific understanding of
weather and improve the accuracy of weather predictions.
Examples: satellites
collect data that scientists analyze to
increase understanding of global weather
patterns; computerized models predict weather |
GLO:
A2, A5, B1, D5 |
| 5-4-13 |
Explain
how the transfer of energy from the Sun affects weather
conditions.
Include: the Sun's
energy evaporates water and warms the Earth's
land, water, and air on a daily basis |
GLO:
D4, D5, E4 |
| 5-4-14 |
Explain
how clouds form, and relate cloud formation and precipitation
to the water cycle. |
GLO:
D5, E2 |
| 5-4-15 |
Identify
and describe common cloud formations.
Include: cumulus,
cirrus, stratus |
GLO:
D5, E1 |
| 5-4-16 |
Differentiate
between weather and climate.
Examples: weather
includes the atmospheric conditions existing
at a particular time and place; climate
describes the long-term weather trend of
a particular region |
GLO:
D5, E1 |
| 5-4-17 |
Identify
factors that influence weather and climate in Manitoba
and across Canada, and describe their impacts.
Examples: jet stream,
proximity to water, elevation, chinook |
GLO:
D5, E2 |
| 5-4-18 |
Recognize
that climates around the world are ever changing,
and identify possible explanations.
Examples: volcanic
eruptions, ozone depletion, greenhouse
effect, El Nino, deforestation |
GLO:
B5, D5, E2, E3 |
