Science Grade 5 Curriculum

Science
What Is Science?
Science is the study of many interconnected disciplines, including physics, chemistry, biology, Earth science, astronomy, and computer science. Science is creative, collaborative, and dynamic; is based on experience and evidence; and employs
objective methods for observing, collecting, and analyzing data. Scientific knowledge is developed, refined, and extended as new evidence is uncovered. The study of science allows students to nurture curiosity, ask and answer questions, explore
scientific and technological concepts, and acquire knowledge and understanding of the world.

Science provides a reliable basis for decision making and is essential in developing innovative ideas and solutions. It includes the critical-thinking skills, scientific knowledge, and civic literacy required to respond to relevant personal, societal, and
environmental issues. Students develop critical reasoning and scientific literacy through exploring science concepts and applying scientific methods. Scientific knowledge is enriched through the shared contributions of people from diverse cultures and
perspectives. Science and technology are deeply interwoven in our daily lives. Together, they enable society to build and share knowledge, innovate, improve quality of life, and predict future events.

Scientific Methods and the Physical, Living, and Digital World

The Science curriculum engages students in active investigation to build scientific knowledge and develop critical-thinking and problem-solving skills. Students deepen knowledge and understanding through collaborative conversation, recording and
analyzing data, and interpreting scientific texts, including diagrams, models, or digital simulations. Students will have opportunities to describe natural phenomena, create science projects, and evaluate information about science-related issues.

Students deepen their understanding of the physical world through investigating matter and energy. They develop understanding of properties of materials and the structure of matter, and they investigate movement, light and sound, forces, and energy
resources.

Exploring interconnections between natural phenomena allows students to deepen their understandings of Earth systems, living systems, and space. Investigating these natural systems allows students to develop a deeper understanding of the natural
world, consider the impact of their actions, and recognize the responsibility we share for environmental stewardship and sustainability.

Exploring Earth systems provides students with opportunities to investigate the surrounding environment, landforms, interdependent systems of Earth, climate, and climate change. In living systems, students investigate plants and animals from a variety
of perspectives. Students will gain knowledge of various classification systems for organisms, investigate functions of external structures and internal biological systems, and begin to develop an understanding of ecosystems. Students will also
investigate a variety of astronomical phenomena and components of the solar system.

The study of computer science allows students to apply creativity, design, and computational thinking and to develop scientific inquiry and problem-solving skills. Students will employ design processes in the creation of instructions, algorithms, and
computational artifacts. They will also engage in coding activities and consider the impacts of computers, coding, and technology.

The study of scientific methods allows students to develop discipline-specific skills, such as investigation, collection of data, analysis of evidence, and development of hypotheses and scientific explanations. Students will have opportunities to integrate
these skills into all other areas of the Science curriculum.

Student engagement in science can be enhanced by providing opportunities for active learning through experimentation, field experiences, and land-based approaches to science. Learning about Francophone, First Nations, Métis, Inuit, and worldwide
contributions to science helps all students gain a better understanding of the diversity of the scientific community and the collaborative and dynamic nature of science.

The Science curriculum provides solid foundations in scientific methods and knowledge of the physical, living, and digital world. As students become scientifically literate, they learn to apply their knowledge, communicate their thoughts, and evaluate
ideas to make informed decisions. Scientifically literate citizens are equipped to evaluate sources of information encountered in daily life. They responsibly pursue a wide variety of scientific and technological interests, studies, or career options in areas
such as engineering and design, technology, medicine, manufacturing, agriculture, robotics, social sciences, and the space industry in ways that can continue to make life better.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 1
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How can states of matter and other physical properties be explained using the particle model of matter?

Learning Outcome Students investigate the particle model of matter in relation to the physical properties of solids, liquids, and gases.

Knowledge Understanding Skills & Procedures

Ideas represented by the particle model of matter include that: The particle model of matter explains the behaviour of particles in matter. Represent solids, liquids, and gases using the particle model of matter.
• all matter is made up of small particles
• particles of matter are always moving Relate the movement and arrangement of particles to the state of matter.
• particles of matter have spaces between them
Describe the impact that attractive forces have on the movement and
In solids, the particles are close together and vibrate in place. arrangement of particles in solids, liquids, and gases.

In liquids, the particles are separated by spaces and can slide past each
other.

In gases, the particles are separated by large spaces and are constantly
moving in all directions.

Attractive forces between particles are strongest in solids and weakest in

gases.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 2
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Physical properties of matter include The movement and arrangement of particles affect the physical properties of Measure the mass of solids and liquids using a balance scale and SI units.
• state matter.
• mass Measure the volume of liquids using appropriate instruments and SI units.
• volume
• density Directly compare the density of solid objects that have the same volume.
• compressibility
Directly compare the density of liquids.
Mass is the amount of matter in a solid, liquid, or gas.
Relate densities of solids, liquids, and gases using the particle model of
SI units of mass include grams and kilograms. matter.

Volume is the amount of space a solid, liquid, or gas takes up. Compare the compressibility of air and water.

SI units of volume of a liquid include millilitres and litres. Practise safe and appropriate use of materials, tools, and equipment.

SI units are abbreviated for convenience, including

• g: grams
• kg: kilograms
• mL: millilitres
• L: litres

Density is a comparison of the mass of a solid, liquid, or gas to its volume.

The greater the mass of a solid, liquid, or gas as compared to its volume, the
higher its density.

Density can be described comparatively using the phrases denser and less
dense.

Density can be directly compared by determining

• the relative mass of objects with the same volume
• if a liquid sinks or floats when added to another liquid

A solid, liquid, or gas that is less dense than the fluid in which it is placed will
float.

Compressibility is the ability of a liquid or gas to reduce in volume when

under pressure.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 3
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How are forces similar and different in water and air?

Learning Outcome Students investigate and compare how forces affect living things and objects in water and air.

Knowledge Understanding Skills & Procedures

Thrust and drag are opposing forces. Flight of living things and objects is influenced by opposing forces. Diagram opposing forces that act on living things or objects in flight.

Lift and weight are opposing forces. Explain the effects of thrust and drag on the flight of living things and
objects.
Thrust is a force that can act in the direction of movement.
Explain the effects of lift and weight on the flight of living things and objects.
Drag is a force that can act in opposition to the direction of movement.
Observe living things and objects in flight.
Lift is an upward force that acts to overcome the weight of a living thing or
object and hold it in the air. Describe traditional or modern technologies developed by diverse cultures
that reflect understanding of forces that affect flight.
Weight is a force caused by gravity that acts on a living thing or object in a
downward direction. Construct a device that can fly.

Forces can affect the flight of living things and objects in various ways, Practise safe and appropriate use of tools, equipment, and materials while
including constructing a device.
• speed
• horizontal and vertical movement
• altitude
• straight and level flight

Traditional technologies developed by diverse cultures that reflect

understanding of forces that affect flight include the
• bow and arrow
• slingshot
• fishing spear
Buoyant force is an upward force exerted by a fluid that opposes the weight The relationship between buoyant force and gravity can be used to explain Relate buoyant force and weight to the tendency to float or sink in water.
of anything placed in the fluid. the behaviour of an object in water.
Conduct controlled experiments to determine if various objects and materials
When the buoyant force is greater than the weight of an object, the object will float in different fluids.
float.
Construct a device that can float.
When the buoyant force is less than the weight of an object, the object will
sink. Practise safe and appropriate use of tools, equipment, and materials while
constructing a device.
Fluids include liquids and gases.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 4
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How are energy resources understood?

Learning Outcome Students investigate and analyze various energy resources.

Knowledge Understanding Skills & Procedures

Energy resources are renewable or non-renewable. Humans rely on energy resources to fulfill energy needs. Compare renewable energy resources with non-renewable energy
resources.
Renewable energy resources are not depleted over time as they can be
naturally replenished if handled responsibly. Discuss advantages and disadvantages of using renewable and
non-renewable energy resources.
Renewable energy resources include
• solar Examine how various provinces and territories throughout Canada fulfill
• wind energy needs.
• biomass
• geothermal
• tidal
• water and hydro

Non-renewable energy resources are depleted over time because they will
not be naturally replenished for thousands or millions of years.

Non-renewable energy resources include nuclear and fossil fuels.

Alberta relies on both renewable and non-renewable energy resources to

fulfill energy needs, including
• fossil fuels
• water and hydro
• wind
• biomass

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 5
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How can climate and its effects be understood?

Learning Outcome Students analyze climate and connect it to weather conditions and agricultural practices.

Knowledge Understanding Skills & Procedures

Weather is the short-term conditions experienced in a region, including The study of climates across regions helps identify historical patterns and Distinguish climate from weather.
• temperature make predictions.
• wind speed and direction Discuss the characteristics of local, national, and global weather conditions
• amount of sunlight to determine climate.
• precipitation
• humidity Compare key characteristics of climate zones.
• cloud cover
Interpret data about climate.
Climate is the long-term weather patterns of a region over a period of at least
30 years. Relate factors that contribute to Alberta’s climate.

Data in maps, tables, or graphs can be used to represent key characteristics Compare Alberta’s climate to the climates of other Canadian provinces or
of climate, including territories.
• temperature
• precipitation
• humidity
• wind

Climates are dependent on factors that include

• geographical location
• landforms
• altitude
• proximity to bodies of water

Climate zones are defined areas with distinct climates and include
• tropical
• dry
• temperate
• polar
• continental

First Nations, Métis, and Inuit can provide long-term observations of climate
for local context.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 6
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Tools to measure and track weather conditions include Weather conditions can be measured accurately using a variety of tools and Examine tools used to measure and track weather conditions.
• thermometers methods.
• wind vanes Construct simple tools to measure weather.
• windsocks
• anemometers Observe and record local weather for a given time interval.
• barometers
• rain or snow gauges Represent local weather data.
• hygrometers
Construct a sample weather map of a local region for a given time.
Websites, weather maps, and weather apps provide access to weather
information. Explain the importance of weather forecasts.

First Nations, Métis, and Inuit communities rely on traditional knowledge, in Investigate methods used to predict the weather.
addition to modern tools and methods, to interpret and predict weather
patterns. Discuss First Nations, Métis, and Inuit methods of predicting weather.

Methods used to predict weather include

• computer modelling
• historical data
• satellite imaging
• First Nations, Métis, and Inuit traditional knowledge
Climate affects various aspects of human activity, including Climate affects human and other animal activity. Explain how climate can affect human and other animal activity.
• agriculture
• infrastructure
• clothing
• transportation
• recreation

Climate affects various aspects of animal activity, including

• migration patterns
• accessing food
• timing of reproduction

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 7
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Climate and weather events may influence agricultural practices by affecting Climate and weather events influence agricultural practices. Describe how climate may affect plants and animals farmed in Alberta.
components such as
• crop type Discuss conservation agriculture practices and potential uses.
• crop production
• animal population Describe local climate and weather events that affect agricultural practices.
• soil quality
• water access Explain practices related to sustainable harvesting.

Conservation agriculture is a sustainable practice that responds to local

climate and weather events.

Conservation agriculture practices are adapted to the requirements of plants

and animals farmed.

Agricultural practices involve monitoring and responding to climate or

weather events such as
• drought
• flooding
• fires
• windstorms

Conservation agriculture practices include

• minimizing soil disturbance
• maintaining soil cover
• using water efficiently
• using sustainable harvesting practices

Sustainable harvesting practices support the maintenance of stable plant or

animal populations over time and include
• crop rotation
• companion planting
• limiting hunting and trapping
• considering future harvests
Observations of weather conditions and animal behaviour can be used to Intergenerational observations and accounts of place enable individuals and Examine how weather conditions and animal behaviour can be used to
recognize patterns and cycles, such as seasonal migration. communities to recognize patterns and cycles related to weather and recognize weather patterns and cycles.
seasons.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 8
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How are organisms supported by vital biological processes and systems?

Learning Outcome Students investigate the internal systems of organisms and explain how they support vital biological processes.

Knowledge Understanding Skills & Procedures

Vital biological processes in complex organisms are carried out by biological Humans are complex organisms with biological systems that carry out vital Relate vital biological processes to a human or other animal’s internal
systems that rely on each other. biological processes. biological systems.

Vital biological processes of complex organisms include Examine the function of the human digestive, respiratory, circulatory, and
• movement musculoskeletal systems.
• nutrition
• respiration Identify the digestive, respiratory, circulatory, and musculoskeletal systems of
• growth the human body and the major body parts of each system.
• reproduction
Investigate the relationships between body systems that are involved in
Humans and many other animals have internal biological systems that moving oxygen and nutrients throughout the human body.
include the
• digestive system
• respiratory system
• circulatory system
• musculoskeletal system

The digestive system breaks down food and absorbs nutrients, and includes
the mouth, stomach, intestines, liver, and pancreas.

The respiratory system exchanges oxygen and carbon dioxide, and includes
the trachea, lungs, and diaphragm.

The circulatory system moves blood around the body and includes the heart
and blood vessels.

The musculoskeletal system supports and moves the body, and includes
muscles and bones.

The digestive, respiratory, and circulatory systems work together to supply

oxygen and nutrients to the human body.
Plant transport systems include xylem and phloem. Plants are complex organisms with transport systems that carry out specific Examine the transport systems of plants and describe their functions.
functions for survival.
Xylem and phloem in plants perform similar functions to the circulatory
system in animals.

Xylem transports water and nutrients from the roots to the rest of the plant.

Phloem transports sugars from the leaves to the rest of the plant.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 9
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Space: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How are astronomical phenomena observed and interpreted?

Learning Outcome Students investigate and interpret astronomical phenomena.

Knowledge Understanding Skills & Procedures

Astronomical phenomena are observable events that happen among objects Observations and interpretations of astronomical phenomena can inform Connect the direction of Earth’s tilt in relation to the Sun to the length of day
in space. daily living. and night in each season.

Astronomical phenomena include Describe personal observations related to cyclical changes in the Moon’s
• seasons appearance.
• Moon phases
• lunar and solar eclipses Discuss observable features of lunar and solar eclipses and auroras.
• equinoxes and solstices
• length of day and night Identify astronomical phenomena that occur cyclically.
• auroras
Explore First Nations, Métis, and Inuit understandings of phases and cycles
Astronomical phenomena, such as Moon phases, can have predictable within astronomical phenomena that inform ways of living and community
patterns and cycles. activities.

Seasons are experienced during different times of the year in the northern Explore Inuit, northern First Nations’, or Métis’ stories related to the midnight
and southern hemispheres of Earth because these regions are tilted toward sun, the polar night, or the northern lights.
the Sun at different times of the year.
Represent astronomical phenomena in a variety of ways.
Longer and shorter days are experienced during different times of the year in
the northern and southern hemispheres of Earth because these regions are Explore Indigenous representations of astronomical phenomena, past and
tilted toward the Sun at different times of the year. present.

In the northern hemisphere, auroras are referred to as the northern lights Identify how observation of astronomical phenomena can determine
(aurora borealis). agricultural and hunting practices.

First Nations, Métis, and Inuit ways of living and significant events are
connected to many astronomical phenomena, such as the association of
seasons to ceremonies.

Astronomical phenomena can be represented in various ways that connect

to daily life, including
• calendars
• cycles
• stories and legends
• artifacts
• models and digital simulations

Observations and interpretations of astronomical phenomena can be applied

in various contexts, including
• planting and harvesting crops
• hunting

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 10
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.

Guiding Question In what ways can design be used to help achieve desired outcomes or purposes?

Learning Outcome Students apply design processes when creating artifacts that can be used by a human or machine to address a need.

Knowledge Understanding Skills & Procedures

A computational artifact is anything created by a human using a computer, Design can be used by humans or machines to meet needs. Engage in the design process to create computational artifacts.
such as
• computer programs and code Relate a block of code to an outcome or a behaviour.
• images
• audio Explain what will happen when single or multiple blocks of code are
• video executed.
• presentations
• web pages Translate a given algorithm to code using a visual block-based language.

Design can be used to create algorithms and translate them into code. Design an algorithm that includes a loop and translate it into code.

Code is any language that can be understood by and run on a computer.

There are many ways to code, including using visual block-based languages.

Visual block-based languages are a form of code in which prepared chunks

of instructions are in drag-and-drop blocks that fit together like puzzle pieces
to design a program.

A computer cannot think for itself and must rely on code for all that it does.

A loop is a repetition of instructions used in an algorithm.

Design process can be influenced by various factors, including Design can better meet needs through the development of multiple Discuss examples of designs that have been enhanced or refined to better
• safety iterations. meet needs.
• functionality
• usability Evaluate an artifact based on various factors.
• reliability
• efficiency Design an artifact to meet a need.
• aesthetics
Propose enhancements and refinements to an artifact in collaboration with
Functionality is the quality of being useful to do the job for which something others.
was designed.
Develop multiple iterations of an artifact.
Usability is the degree of ease with which something can be used to achieve
an outcome.

Design processes that support the development of multiple iterations

include
• enhancing
• refining

Design can be improved through collaboration.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 11
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Organizing Idea Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.

Guiding Question How does evidence lead to understanding?

Learning Outcome Students investigate how evidence is gathered and explain the importance of ethics in science.

Knowledge Understanding Skills & Procedures

Phenomena are facts or events that can be observed. Investigations can be conducted to better understand phenomena. Discuss technologies that provide scientists with evidence that cannot be
directly observed using the human senses.
Some phenomena can be directly observed using the human senses.

Phenomena that cannot be directly observed using the human senses can
be observed and measured using technologies such as telescopes,
microscopes, and X-rays.

Natural phenomena occur without human input, such as lightning and

auroras.
Bias is any personal thoughts, feelings, or expectations that influence an Evidence is more reliable and valid when investigations are conducted in a Identify biases that could influence an investigation.
investigation. way that limits bias.

Humans are not usually aware of their personal biases.

A variable is a condition or factor that can influence the outcome of an Evidence from a controlled experiment can be used to make conclusions Plan and conduct a controlled experiment.
experiment. about cause-and-effect relationships between variables.
Identify the variables in a controlled experiment.
A manipulated or independent variable is changed to determine what effect
the change will have on the responding variable in a controlled experiment. Apply vocabulary for variables correctly in science contexts.

A responding or dependent variable changes as a result of changes to the Evaluate the effect of the manipulated variable on the responding variable in
manipulated variable in a controlled experiment. a controlled experiment.

A controlled variable is kept the same in a controlled experiment. Defend a conclusion about cause and effect based on evidence produced in
a controlled experiment.
A controlled experiment is an investigation in which one variable is changed
and all other variables are kept the same.
Representations of data can include all or some of the data. Evidence must be communicated clearly and accurately. Discuss the use of diverse representations of data in communicating
evidence.
Diverse representations of data can communicate evidence differently.
Compare the clarity and accuracy of evidence communicated by diverse
Evidence that is communicated clearly and accurately representations of data.
• uses correct vocabulary
• includes all relevant data Discuss potential impacts of evidence that is not communicated clearly and
• is free from personal bias accurately.
• can be understood by the intended audience

Evidence that is not communicated clearly and accurately can influence the
validity and reliability of the investigation.

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 12
Science | March 2023
 Science Grade 5 Curriculum

Grade 5

Scientific ethics are principles and rules that guide behaviour when Evidence needs to be produced, handled, and shared ethically. Examine the importance of scientific ethics in investigations.
conducting scientific investigations.
Demonstrate scientific ethics during investigations.
Scientific ethics are demonstrated during investigations in ways such as
• not changing data in an experiment
• minimizing harm to environments, humans, and other animals
• respecting the privacy of participants
• limiting personal bias

©2024 Government of Alberta | Alberta Education Final Curriculum: Implemented September 2024. Page 13
Science | March 2023