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The official Manitoba Science, Grade 9 (Senior 1) curriculum
Manitoba defines Science, Grade 9 (Senior 1) 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 | 3 | Scientific Skills and Inquiry |
| Strand 1 | 18 | Reproduction |
| Strand 2 | 14 | Atoms and Elements |
| Strand 3 | 24 | Nature of Electricity |
| Strand 4 | 11 | Exploration of the Universe |
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How MapleMind teaches Science, Grade 9 (Senior 1) — 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 senior-years doing of science in Senior 1 - selecting methods and tools for collecting data, measuring accurately in SI units, and recording and displaying data.
Doing Science: Measuring, Graphing, and Designing
- Select and use appropriate methods and tools for collectingS1-0-5a — Select and use appropriate methods and tools for collecting data or information.
- Estimate and measure accurately using Système International (SI) and other standard unitsS1-0-5b — Estimate and measure accurately using Système International (SI) and other standard units. Include: SI conversions.
- Record, organize, and display data using an appropriate format.S1-0-5c — Record, organize, and display data using an appropriate format. Include: labelled diagrams, graphs, multimedia.
The official wording — 3 outcomes in this unit
- S1-0-5a
Select and use appropriate methods and tools for collecting data or information
- S1-0-5b
Estimate and measure accurately using Système International (SI) and other standard units
- S1-0-5c
Record, organize, and display data using an appropriate format
Unit 2ReproductionOfficial strand · Strand 1
Mitosis and meiosis, asexual and sexual reproduction, human reproductive systems and development, single-trait inheritance, DNA and genes, and biotechnology issues.
Reproduction: Part 1
- Illustrate and explain the process of mitotic cell divisionS1-1-01 — Illustrate and explain the process of mitotic cell division in plants and animals. Include: chromosomes, mitosis, cytoplasmic division, cell cycle.
- Observe and explain the dynamic nature of cell divisionS1-1-02 — Observe and explain the dynamic nature of cell division.
- Describe various types of asexual reproduction that occur in plant and animal speciesS1-1-03 — Describe various types of asexual reproduction that occur in plant and animal species.
- Investigate and describe agricultural applications of asexual reproductionS1-1-04 — Investigate and describe agricultural applications of asexual reproduction.
- Illustrate and explain the production of male and femaleS1-1-05 — Illustrate and explain the production of male and female gametes by meiosis.
Reproduction: Part 2
- Compare and contrast the functions of mitosis to that of meiosisS1-1-06 — Compare and contrast the functions of mitosis to that of meiosis. Include: diploid cells, haploid cells.
- Compare sexual and asexual reproduction in terms of their advantages and disadvantages for plantS1-1-07 — Compare sexual and asexual reproduction in terms of their advantages and disadvantages for plant and animal species.
- Investigate and explain adaptations of plant and animal speciesS1-1-08 — Investigate and explain adaptations of plant and animal species which enhance reproductive success.
- Describe the structure and function of the male and female human reproductive systemsS1-1-09 — Describe the structure and function of the male and female human reproductive systems. Include: role of hormones.
- Outline human development from conception through birth. Include: XS1-1-10 — Outline human development from conception through birth. Include: X and Y chromosomes, zygote, embryo, fetus.
Reproduction: Part 3
- Observe, collect, and analyze class data of single traitS1-1-11 — Observe, collect, and analyze class data of single trait inheritance.
- Differentiate between dominant and recessive genes. Include: genotype, phenotypeS1-1-12 — Differentiate between dominant and recessive genes. Include: genotype, phenotype.
- Describe the relationship among DNA, chromosomes, genes, and the expression of traitsS1-1-13 — Describe the relationship among DNA, chromosomes, genes, and the expression of traits. Include: genetic similarity among all humans.
- Explain the inheritance of sex-linked traits in humans and use a pedigree to track the inheritanceS1-1-14 — Explain the inheritance of sex-linked traits in humans and use a pedigree to track the inheritance of a single trait.
- Investigate and describe environmental factors and personal choices that may lead to a geneticS1-1-15 — Investigate and describe environmental factors and personal choices that may lead to a genetic mutation or changes in an organism's development.
Reproduction: Part 4
- Investigate Canadian and international contributions to research and technologicalS1-1-16 — Investigate Canadian and international contributions to research and technological development in the field of genetics and reproduction.
- Discuss current and potential applications and implications of biotechnologiesS1-1-17 — Discuss current and potential applications and implications of biotechnologies including their effects upon personal and public decision-making. Include: genetic engineering, genetic screening, cloning, DNA fingerprinting.
- Use the decision-making process to address a current biotechnologyS1-1-18 — Use the decision-making process to address a current biotechnology issue.
The official wording — 18 outcomes in this unit
- S1-1-01
Illustrate and explain the process of mitotic cell division in plants and animals
- S1-1-02
Observe and explain the dynamic nature of cell division
- S1-1-03
Describe various types of asexual reproduction that occur in plant and animal species
- S1-1-04
Investigate and describe agricultural applications of asexual reproduction
- S1-1-05
Illustrate and explain the production of male and female gametes by meiosis
- S1-1-06
Compare and contrast the functions of mitosis to that of meiosis
- S1-1-07
Compare sexual and asexual reproduction in terms of their advantages and disadvantages for plant and animal species
- S1-1-08
Investigate and explain adaptations of plant and animal species which enhance reproductive success
- S1-1-09
Describe the structure and function of the male and female human reproductive systems
- S1-1-10
Outline human development from conception through birth
- S1-1-11
Observe, collect, and analyze class data of single trait inheritance
- S1-1-12
Differentiate between dominant and recessive genes
- S1-1-13
Describe the relationship among DNA, chromosomes, genes, and the expression of traits
- S1-1-14
Explain the inheritance of sex-linked traits in humans and use a pedigree to track the inheritance of a single trait
- S1-1-15
Investigate and describe environmental factors and personal choices that may lead to a genetic mutation or changes in an organism's development
- S1-1-16
Investigate Canadian and international contributions to research and technological development in the field of genetics and reproduction
- S1-1-17
Discuss current and potential applications and implications of biotechnologies including their effects upon personal and public decision-making
- S1-1-18
Use the decision-making process to address a current biotechnology issue
Unit 3Atoms and ElementsOfficial strand · Strand 2
Historical models of matter and the atom, elements and symbols, atomic structure, Bohr models, the periodic table, metals and non-metals, compounds and formulas, and chemical change.
Atoms and Elements: Part 1
- Describe how historical ideas and models furthered our understandingS1-2-01 — Describe how historical ideas and models furthered our understanding of the nature of matter. Include: Greek ideas, alchemy, Lavoisier.
- Investigate the historical progression of the atomic model. Include:S1-2-02 — Investigate the historical progression of the atomic model. Include: Dalton, Thompson, Rutherford, Bohr, quantum model.
- Define element and identify symbols of some common elements.S1-2-03 — Define element and identify symbols of some common elements. Include: the first 18 elements, K, Ca, Fe, Ni, Cu, Zn, I, Ag, Sn, Au, W, Hg, Pb, U.
- Explain the atomic structure of an atom in termsS1-2-04 — Explain the atomic structure of an atom in terms of the number of protons, electrons, and neutrons, and explain how those numbers define atomic number and atomic mass.
- Assemble or draw Bohr atomic models for the firstS1-2-05 — Assemble or draw Bohr atomic models for the first 18 elements and group them according to the number of outer shell electrons.
Atoms and Elements: Part 2
- Investigate the development of the periodic table as aS1-2-06 — Investigate the development of the periodic table as a method of organizing elements. Include: periods, families (groups).
- Investigate the characteristic properties of metals, non-metals, and metalloidsS1-2-07 — Investigate the characteristic properties of metals, non-metals, and metalloids and classify elements according to these properties.
- Relate the reactivity and stability of different families of elements to their atomic structureS1-2-08 — Relate the reactivity and stability of different families of elements to their atomic structure. Include: alkali metals, alkaline earths, chalcogens, halogens, noble gases.
- Compare elements to compounds. Include: atoms, moleculesS1-2-09 — Compare elements to compounds. Include: atoms, molecules.
- Interpret chemical formulas of elements and compounds in termsS1-2-10 — Interpret chemical formulas of elements and compounds in terms of the number of atoms of each element.
Atoms and Elements: Part 3
- Investigate properties of substances and explain the importance of knowing these propertiesS1-2-11 — Investigate properties of substances and explain the importance of knowing these properties.
- Differentiate between physical and chemical changesS1-2-12 — Differentiate between physical and chemical changes.
- Experiment to determine indicators of chemical changeS1-2-13 — Experiment to determine indicators of chemical change.
- Investigate technologies and natural phenomena that demonstrate chemical changeS1-2-14 — Investigate technologies and natural phenomena that demonstrate chemical change in everyday situations.
The official wording — 14 outcomes in this unit
- S1-2-01
Describe how historical ideas and models furthered our understanding of the nature of matter
- S1-2-02
Investigate the historical progression of the atomic model
- S1-2-03
Define element and identify symbols of some common elements
- S1-2-04
Explain the atomic structure of an atom in terms of the number of protons, electrons, and neutrons, and explain how those numbers define atomic number and atomic mass
- S1-2-05
Assemble or draw Bohr atomic models for the first 18 elements and group them according to the number of outer shell electrons
- S1-2-06
Investigate the development of the periodic table as a method of organizing elements
- S1-2-07
Investigate the characteristic properties of metals, non-metals, and metalloids and classify elements according to these properties
- S1-2-08
Relate the reactivity and stability of different families of elements to their atomic structure
- S1-2-09
Compare elements to compounds
- S1-2-10
Interpret chemical formulas of elements and compounds in terms of the number of atoms of each element
- S1-2-11
Investigate properties of substances and explain the importance of knowing these properties
- S1-2-12
Differentiate between physical and chemical changes
- S1-2-13
Experiment to determine indicators of chemical change
- S1-2-14
Investigate technologies and natural phenomena that demonstrate chemical change in everyday situations
Unit 4Nature of ElectricityOfficial strand · Strand 3
Two types of charge, the particle model of electricity, electrostatics, current, voltage and resistance, circuits, household wiring and safety, electrical power, and energy conservation.
Nature of Electricity: Part 1
- Demonstrate evidence for the existence of two types of chargeS1-3-01 — Demonstrate evidence for the existence of two types of charge.
- Discuss early models of electricity to support the premiseS1-3-02 — Discuss early models of electricity to support the premise that models in science change. Include: one-fluid model, two-fluid model, particle model.
- Explain how a discrepant event can be used to evaluate the particle model of electricityS1-3-03 — Explain how a discrepant event can be used to evaluate the particle model of electricity. Include: the attraction of neutral objects to charged objects.
- Relate the particle model of electricity to atomic structureS1-3-04 — Relate the particle model of electricity to atomic structure.
- Investigate and explain electrostatic phenomena using the particle modelS1-3-05 — Investigate and explain electrostatic phenomena using the particle model of electricity. Include: conservation of charge, conduction, grounding, attraction of a neutral insulator, induction.
Nature of Electricity: Part 2
- Investigate common electrostatic technologies and phenomena and describe measuresS1-3-06 — Investigate common electrostatic technologies and phenomena and describe measures which reduce dangers associated with electrostatics.
- Construct one or more electrostatic apparatus and explain howS1-3-07 — Construct one or more electrostatic apparatus and explain how they function using the particle model of electricity. Include: pie-plate electrophorus.
- Demonstrate and explain the like nature of electrostatics and current electricityS1-3-08 — Demonstrate and explain the like nature of electrostatics and current electricity. Include: discharge an electrophorus through a neon bulb.
- Define electric current as charge per unit time and solve related problemsS1-3-09 — Define electric current as charge per unit time and solve related problems. Include: I=Q/t.
- Define voltage (electric potential difference) as the energy perS1-3-10 — Define voltage (electric potential difference) as the energy per unit charge between two points along a conductor and solve related problems. Include: V=E/Q.
Nature of Electricity: Part 3
- Identify the five sources of electrical energy and someS1-3-11 — Identify the five sources of electrical energy and some associated technologies. Include: chemical, photo, thermo, electromagnetic, piezo.
- Describe resistance in terms of the particle model of electricityS1-3-12 — Describe resistance in terms of the particle model of electricity.
- Construct electric circuits using schematic diagrams. Include: series, parallelS1-3-13 — Construct electric circuits using schematic diagrams. Include: series, parallel.
- Use appropriate instruments and units to measure voltage (electricS1-3-14 — Use appropriate instruments and units to measure voltage (electric potential difference), current, and resistance.
- Compare and contrast voltage and current in series and parallel circuitsS1-3-15 — Compare and contrast voltage and current in series and parallel circuits. Include: cells, resistance.
Nature of Electricity: Part 4
- Investigate and describe qualitatively the relationship among current, voltageS1-3-16 — Investigate and describe qualitatively the relationship among current, voltage (electric potential difference), and resistance in a simple electric circuit.
- Relate the energy dissipated in a circuit to the resistance, current, and brightness of bulbsS1-3-17 — Relate the energy dissipated in a circuit to the resistance, current, and brightness of bulbs.
- Explain the parallel circuits, the components, and the safetyS1-3-18 — Explain the parallel circuits, the components, and the safety aspects of household wiring. Include: switches, fuses, circuit breakers, outlets.
- Explain safety considerations of some common household electrical appliancesS1-3-19 — Explain safety considerations of some common household electrical appliances.
- Define electrical power as energy per unit time, and solve related problemsS1-3-20 — Define electrical power as energy per unit time, and solve related problems. Include: P=E/t.
Nature of Electricity: Part 5
- Develop a formula for domestic power consumption costs, and solve related problemsS1-3-21 — Develop a formula for domestic power consumption costs, and solve related problems. Include: Cost = Power x time x unit price/kWh.
- Analyze the electrical energy consumption of a household appliance.S1-3-22 — Analyze the electrical energy consumption of a household appliance. Include: calculate consumption using Energuide labels, read hydro meter, interpret monthly hydro bill.
- Recognize and explain the importance of incorporating principles of electrical energy conservationS1-3-23 — Recognize and explain the importance of incorporating principles of electrical energy conservation into the decision-making process.
- Use the decision-making process to address an issue associatedS1-3-24 — Use the decision-making process to address an issue associated with the generation and transmission of electricity in Manitoba. Include: hydroelectric power, sustainability.
The official wording — 24 outcomes in this unit
- S1-3-01
Demonstrate evidence for the existence of two types of charge
- S1-3-02
Discuss early models of electricity to support the premise that models in science change
- S1-3-03
Explain how a discrepant event can be used to evaluate the particle model of electricity
- S1-3-04
Relate the particle model of electricity to atomic structure
- S1-3-05
Investigate and explain electrostatic phenomena using the particle model of electricity
- S1-3-06
Investigate common electrostatic technologies and phenomena and describe measures which reduce dangers associated with electrostatics
- S1-3-07
Construct one or more electrostatic apparatus and explain how they function using the particle model of electricity
- S1-3-08
Demonstrate and explain the like nature of electrostatics and current electricity
- S1-3-09
Define electric current as charge per unit time and solve related problems
- S1-3-10
Define voltage (electric potential difference) as the energy per unit charge between two points along a conductor and solve related problems
- S1-3-11
Identify the five sources of electrical energy and some associated technologies
- S1-3-12
Describe resistance in terms of the particle model of electricity
- S1-3-13
Construct electric circuits using schematic diagrams
- S1-3-14
Use appropriate instruments and units to measure voltage (electric potential difference), current, and resistance
- S1-3-15
Compare and contrast voltage and current in series and parallel circuits
- S1-3-16
Investigate and describe qualitatively the relationship among current, voltage (electric potential difference), and resistance in a simple electric circuit
- S1-3-17
Relate the energy dissipated in a circuit to the resistance, current, and brightness of bulbs
- S1-3-18
Explain the parallel circuits, the components, and the safety aspects of household wiring
- S1-3-19
Explain safety considerations of some common household electrical appliances
- S1-3-20
Define electrical power as energy per unit time, and solve related problems
- S1-3-21
Develop a formula for domestic power consumption costs, and solve related problems
- S1-3-22
Analyze the electrical energy consumption of a household appliance
- S1-3-23
Recognize and explain the importance of incorporating principles of electrical energy conservation into the decision-making process
- S1-3-24
Use the decision-making process to address an issue associated with the generation and transmission of electricity in Manitoba
Unit 5Exploration of the UniverseOfficial strand · Strand 4
Locating celestial objects, apparent motion, historical Earth-space models, astronomical distances, components of the universe, and space technologies.
Exploration of the Universe: Part 1
- Use a coordinate system to locate visible celestial objects,S1-4-01 — Use a coordinate system to locate visible celestial objects, and construct an astrolabe to determine the position of these objects. Include: altitude, azimuth.
- Observe the motion of visible celestial objects and organizeS1-4-02 — Observe the motion of visible celestial objects and organize collected data.
- Investigate how various cultures used knowledge of the positionS1-4-03 — Investigate how various cultures used knowledge of the position and motion of visible celestial objects for navigation.
- Compare and contrast historical perspectives on the relationship betweenS1-4-04 — Compare and contrast historical perspectives on the relationship between Earth and space. Include: geocentric model, heliocentric model.
- Explain reasons for the apparent motion of the Sun,S1-4-05 — Explain reasons for the apparent motion of the Sun, stars, planets, and the Moon as seen from Earth. Include: daily rising and setting, seasonal constellations, retrograde motion.
Exploration of the Universe: Part 2
- Differentiate between units of measure used for astronomical distances,S1-4-06 — Differentiate between units of measure used for astronomical distances, and perform simple calculations using these units. Include: astronomical unit, light year.
- Compare and contrast scientific and cultural perspectives on the origin and evolutionS1-4-07 — Compare and contrast scientific and cultural perspectives on the origin and evolution of the universe.
- Differentiate between the major components of the universe. Include:S1-4-08 — Differentiate between the major components of the universe. Include: planets, moons, comets and asteroids, nebulae, stars, galaxies, black holes.
- Explain how various technologies have extended our ability to explore and understand spaceS1-4-09 — Explain how various technologies have extended our ability to explore and understand space.
- Investigate ways in which Canada participates in space researchS1-4-10 — Investigate ways in which Canada participates in space research and in international space programs, then use the decision-making process to address a related issue.
Exploration of the Universe: Part 3
- Evaluate the impact of space science and technologies in terms of their benefits and risks to humansS1-4-11 — Evaluate the impact of space science and technologies in terms of their benefits and risks to humans.
The official wording — 11 outcomes in this unit
- S1-4-01
Use a coordinate system to locate visible celestial objects, and construct an astrolabe to determine the position of these objects
- S1-4-02
Observe the motion of visible celestial objects and organize collected data
- S1-4-03
Investigate how various cultures used knowledge of the position and motion of visible celestial objects for navigation
- S1-4-04
Compare and contrast historical perspectives on the relationship between Earth and space
- S1-4-05
Explain reasons for the apparent motion of the Sun, stars, planets, and the Moon as seen from Earth
- S1-4-06
Differentiate between units of measure used for astronomical distances, and perform simple calculations using these units
- S1-4-07
Compare and contrast scientific and cultural perspectives on the origin and evolution of the universe
- S1-4-08
Differentiate between the major components of the universe
- S1-4-09
Explain how various technologies have extended our ability to explore and understand space
- S1-4-10
Investigate ways in which Canada participates in space research and in international space programs, then use the decision-making process to address a related issue
- S1-4-11
Evaluate the impact of space science and technologies in terms of their benefits and risks to humans
Printable workbook · A keepsake of the year
A Science, Grade 9 (Senior 1) 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.
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Can MapleMind help me with Science, Grade 9 (Senior 1)?
Yes. MapleMind's AI tutor covers all 70 skills in Manitoba's Science, Grade 9 (Senior 1) — you pick 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 9 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.
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That's the point of skill-level tutoring: open Science, Grade 9 (Senior 1) in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don'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 you choose.
Where can I see the official Manitoba curriculum for Science, Grade 9 (Senior 1)?
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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