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The official Manitoba Science, Grade 5 curriculum
Manitoba defines Science, Grade 5 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 0 | 4 | Scientific Skills and Inquiry |
| Strand 1 | 15 | Maintaining a Healthy Body |
| Strand 2 | 14 | Properties of and Changes in Substances |
| Strand 3 | 14 | Forces and Simple Machines |
| Strand 4 | 18 | Weather |
Every skill below, taught one on one.
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How MapleMind teaches Science, Grade 5 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Scientific Skills and InquiryOfficial strand · Strand 0
The hands-on doing of science in Grade 5 - selecting instruments to observe and measure in SI units, building and evaluating graphs, and constructing a prototype.
Instruments and SI Units
- Selecting instruments to measure5-0-5c — Select and use tools and instruments to observe, measure, and construct.
- Measuring in SI units5-0-5e — Estimate and measure mass, length, volume, and temperature using SI and other standard units.
Graphs and Prototypes
- Building and evaluating graphs5-0-6a — Construct graphs to display data, and interpret and evaluate these and other graphs.
- Building a prototype5-0-4b — Construct a prototype.
The official wording — 4 outcomes in this unit
- 5-0-5c
Select and use tools and instruments to observe, measure, and construct.
- 5-0-5e
Estimate and measure mass/weight, length, volume, and temperature using SI and other standard units.
- 5-0-6a
Construct graphs to display data, and interpret and evaluate these and other graphs.
- 5-0-4b
Construct a prototype.
Unit 2Maintaining a Healthy BodyOfficial strand · Strand 1
Nutrition and food labels, the body's major systems and how they work together, the body's defences, and the choices that keep a body healthy.
Nutrition and Healthy Eating
- Words for human health5-1-01 — Use words like nutrients, carbohydrates, proteins, fats, vitamins, minerals, serving size, and the body systems.
- Reading food labels5-1-02 — Interpret nutritional information found on food labels.
- Nutrients and what they do5-1-03 — Describe the types of nutrients in foods and their function in maintaining a healthy body.
- Evaluating prepared foods5-1-05 — Evaluate prepared food products using the design process.
The Body's Systems
- The digestive system5-1-06 — Identify the major components of the digestive system and describe its role.
- Skeleton, muscles, and nerves5-1-07 — Identify the major components of the skeletal, muscular, and nervous systems and describe each role.
- Skin and the integumentary system5-1-08 — Identify skin as the major component of the integumentary system and describe its protecting and supporting role.
- The body's defences against infection5-1-09 — Identify components of the body's defences against infections and describe their role.
- Breathing and blood systems5-1-10 — Identify the major components of the respiratory and circulatory systems and describe each role.
- How the body removes waste5-1-11 — Describe how the human body gets rid of waste.
- Systems working together5-1-12 — Give examples of how systems of the human body work together.
Staying Healthy
- Keeping a healthy body5-1-13 — Identify and describe factors necessary to maintain a healthy body.
- Judging health messages in the media5-1-14 — Evaluate information about body image and health from media for science content and bias.
- How choices and environment affect health5-1-15 — Explain how health may be affected by lifestyle choices and environmental factors.
The official wording — 15 outcomes in this unit
- 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, integumentary, respiratory, and circulatory systems.
- 5-1-02
Interpret nutritional information found on food labels.
- 5-1-03
Describe the types of nutrients in foods and their function in maintaining a healthy body.
- 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.
- 5-1-05
Evaluate prepared food products using the design process.
- 5-1-06
Identify the major components of the digestive system, and describe its role in the human body.
- 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.
- 5-1-08
Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body.
- 5-1-09
Identify components of the human body's defenses against infections, and describe their role in defending the body against infection.
- 5-1-10
Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body.
- 5-1-11
Describe how the human body gets rid of waste.
- 5-1-12
Give examples of how systems of the human body work together.
- 5-1-13
Identify and describe factors necessary to maintain a healthy body.
- 5-1-14
Evaluate information related to body image and health from media sources for science content and bias.
- 5-1-15
Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors.
Unit 3Properties of and Changes in SubstancesOfficial strand · Strand 2
Properties of substances, matter and the three states, mass and changes of state, reversible and non-reversible changes, physical versus chemical change, and using chemicals safely.
Substances and Matter
- Words for substances and changes5-2-01 — Use words like property, substance, matter, state, reversible and non-reversible changes, physical change, and chemical change.
- Telling substances apart by properties5-2-02 — Identify characteristics and properties that allow substances to be distinguished from one another.
- How substances change when they interact5-2-03 — Investigate how properties of substances may change when they interact with one another.
- What matter is5-2-04 — Recognize that matter is anything that has mass and takes up space.
- Properties of the three states of matter5-2-05 — Identify properties of the three states of matter.
Mass and Changes of State
- Mass in liquid and solid states5-2-06 — Experiment to compare the mass of a substance in its liquid and solid states.
- Mass of the whole equals the parts5-2-07 — Demonstrate that the mass of a whole object equals the sum of the mass of its parts.
- Changes of state are reversible5-2-08 — Demonstrate that changes of state are reversible through adding or removing heat.
Physical and Chemical Changes
- Reversible and non-reversible changes5-2-09 — Explore to identify reversible and non-reversible changes that can be made to substances.
- Physical versus chemical change5-2-10 — Recognize that a physical change makes no new substance, while a chemical change makes a new substance.
- Classifying changes5-2-11 — Observe changes in substances, classify them as physical or chemical, and justify the choice.
- Using chemicals safely5-2-12 — Identify potentially harmful chemical products at home and describe safe practices.
- Evaluating household chemicals5-2-13 — Evaluate household chemical products using the design process.
- Turning raw materials into products5-2-14 — Research and describe how raw materials are transformed into useful products.
The official wording — 14 outcomes in this unit
- 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 product, raw material.
- 5-2-02
Identify characteristics and properties that allow substances to be distinguished from one another.
- 5-2-03
Investigate to determine how characteristics and properties of substances may change when they interact with one other.
- 5-2-04
Recognize that matter is anything that has mass/weight and takes up space.
- 5-2-05
Identify properties of the three states of matter.
- 5-2-06
Experiment to compare the mass/weight of a substance in its liquid and solid states.
- 5-2-07
Demonstrate that the mass/weight of a whole object is equal to the sum of the mass/weight of its parts.
- 5-2-08
Demonstrate that changes of state are reversible through the addition or removal of heat.
- 5-2-09
Explore to identify reversible and non-reversible changes that can be made to substances.
- 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.
- 5-2-11
Observe examples of changes in substances, classify them as physical or chemical changes, and justify the designation.
- 5-2-12
Identify potentially harmful chemical products used at home, and describe practices to ensure personal safety.
- 5-2-13
Evaluate household chemical products using the design process.
- 5-2-14
Research and describe how raw materials are transformed into useful products.
Unit 4Forces and Simple MachinesOfficial strand · Strand 3
Forces on objects, levers, wheels and axles, gears and pulleys, the six simple machines, their advantages, and designing a machine system.
Forces and Levers
- Words for forces and simple machines5-3-01 — Use words like applied force, balanced and unbalanced forces, fulcrum, load, friction, and simple machines.
- Diagramming forces on an object5-3-02 — Describe, using diagrams, the forces acting on an object and the effects of changing them.
- The three classes of levers5-3-03 — Investigate a variety of levers and compare them by fulcrum position, applied force, and load.
Wheels, Gears, and Pulleys
- Wheels and axles around us5-3-04 — Identify objects at school and home that use wheels and axles, and describe the forces involved.
- Gears turn other gears5-3-05 — Recognize that a gear is a wheel and axle used to turn another wheel and axle.
- Devices with pulleys and gears5-3-06 — Identify common devices and systems that incorporate pulleys and/or gears.
- How a two-gear system works5-3-07 — Explore how direction, applied force, and speed vary within a two-gear system.
- Pulley systems and force5-3-08 — Compare the force needed to lift a load with a pulley system versus a single fixed pulley.
- Improving pulley and gear systems5-3-09 — Identify and make modifications to their own pulley and/or gear systems to improve how they move loads.
Simple Machines and Designing a System
- The six simple machines5-3-10 — Identify and describe types of simple machines.
- Why simple machines help5-3-11 — Describe the advantage of using simple machines to move or lift a load.
- Comparing machines for a task5-3-12 — Investigate advantages and disadvantages of using different simple machines for the same task.
- Devices that vary a simple machine5-3-13 — Compare devices that use variations of simple machines to accomplish similar tasks.
- Designing a machine system5-3-14 — Use the design process to construct a prototype with two or more simple machines that work together.
The official wording — 14 outcomes in this unit
- 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.
- 5-3-02
Describe, using diagrams, the forces acting on an object and the effects of increasing or decreasing them.
- 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.
- 5-3-04
Identify objects in the school and at home that use wheels and axles, and describe the forces involved.
- 5-3-05
Recognize that a gear is a wheel and axle used to turn another wheel and axle.
- 5-3-06
Identify common devices and systems that incorporate pulleys and/or gears.
- 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.
- 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.
- 5-3-09
Identify and make modifications to their own pulley and/or gear systems to improve how they move loads.
- 5-3-10
Identify and describe types of simple machines. Include: levers, wheel and axle, pulley, gear, inclined plane, screw, wedge.
- 5-3-11
Describe the advantage of using simple machines to move or lift a given load.
- 5-3-12
Investigate to identify advantages and disadvantages of using different simple machines to accomplish the same task.
- 5-3-13
Compare devices that use variations of simple machines to accomplish similar tasks.
- 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.
Unit 5WeatherOfficial strand · Strand 4
Weather and its effects, properties of air, air masses and fronts, weather instruments and reports, forecasting, and how the Sun, clouds, and climate shape our weather.
Weather and the Air
- Words for weather5-4-01 — Use words like weather, pressure, air masses, fronts, weather instrument, forecast, water cycle, and climate.
- How weather affects living things5-4-02 — Describe how weather conditions may affect the activities of humans and other animals.
- Properties of air5-4-03 — Describe properties of air.
- Air masses and fronts5-4-04 — Recognize that warm and cold air masses are important to weather, and describe what happens at a front.
Measuring and Reporting Weather
- Building a weather instrument5-4-05 — Use the design process to construct a weather instrument.
- Measuring local weather over time5-4-06 — Observe and measure local weather over time and record and analyze the data.
- Reading a weather report5-4-07 — Identify and describe components of public weather reports.
- Features of weather phenomena5-4-08 — Describe the key features of a variety of weather phenomena.
- Severe weather safety5-4-09 — Provide examples of severe weather forecasts and describe preparations for personal safety.
Forecasting Weather
- Ways of predicting weather5-4-10 — Investigate various ways of predicting weather, and evaluate their usefulness.
- Short- and long-term forecasts5-4-11 — Contrast the accuracy of short- and long-term weather forecasts and discuss reasons.
- Technology that improves forecasting5-4-12 — Describe technological advances that deepen understanding of weather and improve predictions.
The Sun, Clouds, and Climate
- The Sun drives the weather5-4-13 — Explain how the transfer of energy from the Sun affects weather conditions.
- Clouds and the water cycle5-4-14 — Explain how clouds form, and relate cloud formation and precipitation to the water cycle.
- Common cloud types5-4-15 — Identify and describe common cloud formations.
- Weather versus climate5-4-16 — Differentiate between weather and climate.
- What influences Manitoba's weather and climate5-4-17 — Identify factors that influence weather and climate in Manitoba and across Canada.
- Climates are always changing5-4-18 — Recognize that climates around the world are ever changing, and identify possible explanations.
The official wording — 18 outcomes in this unit
- 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.
- 5-4-02
Describe how weather conditions may affect the activities of humans and other animals.
- 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.
- 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.
- 5-4-05
Use the design process to construct a weather instrument.
- 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.
- 5-4-07
Identify and describe components of public weather reports from a variety of sources.
- 5-4-08
Describe the key features of a variety of weather phenomena.
- 5-4-09
Provide examples of severe weather forecasts, and describe preparations for ensuring personal safety during severe weather and related natural disasters.
- 5-4-10
Investigate various ways of predicting weather, and evaluate their usefulness.
- 5-4-11
Contrast the accuracy of short- and long-term weather forecasts, and discuss possible reasons for the discrepancies.
- 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.
- 5-4-13
Explain how the transfer of energy from the Sun affects weather conditions.
- 5-4-14
Explain how clouds form, and relate cloud formation and precipitation to the water cycle.
- 5-4-15
Identify and describe common cloud formations. Include: cumulus, cirrus, stratus.
- 5-4-16
Differentiate between weather and climate.
- 5-4-17
Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts.
- 5-4-18
Recognize that climates around the world are ever changing, and identify possible explanations.
Printable workbook · A keepsake of the year
A Science, Grade 5 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
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Common questions
Can MapleMind help my child with Science, Grade 5?
Yes. MapleMind's AI tutor covers all 65 skills in Manitoba's Science, Grade 5 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 5 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Science, Grade 5 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for Science, Grade 5?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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