Alberta · Grade 5

Science 5

Alberta’s Grade 5 science course, from Matter to Scientific Methods.

Units
7
Lessons
18
Skills
50
Provincial exam
None
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 5 skills

Matter

The Particle Model of Matter

  • Everything is made of particles

    I can describe the particle model of matter and use it to explain what I observe.

  • Particles in solids, liquids and gases

    I can draw particle diagrams of solids, liquids and gases and explain each state's properties with them.

Mass, Volume, Density and Compressibility

The official wording · 5 outcomes
1.1
Students investigate the particle model of matter
1.2
in relation to the physical properties of solids, liquids, and gases.
1.3
the physical properties of solids, liquids, and gases
1.4
the physical properties of solids, liquids, and gases.
1.5
the physical properties of solids, liquids, and gases.

Key ideas

  1. The particle model of matter says that all matter is made up of particles far too small to see: a desk, the air and the water in a glass are all made of them.

    A glass of water holds more water particles than there are glasses of water in all the oceans on Earth.

  2. Physical properties of matter include its state, mass, volume, density and compressibility, which can be observed or measured without changing what the matter is.

    State tells whether matter is a solid, a liquid or a gas.

  3. Particles of matter have spaces between them, even in a solid rock.

    In a solid the particles are packed close together, yet there is still space between them.

  4. Mass is the amount of matter in a solid, liquid or gas, measured in grams (g) and kilograms (kg): a paper clip has a mass of about 1 g, and a litre of water about 1 kg.

    A kilogram is 1 000 grams.

  5. Particles of matter are always moving, in solids as well as in liquids and gases: in a solid they vibrate in place, in a liquid they slide past each other, and in a gas they fly about.

    Nothing anywhere is completely still.

Watch out for

  • Thinking solid things like a rock are completely full inside with no particles or space.
  • Thinking a bigger object always has more mass, when a small stone can have more mass than a large balloon.
  • Thinking particles only move in gases and sit still in solids (they jiggle in place in solids too).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 10 skills

Energy

Forces in Water and Air

  • Floating, sinking and buoyancy

    I can use buoyant force and weight to explain why things float or sink.

  • Floating in different fluids

    I can run a controlled experiment on floating in different fluids and build a device that floats.

  • Thrust, drag and streamlining

    I can explain how thrust and drag affect a flyer and why streamlined shapes move more easily.

  • The four forces of flight

    I can diagram the four forces of flight and explain how lift and weight affect a flyer.

Flight in Action

  • How forces change a flight

    I can explain how unbalanced and balanced forces change a flyer's speed, direction and altitude.

  • Flight technologies from many cultures

    I can explain how the bow and arrow, the slingshot and the fishing spear use the forces of flight.

  • Building something that flies

    I can build and improve a flying device using the four forces of flight.

Energy Resources and Energy Needs

  • Renewable and non-renewable energy

    I can sort energy resources into renewable and non-renewable and explain the difference.

  • Meeting energy needs in Alberta and Canada

    I can describe how Alberta and other provinces meet their energy needs and why their choices differ.

  • Advantages and disadvantages of energy resources

    I can weigh the advantages and disadvantages of different energy resources.

The official wording · 10 outcomes
2.1
Students investigate and compare how forces affect living things and objects in water and air.
2.2
forces affect living things and objects in water and air
2.3
how forces affect living things and objects in water and air.
2.4
forces affect living things and objects in water and air
2.5
Students investigate and compare how forces affect living things and objects in water and air.
2.6
how forces affect living things and objects in water and air.
2.7
Students investigate and compare how forces affect living things and objects in water and air.
2.8
Students investigate and analyze various energy resources.
2.9
investigate and analyze various energy resources
2.10
investigate and analyze various energy resources

Key ideas

  1. Buoyant force is an upward force that a fluid exerts on anything placed in it, opposing the object's weight: a beach ball pushed under water is pushed back up.

    Water is not something an object just sits in.

  2. Forces change a flyer's speed: more thrust than drag makes it speed up, and more drag than thrust slows it down.

    A plane taking off has its engines at full power, so thrust is much bigger than drag and it gains speed down the runway.

  3. Humans rely on energy resources to fulfill energy needs, and the electricity at an outlet came from a resource somewhere else: lights, computers and fridges run on electricity, furnaces burn natural gas, and buses burn diesel.

    Think about one school day.

  4. Whether an object floats or sinks is a contest between two forces: it floats on the surface when the buoyant force equals its weight, and it sinks when the buoyant force is less than its weight, even with the object all under water.

    Weight, the pull of gravity, acts downward; the buoyant force acts upward.

  5. Forces change a flyer's altitude: more lift than weight makes it climb, and less lift than weight makes it sink, so a gull folds its wings to dive and spreads them to level out.

    Lift and weight decide the vertical movement.

Watch out for

  • Thinking water doesn't push on objects at all.
  • Thinking a flyer can only fly while all its forces are equal, when unbalanced forces are what make it climb, dive, speed up or slow down.
  • Thinking electricity is 'made' from nothing at the outlet, rather than transferred from an energy resource.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 12 skills

Earth Systems

Climate, Weather and Farming

Climates Near and Far

Tracking and Predicting Weather

Farming for the Future

  • Conservation agriculture

    I can explain conservation agriculture practices and how they help farms through drought, flood, fire and wind.

  • Sustainable harvesting

    I can explain how sustainable harvesting practices keep plant and animal populations stable.

The official wording · 12 outcomes
3.1
Students analyze climate and connect it to weather conditions
3.2
Students analyze climate
3.3
connect it to weather conditions and agricultural practices.
3.4
Students analyze climate
3.5
Students analyze climate
3.6
Students analyze climate and connect it to weather conditions
3.7
connect it to weather conditions
3.8
connect it to weather conditions
3.9
connect it to weather conditions
3.10
Students analyze climate and connect it to weather conditions
3.11
connect it to weather conditions and agricultural practices.
3.12
connect it to weather conditions and agricultural practices.

Key ideas

  1. Weather is the short-term conditions experienced in a region: temperature, wind speed and direction, amount of sunlight, precipitation, humidity and cloud cover.

    Weather is what you check before going outside: today is 8°C, with a cold north wind, rain showers, damp air and grey clouds.

  2. Climates depend on factors including geographical location, landforms, altitude and proximity to bodies of water.

    Geographical location means how far a place is from the equator, which decides how direct its sunlight is.

  3. Thermometers measure temperature, rain or snow gauges measure precipitation, and hygrometers measure humidity, how much water vapour is in the air.

    A thermometer should hang in the shade, out of direct sunlight, or it reads too warm.

  4. Conservation agriculture is a sustainable way of farming that responds to local climate and weather events and is adapted to the plants and animals farmed, so the soil and water stay healthy for future harvests.

    Sustainable means the farm can keep producing year after year without wearing out its soil or water.

  5. Climate is the long-term weather patterns of a region over a period of at least 30 years, worked out from many years of weather records.

    Weather is measured day by day; climate comes out of averaging those measurements over decades.

Watch out for

  • Thinking weather and climate are the same thing ('a cold day means the climate is cold').
  • Thinking a place's climate depends only on how far north or south it is, when mountains, altitude and nearby water matter too.
  • Thinking a wind vane measures how fast the wind blows, when it shows the wind's direction and an anemometer measures its speed.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 6 skills

Living Systems

The Body's Systems

  • Biological systems and vital processes

    I can name the body's main systems and match them to the vital processes they carry out.

  • The digestive system

    I can trace food through the digestive system and name what each part does.

  • The respiratory and circulatory systems

    I can explain how the respiratory system exchanges gases and how the circulatory system moves blood.

  • The musculoskeletal system

    I can explain how bones and muscles work together to support and move the body.

  • Systems that work together

    I can explain how three body systems work together to bring oxygen and nutrients to every part of the body.

Plants' Transport Systems

The official wording · 6 outcomes
4.1
Students investigate the internal systems of organisms
4.2
explain how they support vital biological processes.
4.3
explain how they support vital biological processes.
4.4
explain how they support vital biological processes.
4.5
explain how they support vital biological processes.
4.6
Students investigate the internal systems of organisms

Key ideas

  1. Vital biological processes keep complex organisms alive: movement, nutrition, respiration, growth and reproduction.

    Nutrition is getting food and the materials in it; respiration means taking in oxygen and getting rid of carbon dioxide; movement is moving the body or its parts; growth is getting bigger and repairing; reproduction is making offspring.

  2. Plant transport systems include xylem and phloem, bundles of tiny tubes that run through the roots, stems and leaves.

    Like the blood vessels of an animal, these tubes reach every part of the plant.

  3. Vital biological processes in complex organisms are carried out by biological systems, groups of organs that each do one job together, and the systems rely on each other.

    The digestive system is not just the stomach: the mouth, stomach, intestines, liver and pancreas each do part of one job.

  4. Xylem transports water and nutrients from the roots up to the rest of the plant: a celery stalk standing in coloured water shows coloured dots, the cut ends of its xylem tubes.

    Water taken in by the roots climbs through the xylem to the stem and leaves, carrying dissolved minerals from the soil.

  5. Humans and many other animals have internal biological systems that include the digestive, respiratory, circulatory and musculoskeletal systems.

    These systems are inside the body, which is why they are called internal.

Watch out for

  • Thinking a single organ (like the stomach) does an entire job alone, rather than being part of a system.
  • Thinking everything in a plant flows upward from the roots, when phloem carries sugar from the leaves down to the roots and other parts too.
  • Mixing up systems — thinking the lungs pump blood or the heart digests food.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 6 skills

Space

Patterns in the Sky

The Sky and Daily Life

  • Sky knowledge and ways of living

    I can explain how observing the sky informs planting, harvesting, hunting and community life.

  • Representing the sky

    I can represent astronomical phenomena in several ways and describe Indigenous representations of the sky.

The official wording · 6 outcomes
5.1
Students investigate and interpret astronomical phenomena.
5.2
Students investigate and interpret astronomical phenomena.
5.3
Students investigate and interpret astronomical phenomena.
5.4
Students investigate and interpret astronomical phenomena.
5.5
Students investigate and interpret astronomical phenomena.
5.6
Students investigate and interpret astronomical phenomena.

Key ideas

  1. Astronomical phenomena are observable events that happen among objects in space, such as the seasons, Moon phases, eclipses, equinoxes and solstices, the length of day and night, and auroras.

    Each one involves the Sun, Earth or the Moon, or particles from the Sun reaching Earth.

  2. Observations and interpretations of astronomical phenomena can inform daily living: the Sun's daily path sets the day, the Moon's cycle the month, and the seasons the year's work.

    Before clocks and printed calendars, people everywhere planned by the sky.

  3. Many astronomical phenomena have predictable patterns and cycles: Moon phases repeat about every 29 and a half days, the seasons every year, and day and night every 24 hours.

    Because the motions of Earth and the Moon are regular, these events can be predicted years ahead.

  4. Observations of the sky are applied to planting and harvesting crops: the Harvest Moon, the full Moon nearest the fall equinox, rises at nearly the same time for several evenings, giving farmers extra light to bring in their crops.

    Usually the Moon rises about 50 minutes later each night, but around the Harvest Moon it rises only 10 to 20 minutes later each night in Canada, so several evenings in a row have moonlight right after sunset.

  5. Some phenomena are cyclic and some are harder to predict: Moon phases, seasons, equinoxes and solstices repeat on a fixed schedule, while auroras depend on bursts of particles from the Sun and can be forecast only a short time ahead.

    Sorting phenomena by how predictable they are shows what causes them.

Watch out for

  • Thinking events in the sky happen at random, when many, like Moon phases and seasons, follow predictable cycles.
  • Thinking observing the sky is only a hobby, when it has guided planting, harvesting, hunting and ceremonies for thousands of years.
  • Thinking summer happens because Earth is closer to the Sun (it's the tilt, not the distance).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 5 skills

Computer Science

Designing to Meet a Need

  • Designing in iterations

    I can improve a design through several versions, working with others to enhance and refine it.

  • Computational artifacts

    I can name kinds of computational artifacts and design one to meet a need.

  • Factors that shape a design

    I can evaluate an artifact for safety, functionality, usability, reliability, efficiency and aesthetics.

Coding with Blocks

The official wording · 5 outcomes
6.1
Students apply design processes when creating artifacts
6.2
artifacts that can be used by a human or machine to address a need.
6.3
Students apply design processes when creating artifacts
6.4
artifacts that can be used by a human or machine to address a need.
6.5
Students apply design processes when creating artifacts

Key ideas

  1. Designing an artifact to meet a need starts with the need itself: who will use the artifact, what must it do, and how will you know it works.

    Building first usually solves a problem nobody had.

  2. Design can be used to create algorithms and translate them into code, and code is any language that can be understood by and run on a computer.

    An algorithm is the plan: a sequence of steps written in everyday words.

  3. Design can better meet needs through the development of multiple iterations: each version of an artifact is tested, and what the test shows shapes the next version.

    An iteration is one round of designing, building and testing.

  4. There are many ways to code, including visual block-based languages such as Scratch, where prepared chunks of instructions sit in drag-and-drop blocks that fit together like puzzle pieces.

    Instead of typing commands, you snap blocks like move 10 steps or turn right together in order.

  5. Design processes that support multiple iterations include enhancing, adding a new feature, and refining, improving a feature that is already there.

    Adding a light to a bike helmet is an enhancement; making its strap easier to buckle is a refinement.

Watch out for

  • Skipping the 'understand the need' step and building before knowing the real problem.
  • Thinking block-based programs are not real code, when blocks are a form of code a computer runs.
  • Thinking a good design has to work perfectly on the first try (designers plan to test and improve).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 7 · 6 skills

Scientific Methods

Observing Phenomena Fairly

Gathering Evidence, Doing It Right

Sharing Evidence Clearly

  • Communicating evidence clearly

    I can communicate evidence clearly and accurately and spot when a representation misleads.

The official wording · 6 outcomes
7.1
Students investigate how evidence is gathered
7.2
Students investigate how evidence is gathered
7.3
Students investigate how evidence is gathered
7.4
Students investigate how evidence is gathered
7.5
explain the importance of ethics in science.
7.6
Students investigate how evidence is gathered

Key ideas

  1. Phenomena are facts or events that can be observed, and some can be observed directly with the human senses: a thunderclap is heard, ice melting is seen, and wind is felt.

    A phenomenon can be as ordinary as a puddle drying or as rare as an eclipse.

  2. A variable is a condition or factor that can influence the outcome of an experiment: in a test of how fast ice melts, the amount of salt, the room temperature and the size of the ice cubes are all variables.

    Anything that could change the result is a variable.

  3. Representations of data can include all or some of the data: a graph of every trial shows how much the results varied, while a graph of averages shows only the typical result.

    Both are honest if they are labelled, but they communicate differently.

  4. Phenomena that cannot be directly observed with the human senses can be observed and measured with technologies: telescopes show faraway galaxies, microscopes show cells, and X-rays show bones inside the body.

    Each technology extends a sense.

  5. The manipulated, or independent, variable is the one changed on purpose to find its effect on the responding, or dependent, variable, which is measured: adding salt to one dish of ice is the manipulated variable, and the time to melt is the responding variable.

    The manipulated variable is the cause being tested; the responding variable is the effect being measured.

Watch out for

  • Thinking anything real can be seen with the eyes, when many phenomena can only be observed with technology.
  • Mixing up the manipulated and responding variables, when the manipulated variable is the one you change and the responding variable is the one you measure.
  • Thinking any graph shows the truth, when a graph can mislead by leaving out data or stretching its scale.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Alberta’s own curriculum for Science 5.

Study it in MapleMind

MapleMind teaches Science 5 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics 31 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 31 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 31, another Alberta course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science 5 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
37
Fillable fields
1,340
Price
$4.99
See the Course Companion

Questions about Science 5

What is Science 5?

Alberta’s Grade 5 science course: 7 units and 50 skills, from Matter to Scientific Methods.

What units are in Science 5?

1. Matter, 2. Energy, 3. Earth Systems, 4. Living Systems, 5. Space, 6. Computer Science and 7. Scientific Methods.

Is there a provincial exam for Science 5?

No. Alberta gives no provincial exam for Science 5.

What comes after Science 5?

Science 6.

Can MapleMind help with Science 5?

Yes. MapleMind teaches every skill of Science 5, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Science 5

Practise every skill of Science 5 in MapleMind, free with daily limits.