Alberta

Matter

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

  • Represent solids, liquids, and gases using the particle model of matter.

    • Particle motion and changes of state (5-D.5)

  • Relate the movement and arrangement of particles to the state of matter.

    • Particle motion and changes of state (5-D.5)

  • Describe the impact that attractive forces have on the movement and arrangement of particles in solids, liquids, and gases.

  • Measure the mass of solids and liquids using a balance scale and SI units.

    • Choose units of mass (5-R.1)
    • Abbreviate mass, volume and temperature units (5-R.3)

  • Measure the volume of liquids using appropriate instruments and SI units.

    • Choose units of volume (5-R.2)
    • Abbreviate mass, volume and temperature units (5-R.3)

  • Directly compare the density of solid objects that have the same volume.

  • Directly compare the density of liquids.

  • Relate densities of solids, liquids, and gases using the particle model of matter.

  • Compare the compressibility of air and water.

  • Practise safe and appropriate use of materials, tools, and equipment.

    • Identify laboratory tools (5-A.2)
    • Laboratory safety equipment (5-A.3)

Energy

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

  • Diagram opposing forces that act on living things or objects in flight.

    • How do balanced and unbalanced forces affect motion? (5-I.2)

  • Explain the effects of thrust and drag on the flight of living things and objects.

  • Explain the effects of lift and weight on the flight of living things and objects.

  • Observe living things and objects in flight.

    • Animal adaptations: feet and limbs (5-K.2)

  • Describe traditional or modern technologies developed by diverse cultures that reflect understanding of forces that affect flight.

  • Construct a device that can fly.

  • Practise safe and appropriate use of tools, equipment, and materials while constructing a device.

    • Identify laboratory tools (5-A.2)
    • Laboratory safety equipment (5-A.3)

  • Relate buoyant force and weight to the tendency to float or sink in water.

  • Conduct controlled experiments to determine if various objects and materials float in different fluids.

  • Construct a device that can float.

  • Practise safe and appropriate use of tools, equipment, and materials while constructing a device.

    • Laboratory safety equipment (5-A.3)

• Students investigate and analyze various energy resources.

  • Compare renewable energy resources with non-renewable energy resources.

  • Discuss advantages and disadvantages of using renewable and non-renewable energy resources.

    • Evaluate natural energy sources (5-L.2)

  • Examine how various provinces and territories throughout Canada fulfill energy needs.

Earth Systems

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

  • Distinguish climate from weather.

    • What's the difference between weather and climate? (5-N.2)
    • Weather or climate? Cite text (5-N.4)

  • Discuss the characteristics of local, national, and global weather conditions to determine climate.

    • Weather and climate around the world (5-N.3)

  • Compare key characteristics of climate zones.

    • Use data to describe climates (5-N.6)

  • Interpret data about climate.

    • Use climate data to make predictions (5-N.5)
    • Use data to describe climates (5-N.6)
    • Factors affecting climate: latitude (5)
    • Factors affecting climate: altitude (5)
    • Factors affecting climate: distance from the ocean (5)

  • Relate factors that contribute to Alberta's climate.

  • Compare Alberta's climate to the climates of other Canadian provinces or territories.

  • Examine tools used to measure and track weather conditions.

    • Collect and graph temperature data (5-N.1)

  • Construct simple tools to measure weather.

  • Observe and record local weather for a given time interval.

    • Collect and graph temperature data (5-N.1)

  • Represent local weather data.

  • Construct a sample weather map of a local region for a given time.

  • Explain the importance of weather forecasts.

  • Investigate methods used to predict the weather.

  • Discuss First Nations, Métis, and Inuit methods of predicting weather.

  • Explain how climate can affect human and other animal activity.

  • Describe how climate may affect plants and animals farmed in Alberta.

  • Discuss conservation agriculture practices and potential uses.

  • Describe local climate and weather events that affect agricultural practices.

  • Explain practices related to sustainable harvesting.

  • Examine how weather conditions and animal behaviour can be used to recognize weather patterns and cycles.

Living Systems

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

  • Relate vital biological processes to a human or other animal's internal biological systems.

    • Body systems: circulation and respiration (5-J.2)
    • Body systems: digestion (5-J.3)
    • Body systems: removing waste (5-J.4)
    • Body systems: perception and motion (5-J.5)

  • Examine the function of the human digestive, respiratory, circulatory, and musculoskeletal systems.

    • Body systems: circulation and respiration (5-J.2)
    • Body systems: digestion (5-J.3)
    • Body systems: removing waste (5-J.4)
    • Body systems: perception and motion (5-J.5)

  • Identify the digestive, respiratory, circulatory, and musculoskeletal systems of the human body and the major body parts of each system.

    • Human organs and their functions (5-J.1)

  • Investigate the relationships between body systems that are involved in moving oxygen and nutrients throughout the human body.

    • Body systems: circulation and respiration (5-J.2)
    • Body systems: digestion (5-J.3)
    • Body systems: removing waste (5-J.4)

  • Examine the transport systems of plants and describe their functions.

Space

• Students investigate and interpret astronomical phenomena.

  • Connect the direction of Earth's tilt in relation to the Sun to the length of day and night in each season.

    • Shadows (5-P.1)
    • Earth’s rotation and orbit (5-P.2)
    • Day and night (5-P.3)
    • Brightness of the Sun and other stars (5-P.4)

  • Describe personal observations related to cyclical changes in the Moon's appearance.

    • Identify phases of the Moon (5-P.6)

  • Discuss observable features of lunar and solar eclipses and auroras.

    • Solar eclipses (5-P.7)

  • Identify astronomical phenomena that occur cyclically.

    • Day and night (5-P.3)
    • Constellations and the changing night sky (5-P.5)
    • Identify phases of the Moon (5-P.6)
    • Identify constellations (5-P.9)

  • Explore First Nations, Métis, and Inuit understandings of phases and cycles within astronomical phenomena that inform ways of living and community activities.

  • Explore Inuit, northern First Nations', or Métis' stories related to the midnight sun, the polar night, or the northern lights.

  • Represent astronomical phenomena in a variety of ways.

  • Explore Indigenous representations of astronomical phenomena, past and present.

  • Identify how observation of astronomical phenomena can determine agricultural and hunting practices.

Computer Science

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

  • Engage in the design process to create computational artifacts.

  • Relate a block of code to an outcome or a behaviour.

  • Explain what will happen when single or multiple blocks of code are executed.

  • Translate a given algorithm to code using a visual block-based language.

  • Design an algorithm that includes a loop and translate it into code.

  • Discuss examples of designs that have been enhanced or refined to better meet needs.

  • Evaluate an artifact based on various factors.

  • Design an artifact to meet a need.

  • Propose enhancements and refinements to an artifact in collaboration with others.

  • Develop multiple iterations of an artifact.

Scientific Methods

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

  • Discuss technologies that provide scientists with evidence that cannot be directly observed using the human senses.

    • Identify Earth's land features using photographs (5-O.1)
    • Identify Earth's land features using satellite images (5-O.2)

  • Identify biases that could influence an investigation.

  • Plan and conduct a controlled experiment.

    • Identify steps of the scientific method (5-A.1)
    • Identify control and experimental groups (5-B.1)
    • Identify the experimental question (5-B.3)
    • Identify questions that can be investigated with a set of materials (5-B.4)

  • Identify the variables in a controlled experiment.

    • Identify independent and dependent variables (5-B.2)

  • Apply vocabulary for variables correctly in science contexts.

  • Evaluate the effect of the manipulated variable on the responding variable in a controlled experiment.

  • Defend a conclusion about cause and effect based on evidence produced in a controlled experiment.

  • Discuss the use of diverse representations of data in communicating evidence.

  • Compare the clarity and accuracy of evidence communicated by diverse representations of data.

    • Evaluate multiple design solutions to prevent flooding (5-Q.1)
    • Identify the best design solution to prevent hurricane damage (5-Q.2)

  • Discuss potential impacts of evidence that is not communicated clearly and accurately.

  • Examine the importance of scientific ethics in investigations.

  • Demonstrate scientific ethics during investigations.