Courses

Prince Edward Island · Grade 5

Science, Grade 5

Prince Edward Island’s Grade 5 science course, from Life Science: Meeting Basic Needs and Maintaining a Healthy Body to Earth and Space Science: Weather.

Learn thisPractice test
Units
4
Lessons
11
Skills
61
Provincial exam
None
Official curriculum
princeedwardisland.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 10 skills

Life Science: Meeting Basic Needs and Maintaining a Healthy Body

The Digestive and Excretory Systems

The Respiratory and Circulation Systems

  • Testable questions about breathing and heartbeat

    I can propose testable questions about breathing and heartbeat.

    1.4

    Learn itPractice testActivities

  • Investigating breathing and heartbeat

    I can investigate breathing and heartbeat while controlling variables and graph the data.

    1.5

    Learn itPractice testActivities

  • Scientific processes used

    I can describe the scientific processes I used to investigate breathing and heartbeat.

    1.6

    Learn itPractice testActivities

The Skeletal, Muscular, and Nervous Systems

The official wording · 10 outcomes
1.1
propose questions to investigate about how our body works and what its components are
1.2
carry out procedures to investigate how saliva can start the digestion process, by breaking down substances like starch into simple sugars, and record observations using sentences or charts
1.3
describe examples of the products/technologies that have been developed in response to a need for the disposal, control, and containment of excrement
1.4
propose questions about the factors that affect breathing and heartbeat rate and rephrase these questions in a testable form
1.5
carry out procedures, making sure to control variables, to investigate the factors affecting breathing and heartbeat rate, and compile and display data from these investigations in a graph
1.6
demonstrate and describe the scientific processes used to investigate the factors that affect breathing and heartbeat rate
1.7
demonstrate how the skeletal, muscular, and nervous systems work together to produce movement
1.8
provide examples of Canadians who have contributed to science and technology related to body organs, systems, and health issues
1.9
carry out porcedures to explore response time, and identify and suggest explanations for patterns and discrepancies in the data collected
1.10
describe various medical technologies, such as exercise machines and artifical limbs, that have arisen from the study of how our body moves

Key ideas

  1. The body has systems made of parts that work together.

  2. Breathing and heartbeat rate can change.

  3. The skeletal system (bones) gives the body structure.

  4. We ask questions to investigate how it works.

  5. Many factors might affect them.

Watch out for

  • Thinking the body's parts work on their own without a system.
  • Thinking breathing and heartbeat never change.
  • Thinking muscles push bones - they pull.

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

Unit 2 · 11 skills

Physical Science: Properties and Changes in Materials

Properties, Physical and Chemical Changes

Sources and Masses of Materials

The official wording · 11 outcomes
2.1
identify properties that allow materials to be distinguished from one another
2.2
observe and identify physical changes, that can be made to an object, that changes the form or size of the material in the object without producing any new materials
2.3
describe chemical changes, that occur when materials interact with each other to form totally new materials including those that result in the production of a gas
2.4
indentify and describe some chemical changes to materials that are reversible and some that are not
2.5
classify materials as solids, liquids, or gases, and illustrate this classification in a chart that shows their properties
2.6
identify and describe some physical changes that are reversible and some that are not
2.7
work with team members to develop and carry out a plan to systematically distinguish a material based on its chemical properties
2.8
compile and display data to present the results of chemical tests used to distinguish materials from each other
2.9
follow a given set of procedures to relate the mass of a whole object to the sum of the mass of its parts, and suggest possible explanations for variations in the results
2.10
describe examples of manufactured materials that have been developed to improve their living conditions
2.11
identify the source of the materials found in an object, and use a variety of sources and technologies to gather information to describe the changes to the natural materials required to make the object

Key ideas

  1. A property is a feature of a material.

  2. Mass is how much matter something has.

  3. Properties include colour, hardness, and state.

  4. The mass of a whole equals the sum of its parts.

  5. We use properties to tell materials apart.

Watch out for

  • Thinking colour alone identifies a material.
  • Thinking a whole weighs more than its parts.
  • Thinking all materials share the same properties.

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

Unit 3 · 19 skills

Physical Science: Forces and Simple Machines

Forces and Their Effects

Friction

Simple Machines

The official wording · 19 outcomes
3.1
observe, investigate, and desribe how forces can act directly or from a distance to cause objects to move or hold then in place
3.2
describe forces as contact or non-contact forces
3.3
demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object
3.4
propose questions to investigate, identify variable to control, and plan a set of steps to identify factors that affect friction
3.5
investigate and compare the effect of friction on the movement of objects over a variety of surfaces
3.6
make observations in order to describe force qualitatively and quantitatively
3.7
estimate the force needed to lift or pull a given load in standard or nonstandard units
3.8
demonstrate the use of rollers, wheels, and axles in moving objects
3.9
describe how the understanding of the concept of friction has led to the development of products that reduce and enhance friction
3.10
use simple machines to reduce effort or increase the distance an object moves
3.11
compare the force needed to lift or move a load manually with the effort required to lift it using a simple machine
3.12
identify the problem of the large amount of effort needed to lift or move heavy objects small distances, or smaller objects long distances, that arises from the study of forces
3.13
differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task
3.14
design the most efficient lever to accomplish a given task
3.15
compare the force needed to lift a load using a pulley system with that needed to lift it using a multiple pulley system, and predict the effect of adding another pulley on load-lifting capacity
3.16
design a system of machines to solve a task
3.17
describe examples of how simple machines have improved living conditions
3.18
communicate questions, ideas, and intentions, listen to other, and suggest improvements to the systems of machines designed by students in the class
3.19
identify examples of sources such as books, software and the Internet, of machines that have been used in the past, and have developed over time

Key ideas

  1. A force is a push or a pull.

  2. Friction is a force that resists motion.

  3. A simple machine makes work easier.

  4. Some forces act by touching (directly).

  5. We propose questions about what affects friction.

Watch out for

  • Thinking a force must always touch an object.
  • Changing many variables at once.
  • Thinking simple machines do the work for free.

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

Unit 4 · 21 skills

Earth and Space Science: Weather

Measuring and Describing Weather

The Sun's Energy, Air, and Water

Predicting Weather and Environmental Issues

The official wording · 21 outcomes
4.1
identify and use weather-related folklore to predict weather
4.2
identify and/or construct, and use instruments for measuring weather information
4.3
use appropriate terminology in naming weather instruments and collecting weather data
4.4
record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover
4.5
classify clouds as stratus, cumulus, cirrus, or “other”, compare results with others, and recognize that results may vary
4.6
use a variety of sources to gather information to describe the key features of a variety of weather systems
4.7
estimate weather measurements for various times of the day, week, or for weather systems
4.8
identify weather-related technological innovations and products that have been developed by various cultures in response to weather conditions
4.9
relate the transfer of energy from the sun to weather conditions
4.10
identify and use appropriate tools, measuring instruments and materials to measure the temperature of soil and water after exposing them to light and draw conclusions
4.11
describe situations demonstrating that air takes up space, has mass, and expands when heated
4.12
draw a conclusion, based on evidence gathered through research and observation, about the patterns of air and/or water flow that result when two air or water masses of different temperature meet
4.13
identify patterns in indoor and outdoor air movement
4.14
relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation
4.15
compile and display weather data collected over a period of time in table and/or graph format, and identify and suggest explanations for patterns or discrepancies in the data
4.16
ask different people in the community and region for advice on how to predict weather, and compare the tools and techniques they use to make predictions
4.17
provide examples of ways that weather forecasts are used by various people in their community
4.18
describe and predict patterns of change in local weather conditions
4.19
identify examples of weather phenomena that are currently being studied
4.20
identify positive and negative effects of technologies that affect weather and the environment
4.21
describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies

Key ideas

  1. Folklore is a traditional saying or belief.

  2. The Sun sends energy to Earth.

  3. We collect weather data over time.

  4. Some folklore tries to predict weather.

  5. This energy heats the land, water, and air.

Watch out for

  • Thinking all folklore is always correct.
  • Thinking weather has nothing to do with the Sun.
  • Leaving data scattered instead of displayed.

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

The official curriculum

This page follows Prince Edward Island’s own curriculum for Science, Grade 5.

PEI Department of Education and Early Childhood Development / APEF - Science Grade 5princeedwardisland.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches Science, Grade 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.

Biology 11 (BIO521A) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsBiology 11 (BIO521A) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Biology 11 (BIO521A), another Prince Edward Island course, partway through Unit 1.

Practise it

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
31
Fillable fields
1,880
Price
$4.99
See the Course Companion

Questions about Science, Grade 5

What is Science, Grade 5?

Prince Edward Island’s Grade 5 science course: 4 units and 61 skills, from Life Science: Meeting Basic Needs and Maintaining a Healthy Body to Earth and Space Science: Weather.

What units are in Science, Grade 5?

1. Life Science: Meeting Basic Needs and Maintaining a Healthy Body, 2. Physical Science: Properties and Changes in Materials, 3. Physical Science: Forces and Simple Machines and 4. Earth and Space Science: Weather.

Is there a provincial exam for Science, Grade 5?

No. Prince Edward Island 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.

Before this course

After this course

Get ready for Science, Grade 5

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