Courses

Manitoba · Grade 1

Science, Grade 1

Manitoba’s Grade 1 science course, from Scientific Skills and Inquiry to Daily and Seasonal Changes.

Learn thisPractice test
Units
5
Lessons
17
Skills
63
Provincial exam
None
Official curriculum
Manitoba Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 5 skills

Scientific Skills and Inquiry

Measuring With Everyday Things

Picture Graphs and Building

The official wording · 5 outcomes
1-0-5b
Use, with guidance, appropriate materials and tools to measure and construct.
1-0-5c
Estimate and measure the passage of time using non-standard units, and compare the duration of activities.
1-0-5d
Select an appropriate non-standard unit, and estimate and measure length.
1-0-6a
Construct, with guidance, concrete-object graphs and pictographs using 1:1 correspondence.
1-0-4b
Construct an object or device to solve a problem or meet a need.

Key ideas

  1. We can measure how big something is using everyday things like paper clips, blocks, or hand spans laid end to end with no gaps.

  2. A graph lets us show how many by lining up one object or one picture for each thing we count.

  3. We use materials and simple tools to build too, like snapping cubes together to make a tower.

  4. In a one-to-one picture graph, one sticker or cube stands for exactly one thing - no more, no less.

  5. We can measure time with a non-standard unit - like counting claps or watching sand run through a timer.

Watch out for

  • Leaving gaps between the paper clips so the count comes out wrong.
  • Drawing one picture for two things, so the graph shows the wrong number.
  • Thinking you always need a ruler to measure something.

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

Unit 2 · 15 skills

Characteristics and Needs of Living Things

Living Things and What They Need

Plants, Life, and Needs

Meeting Needs in the Environment

A Healthy World for Living Things

The official wording · 15 outcomes
1-1-01
Use appropriate vocabulary related to their investigations of characteristics and needs of living things. Include: characteristic, human, animal, plant, living things, needs, as well as descriptive words relating to life processes.
1-1-02
Identify major parts of the human body and describe their functions.
1-1-03
Identify and describe common characteristics of humans and other animals they have observed.
1-1-04
Identify and appreciate variations that make each human unique.
1-1-05
Recognize that plants, as living things, come in different forms.
1-1-06
Observe and identify similarities in life processes between themselves and other living things.
1-1-07
Recognize that plants, animals, and humans, as living things, have particular needs.
1-1-08
Describe what is needed to care for a pet, a farm animal, or an indoor plant.
1-1-09
Compare ways in which humans and other animals meet their needs.
1-1-10
Describe how humans and other living things depend on their environment to meet their needs.
1-1-11
Design a representation of an environment that meets the needs of a Manitoba animal.
1-1-12
Identify hobbies and jobs that require knowledge of the needs of living things.
1-1-13
Develop, implement, and evaluate personal and group action plans that contribute to a healthy environment for themselves and for other living things.
1-1-14
Show respect for living things in their immediate environment.
1-1-15
Recognize that some information they receive about living things is not scientific in nature.

Key ideas

  1. Living things include humans, animals, and plants - they all grow and need things to stay alive.

  2. Plants are living things and they come in many forms - grass, trees, and shrubs.

  3. People and animals meet their needs in different ways, using their senses, the way they move (locomotion), and tools.

  4. We can develop, carry out, and check action plans that keep our environment healthy.

  5. A characteristic is something we notice about a living thing, and a need is something it must have to live.

Watch out for

  • Calling a rock or a toy a living thing.
  • Thinking only flowers are plants.
  • Thinking every animal meets its needs the same way people do.

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

Unit 3 · 15 skills

The Senses

Our Five Senses

How Our Sense Parts Work

Nose, Tongue, and Staying Safe

Senses in the World

The official wording · 15 outcomes
1-2-01
Use appropriate vocabulary related to their investigations of the senses. Include: senses, sight, smell, hearing, taste, touch, eye, nose, ear, tongue, skin, eyelash, eyebrow, eyelid, nostril, cartilage, nose hair, as well as descriptive words related to shape, colour, lustre, wetness, temperature, taste, odour, size, texture, pitch.
1-2-02
Identify the five senses and describe the main body parts with which they are associated. Include: sight and eyes; smell and nose; hearing and ears; taste and tongue; touch and skin.
1-2-03
Use their senses to sort and classify objects.
1-2-04
Identify and describe parts of the eye that help to protect it. Include: eyelash, eyebrow, eyelid.
1-2-05
Recognize that their fingertips are especially sensitive to touch.
1-2-06
Identify the external part of the ear, and explore to determine its function.
1-2-07
Use smell to identify familiar substances, following safe procedures.
1-2-08
Identify parts of the nose and describe their functions. Include: nostril, cartilage, hairs.
1-2-09
Identify parts of the body that are involved directly and indirectly in tasting. Include: the tongue is involved directly, the nose is involved indirectly.
1-2-10
Identify objects and procedures that protect the body and preserve each of the senses in explorations and in daily life.
1-2-11
Explore to determine ways that the appearance, texture, sound, smell, and taste of objects can be altered.
1-2-12
Describe ways in which the senses can both protect and mislead.
1-2-13
Recognize and appreciate that humans have different capabilities for sensing the environment and can use aids to assist them.
1-2-14
Recognize and appreciate that humans may have different interpretations of similar sensory observations.
1-2-15
Give examples of how the senses are important in various activities, hobbies, and jobs.

Key ideas

  1. The five senses are sight, smell, hearing, taste, and touch, and each uses a body part: eye, nose, ear, tongue, and skin.

  2. Some parts around the eye protect it from dust, sweat, and bright light.

  3. The nose has parts we can name: the nostril, the cartilage, and the hairs inside.

  4. We can alter the appearance, texture, sound, smell, and taste of objects.

  5. We describe what we sense with words for colour, temperature, taste, texture, and pitch.

Watch out for

  • Mixing up the sense words, like saying you taste with your nose.
  • Thinking the eyebrow is only for looks.
  • Thinking the nose is only for breathing.

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

Unit 4 · 11 skills

Characteristics of Objects and Materials

Objects and What They Are Made Of

Choosing the Right Material

Joining Materials and Recycling

The official wording · 11 outcomes
1-3-01
Use appropriate vocabulary related to their investigations of objects and materials. Include: characteristic, wood, metal, plastic, cloth, waterproof, absorbent, rigid, pliable, join, recycle.
1-3-02
Explore and describe characteristics of materials using their sensory observations.
1-3-03
Distinguish between an object and the materials used to construct it.
1-3-04
Identify materials that make up familiar objects.
1-3-05
Explore to identify characteristics of common materials.
1-3-06
Give examples that show how the same material can serve a similar function in different objects.
1-3-07
Test and evaluate the suitability of materials for a particular function.
1-3-08
Evaluate and describe the usefulness of common objects for a specific task.
1-3-09
Describe ways that materials can be joined.
1-3-10
Use the design process to construct a useful object by selecting, combining, joining, and shaping materials.
1-3-11
Demonstrate ways to reduce, reuse, and recycle materials during classroom learning experiences.

Key ideas

  1. Materials have names - wood, metal, plastic, and cloth - and characteristics we can describe.

  2. By exploring, we can identify the characteristics of common materials.

  3. There are many ways materials can be joined together.

  4. Words like waterproof, absorbent, rigid, and pliable tell us how a material behaves.

  5. A material can be waterproof or absorbent, and rigid or pliable.

Watch out for

  • Mixing up an object with the material it is made of.
  • Guessing a material's characteristic without testing it.
  • Thinking there is only one way to join materials.

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

Unit 5 · 17 skills

Daily and Seasonal Changes

The Sun, Day, and Night

Watching the Day Change

The Four Seasons

Living With the Seasons

The official wording · 17 outcomes
1-4-01
Use appropriate vocabulary related to changes over time. Include: Sun, light, heat, day, day time, night time, morning, afternoon, days of the week, yesterday, today, tomorrow, seasons, shadow, characteristic, behaviour, living things, cycle.
1-4-02
Recognize that the Sun is a source of light and heat.
1-4-03
Recognize that a day is divided into day time and night time based on the presence or absence of sunlight.
1-4-05
Recognize that shadows are caused by blocking light.
1-4-04
Sequence and record events and activities that occur over the course of a day, a week, or a year.
1-4-06
Observe and describe how the Sun appears to change position over the course of a day.
1-4-07
Record, describe, and compare changes in temperature at different times of the day.
1-4-08
Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day.
1-4-09
Compare characteristics of the four seasons.
1-4-10
Describe how humans prepare for seasonal changes.
1-4-11
Identify people who help us prepare for and deal with seasonal changes.
1-4-12
Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal cycles.
1-4-13
Sort clothing to suit each season, and justify their decisions.
1-4-14
Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes.
1-4-15
Describe how humans are able to participate in non-seasonal activities.
1-4-16
Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes.
1-4-17
Use the design process to construct a device or structure that helps a Manitoba animal adjust to seasonal changes.

Key ideas

  1. We use words for time - day, night, morning, afternoon, yesterday, today, tomorrow, and the days of the week.

  2. We can sequence and record events that happen over a day, a week, or a year.

  3. The four seasons have different characteristics we can compare.

  4. We can sort clothing to suit each season.

  5. We also use Sun, light, heat, seasons, shadow, and cycle to talk about changes.

Watch out for

  • Mixing up morning and afternoon.
  • Mixing up which event comes first.
  • Thinking every season has the same weather.

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

The official curriculum

This page follows Manitoba’s own curriculum for Science, Grade 1.

Kindergarten to Grade 4 Science: A Foundation for ImplementationManitoba Education · edu.gov.mb.ca · Read August 1, 2026

Study it in MapleMind

MapleMind teaches Science, Grade 1 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.

Grade 9 Mathematics (10F) in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGrade 9 Mathematics (10F) in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Grade 9 Mathematics (10F), another Manitoba course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science, Grade 1 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
35
Fillable fields
1,969
Price
$4.99
See the Course Companion

Questions about Science, Grade 1

What is Science, Grade 1?

Manitoba’s Grade 1 science course: 5 units and 63 skills, from Scientific Skills and Inquiry to Daily and Seasonal Changes.

What units are in Science, Grade 1?

1. Scientific Skills and Inquiry, 2. Characteristics and Needs of Living Things, 3. The Senses, 4. Characteristics of Objects and Materials and 5. Daily and Seasonal Changes.

Is there a provincial exam for Science, Grade 1?

No. Manitoba gives no provincial exam for Science, Grade 1.

What comes after Science, Grade 1?

Science, Grade 2.

Can MapleMind help with Science, Grade 1?

Yes. MapleMind teaches every skill of Science, Grade 1, 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.

After this course

Get ready for Science, Grade 1

Practise every skill of Science, Grade 1 in MapleMind, free with daily limits.