Manitoba · Grade 5
Science, Grade 5
Manitoba’s Grade 5 science course, from Scientific Skills and Inquiry to Weather.
- Units
- 5
- Lessons
- 15
- Skills
- 65
- Provincial exam
- None
- Official curriculum
- Manitoba Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
Scientific Skills and Inquiry
Instruments and SI Units
Selecting instruments to measure
I can pick and use the right instrument for a measurement.
Official code: 5-0-5c
Measuring in SI units
I can estimate and measure using SI units.
Official code: 5-0-5e
Graphs and Prototypes
Building and evaluating graphs
I can build a graph and judge whether a graph is clear and fair.
Official code: 5-0-6a
Building a prototype
I can build a prototype to test a design.
Official code: 5-0-4b
The official wording · 4 outcomes
- 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.
Key ideas
We select and use tools and instruments to observe, measure, and construct.
We construct graphs to display data, and we interpret and evaluate these and other graphs.
A balance measures mass, a thermometer measures temperature, a spring scale measures force, and weather instruments measure conditions.
Bar graphs, frequency tallies, line plots, and broken-line graphs each suit different data.
We estimate and measure mass, length, volume, and temperature.
Watch out for
- Choosing an instrument that does not measure the right quantity.
- Choosing a graph type that hides the pattern.
- Reading an instrument's scale carelessly.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 15 skills
Maintaining a Healthy Body
Nutrition and Healthy Eating
Words for human health
I can use the right words for nutrition and body systems.
Official code: 5-1-01
Reading food labels
I can read the nutrition information on a food label.
Official code: 5-1-02
Nutrients and what they do
I can name nutrients and explain what each does.
Official code: 5-1-03
Evaluating a daily menu
I can evaluate a daily menu and improve it.
Official code: 5-1-04
Evaluating prepared foods
I can evaluate a prepared food using criteria.
Official code: 5-1-05
The Body's Systems
The digestive system
I can name the parts of the digestive system and what it does.
Official code: 5-1-06
Skeleton, muscles, and nerves
I can describe the skeletal, muscular, and nervous systems.
Official code: 5-1-07
Skin and the integumentary system
I can describe how skin protects and supports the body.
Official code: 5-1-08
The body's defences against infection
I can name the body's defences and how they fight infection.
Official code: 5-1-09
Breathing and blood systems
I can describe the respiratory and circulatory systems.
Official code: 5-1-10
How the body removes waste
I can describe how the body removes waste.
Official code: 5-1-11
Systems working together
I can explain how body systems work together.
Official code: 5-1-12
Staying Healthy
Keeping a healthy body
I can name what keeps a body healthy.
Official code: 5-1-13
Judging health messages in the media
I can judge whether a health message is fair and true.
Official code: 5-1-14
How choices and environment affect health
I can explain how choices and the environment affect health.
Official code: 5-1-15
The official wording · 15 outcomes
- 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.
Key ideas
Nutrients include carbohydrates, proteins, fats, vitamins, and minerals.
The digestive system breaks down food so the body can use it.
Several factors are necessary to maintain a healthy body.
Body systems have names too - digestive, skeletal, muscular, nervous, integumentary, respiratory, and circulatory.
Its major components are the teeth, mouth, esophagus, stomach, and intestines.
Watch out for
- Mixing up nutrients like proteins and fats.
- Thinking digestion happens only in the stomach.
- Thinking only food matters for health.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 14 skills
Properties of and Changes in Substances
Substances and Matter
Words for substances and changes
I can use the right words for substances and changes.
Official code: 5-2-01
Telling substances apart by properties
I can tell substances apart by their properties.
Official code: 5-2-02
How substances change when they interact
I can investigate what happens when substances interact.
Official code: 5-2-03
What matter is
I can tell what makes something matter.
Official code: 5-2-04
Properties of the three states of matter
I can describe the properties of solids, liquids, and gases.
Official code: 5-2-05
Mass and Changes of State
Mass in liquid and solid states
I can compare a substance's mass when it is solid and liquid.
Official code: 5-2-06
Mass of the whole equals the parts
I can show the whole's mass equals its parts added up.
Official code: 5-2-07
Changes of state are reversible
I can show that changes of state can be reversed.
Official code: 5-2-08
Physical and Chemical Changes
Reversible and non-reversible changes
I can tell reversible from non-reversible changes.
Official code: 5-2-09
Physical versus chemical change
I can tell a physical change from a chemical change.
Official code: 5-2-10
Classifying changes
I can classify a change as physical or chemical and explain why.
Official code: 5-2-11
Using chemicals safely
I can name safe practices for household chemicals.
Official code: 5-2-12
Evaluating household chemicals
I can evaluate a household chemical using criteria.
Official code: 5-2-13
Turning raw materials into products
I can describe how raw materials become useful products.
Official code: 5-2-14
The official wording · 14 outcomes
- 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.
Key ideas
Matter is anything made of substances, and each substance has properties.
We can experiment to compare the mass of a substance in its liquid and solid states.
Changes to substances can be reversible or non-reversible.
Changes can be reversible or non-reversible, and physical or chemical.
We compare the mass of ice cubes with the mass of the liquid that results when they melt.
Watch out for
- Mixing up physical and chemical change.
- Thinking mass disappears when ice melts.
- Thinking all changes can be undone.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 14 skills
Forces and Simple Machines
Forces and Levers
Words for forces and simple machines
I can use the right words for forces and machines.
Official code: 5-3-01
Diagramming forces on an object
I can draw the forces on an object using arrows.
Official code: 5-3-02
The three classes of levers
I can compare the three classes of levers.
Official code: 5-3-03
Wheels, Gears, and Pulleys
Wheels and axles around us
I can find wheels and axles and describe the forces.
Official code: 5-3-04
Gears turn other gears
I can explain what a gear is.
Official code: 5-3-05
Devices with pulleys and gears
I can name devices that use pulleys or gears.
Official code: 5-3-06
How a two-gear system works
I can explore how two gears change direction and speed.
Official code: 5-3-07
Pulley systems and force
I can compare how pulleys change the force to lift a load.
Official code: 5-3-08
Improving pulley and gear systems
I can improve my own pulley or gear system.
Official code: 5-3-09
Simple Machines and Designing a System
The six simple machines
I can name and describe the simple machines.
Official code: 5-3-10
Why simple machines help
I can explain the advantage of a simple machine.
Official code: 5-3-11
Comparing machines for a task
I can compare simple machines for the same job.
Official code: 5-3-12
Devices that vary a simple machine
I can compare devices that vary a simple machine.
Official code: 5-3-13
Designing a machine system
I can design a prototype that combines simple machines.
Official code: 5-3-14
The official wording · 14 outcomes
- 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.
Key ideas
An applied force is a push or pull we give; forces can be balanced or unbalanced.
Many objects at school and home use wheels and axles.
There are several types of simple machines.
A lever turns on a fulcrum to move a load, and friction resists motion.
A doorknob, manual pencil sharpener, hinge, and bicycle all use them, with applied forces turning the wheel and axle.
Watch out for
- Mixing up balanced and unbalanced forces.
- Thinking only vehicles use wheels and axles.
- Thinking only complicated machines count.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 18 skills
Weather
Weather and the Air
Words for weather
I can use the right words for weather.
Official code: 5-4-01
How weather affects living things
I can describe how weather affects what we do.
Official code: 5-4-02
Properties of air
I can describe the properties of air.
Official code: 5-4-03
Air masses and fronts
I can describe what happens when air masses meet at a front.
Official code: 5-4-04
Measuring and Reporting Weather
Building a weather instrument
I can design a weather instrument.
Official code: 5-4-05
Measuring local weather over time
I can measure and analyze local weather over time.
Official code: 5-4-06
Reading a weather report
I can read the parts of a weather report.
Official code: 5-4-07
Features of weather phenomena
I can describe the key features of weather events.
Official code: 5-4-08
Severe weather safety
I can describe how to stay safe in severe weather.
Official code: 5-4-09
Forecasting Weather
Ways of predicting weather
I can compare ways of predicting weather.
Official code: 5-4-10
Short- and long-term forecasts
I can explain why long-term forecasts are less accurate.
Official code: 5-4-11
Technology that improves forecasting
I can name technology that improves weather forecasting.
Official code: 5-4-12
The Sun, Clouds, and Climate
The Sun drives the weather
I can explain how the Sun's energy affects weather.
Official code: 5-4-13
Clouds and the water cycle
I can explain how clouds form and bring rain.
Official code: 5-4-14
Common cloud types
I can identify common cloud types.
Official code: 5-4-15
Weather versus climate
I can tell the difference between weather and climate.
Official code: 5-4-16
What influences Manitoba's weather and climate
I can name factors that shape Manitoba's weather and climate.
Official code: 5-4-17
Climates are always changing
I can name reasons climates change over time.
Official code: 5-4-18
The official wording · 18 outcomes
- 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.
Key ideas
Weather words include pressure, air masses, fronts, and weather instruments.
We use the design process to construct a weather instrument.
There are various ways of predicting weather, and we can evaluate their usefulness.
Clouds form as part of the water cycle.
A forecast predicts weather, and climate is the long-term weather trend of a region.
Watch out for
- Mixing up weather and climate.
- Building an instrument that cannot actually measure.
- Thinking only modern tools predict weather.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Manitoba’s own curriculum for Science, Grade 5.
Study it in MapleMind
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Course Companion
Your year in one workbook
A fun way to keep Science, Grade 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
- 35
- Fillable fields
- 1,995
- Price
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Questions about Science, Grade 5
What is Science, Grade 5?
Manitoba’s Grade 5 science course: 5 units and 65 skills, from Scientific Skills and Inquiry to Weather.
What units are in Science, Grade 5?
1. Scientific Skills and Inquiry, 2. Maintaining a Healthy Body, 3. Properties of and Changes in Substances, 4. Forces and Simple Machines and 5. Weather.
Is there a provincial exam for Science, Grade 5?
No. Manitoba gives no provincial exam for Science, Grade 5.
What comes after Science, Grade 5?
Science, Grade 6.
Can MapleMind help with Science, Grade 5?
Yes. MapleMind teaches every skill of Science, Grade 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.
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