Ministry of Education
Curriculum Expectations
GRADE 5
for
English Language
French as a Second Language
Mathematics
Science and Technology
Social Studies
Health & Physical Education
The Arts
2005
English Language Expectations
Grade 05
Writing
Overall
OverallExpectations
Expectations
5e1
• communicate ideas and information for a variety of purposes (e.g., to present
and support a viewpoint) and to specific audiences (e.g., write a letter to a
newspaper stating and justifying their position on an issue in the news);
5e2
• use writing for various purposes and in a range of contexts, including school
work (e.g., to summarize information from materials they have read, to reflect
on their thoughts, feelings, and imaginings);
5e3
• organize information to convey a central idea, using well-developed
paragraphs that focus on a main idea and give some relevant supporting
details;
5e4
• use simple, compound, and complex sentences;
5e5
• produce pieces of writing using a variety of forms (e.g., stories, poems,
reports), narrative techniques (e.g., first- and third-person points of view,
dialogue), and materials from other media (e.g., illustrations);
5e6
• produce media texts using writing and materials from other media (e.g., an
advertisement for radio or television);
5e7
• revise and edit their work, seeking feedback from others and focusing on
content, organization, and appropriateness of vocabulary for audience;
5e8
• proofread and correct their final drafts, focusing on grammar, punctuation,
and spelling;
5e9
• use and spell correctly the vocabulary appropriate for this grade level;
5e10 • use correctly the conventions (spelling, grammar, punctuation, etc.) specified
for this grade level (see below).
Grammar
Grammar
5e11 – use phrases appropriately to clarify meaning (e.g., For someone of her age,
she plays the piano very well);
5e12 – use noun-pronoun agreement correctly;
Punctuation
Punctuation
5e13 – use quotation marks for passages of dialogue;
5e14 – use correct punctuation in final drafts;
Spelling
Spelling
5e15 – use phonics, the meaning and function of words, and some generalizations
about spelling (e.g., many words for occupations end in er or or: teacher,
author) to spell with accuracy;
5e16 – use the hyphen to divide words at the ends of lines and to spell compound
words (e.g., self-respect) and fractions (e.g., two-thirds);
5e17 – use a variety of resources to confirm spelling (e.g., dictionary, CD-ROM);
Word
WordUse
Useand
andVocabulary
VocabularyBuilding
Building
5e18 – routinely introduce new words from their reading into their writing;
5e19 – use levels of language appropriate to their purpose (e.g., informal language
to write a letter to a friend and formal language to invite a guest speaker to the
school);
5e20 – select and use words to create specific effects (e.g., to create a mood);
Visual
VisualPresentation
Presentation
5e21 – accurately use graphs and captions.
Ministry of Education
English Language Expectations
Grade 05
Reading
Overall
OverallExpectations
Expectations
5e22 • read a variety of fiction and non-fiction materials (e.g., novels, short stories,
biographies, editorials) for different purposes;
5e23 • read aloud, adjusting speed according to purpose and audience;
5e24 • read independently, selecting appropriate reading strategies;
5e25 • explain their interpretation of a written work, supporting it with evidence from
the work and from their own knowledge and experience;
5e26 • decide on a specific purpose for reading, and select the material that they
need from a variety of appropriate sources;
5e27 • understand the vocabulary and language structures appropriate for this grade
level;
5e28 • use conventions of written materials to help them understand and use the
materials.
Reasoning
Reasoningand
andCritical
CriticalThinking
Thinking
5e29 – describe a series of events in a written work (e.g., in a novel or a history
book), using evidence from the work;
5e30 – describe how various elements in a story function (e.g., plot, characters,
setting);
5e31 – make judgements and draw conclusions about the content in written
materials, using evidence from the materials;
5e32 – begin to identify a writer’s or character’s point of view;
5e33 – select appropriate reading strategies (e.g., adjust reading speed according to
the purpose of reading or the difficulty of the piece; make inferences; record
key points);
5e34 – use research skills (e.g., formulate questions, locate information, compare
information from a variety of sources);
Understanding
Understandingof
ofForm
Formand
andStyle
Style
5e35 – identify various forms of writing and describe their characteristics (e.g.,
science fiction, biography, mystery stories);
5e36 – use their knowledge of the characteristics of different forms of writing to help
them select the appropriate materials for a specific purpose (e.g, short story,
article in a reference book);
Knowledge
Knowledgeof
ofLanguage
LanguageStructures
Structures
5e37 – use their knowledge of elements of grammar and oral and written language
structures to understand what they read;
5e38 – recognize patterns of word structure (e.g., -ation in nation, information), and
use them to determine pronunciation;
Vocabulary
VocabularyBuilding
Building
5e39 – identify root words, prefixes, and suffixes, and use them to determine the
pronunciation and meaning of unfamiliar words;
5e40 – identify synonyms and antonyms;
5e41 – use a dictionary and a thesaurus to expand their vocabulary;
5e42 – use specialized terms in different subject areas, as appropriate;
Use
Useof
ofConventions
Conventions
5e43 – use punctuation to help them understand what they read;
Ministry of Education
English Language Expectations
5e44
Grade 05
– locate and interpret information, using various conventions of formal texts
(e.g., index, maps, charts, lists, pictures, illustrative figures).
Oral and Visual Communication
Overall
OverallExpectations
Expectations
5e45 • communicate information, explain a variety of ideas and procedures, and
follow the teacher’s instructions;
5e46 • ask and answer questions on a variety of topics to acquire and clarify
information;
5e47 • communicate a main idea about a topic and describe a sequence of events;
5e48 • express and respond to ideas and opinions concisely, clearly, and
appropriately;
5e49 • contribute and work constructively in groups;
5e50 • demonstrate the ability to concentrate by identifying main points and staying
on topic;
5e51 • identify various types of media works and some of the techniques used in
them;
5e52 • analyse media works;
5e53 • create a variety of media works;
5e54 • use the conventions (e.g., sentence structure) of oral language, and of the
various media, that are appropriate to the grade (see below).
Use
Useof
ofWords
Wordsand
andOral
OralLanguage
LanguageStructures
Structures
5e55 – use vocabulary learned in other subject areas in a variety of contexts;
5e56 – use appropriate words and structures in discussions or classroom
presentations;
5e57 – identify appropriate uses for slang and colloquial language;
5e58 – use complex syntactical structures (e.g., principal and subordinate clauses);
Non-verbal
Non-verbalCommunication
CommunicationSkills
Skills
5e59 – use tone of voice, gestures, and other non-verbal cues to help clarify
meaning when describing events, telling stories, reading aloud, making
presentations, stating opinions, etc.;
Group
GroupSkills
Skills
5e60 – speak clearly when making presentations;
5e61 – contribute ideas to help solve problems, and listen and respond
constructively to the ideas of others when working in a group;
5e62 – discuss with peers and the teacher strategies for communicating effectively
with others in a variety of situations;
Media
MediaCommunication
CommunicationSkills
Skills
5e63 – identify the main characteristics of some familiar media (e.g., television, film,
magazines);
5e64 – recognize that media works are composed of a series of separate elements
(e.g., shots in movies; sections of a newspaper);
5e65 – list and describe many of the ways in which the media provide information
(e.g., through news reports, the Internet, documentary films, CD-ROMs);
5e66 – create a variety of media works (e.g., a simple multi-media presentation).
Ministry of Education
French as a Second Language Expectations
Grade 05
Oral Communication, Reading, and Writing
Overall
OverallExpectations
Expectations
5f1
• listen to and talk about short, simple oral texts dealing with familiar topics;
5f2
• read a variety of simple materials, 100 to 150 words long, and demonstrate
understanding;
5f3
• write ideas and facts, or provide written responses to simple questions, using
simple sentences;
5f4
• identify and use the vocabulary and the grammar and language conventions
appropriate for this grade level.
Oral
OralCommunication
Communication
5f5
– follow and give basic classroom instructions;
5f6
– ask simple questions, and ask for repetition to clarify understanding;
5f7
– use visual and verbal cues to understand and convey the meaning of familiar
material;
5f8
– use some conventions of oral language (e.g., pronunciation, intonation) to
speak and to understand in familiar contexts;
5f9
– respond to oral texts, using simple but complete sentences (e.g., Il ya un
cahier sur la table);
5f10
– give an oral presentation of five to ten sentences in length (e.g., description
of clothing);
5f11
– make simple revisions to oral language in form and content (e.g., number
and gender), using resources and feedback from the teacher and their peers.
Reading
Reading
5f12
– read at least nine simple passages or stories (e.g., poems, advertisements);
5f13
– read aloud with expression, using correct pronunciation and intonation;
5f14
– read and respond briefly to written materials (e.g., short, simple readers; a
schedule or a television guide) by answering short questions or restating
information;
5f15
– use various reading strategies to determine meaning and make sense of
unfamiliar words (e.g., visual and verbal cues, and use of context and
patterns).
Writing
Writing
5f16
– write simple phrases, short sentences, and questions, using learned
vocabulary and simple language structures;
5f17
write, using a model, a first draft and corrected version in guided and
cooperative writing tasks (e.g., create a personal ID card with information such
as name, address, hair and eye colour, and personal interests);
5f18
– use and spell the vocabulary appropriate for this grade level.
Ministry of Education
Mathematics Expectations
Revised 2005
Page 1
Grade 05
Mathematical
Mathematical Process
Process Expectations
Expectations
Problem Solving
5m1
• develop, select, and apply problem-solving strategies as they pose and
solve problems and conduct investigations, to help deepen their
mathematical understanding;
Reasoning And Proving
5m2
• develop and apply reasoning skills (e.g., classification, recognition of
relationships, use of counter-examples) to make and investigate conjectures
and construct and defend arguments;
Reflecting
5m3
• demonstrate that they are reflecting on and monitoring their thinking to help
clarify their understanding as they complete an investigation or solve a
problem (e.g., by comparing and adjusting strategies used, by explaining
why they think their results are reasonable, by recording their thinking in a
math journal);
Selecting Tools and Computational Strategies
5m4
• select and use a variety of concrete, visual, and electronic learning tools
and appropriate computational strategies to investigate mathematical ideas
and to solve problems;
Connecting
5m5
• make connections among mathematical concepts and procedures, and
relate mathematical ideas to situations or phenomena drawn from other
contexts (e.g., other curriculum areas, daily life, sports);
Representing
5m6
• create a variety of representations of mathematical ideas (e.g., by using
physical models, pictures, numbers, variables, diagrams, graphs, onscreen
dynamic representations), make connections among them, and apply them
to solve problems;
Communicating
5m7
• communicate mathematical thinking orally, visually, and in writing, using
everyday language, a basic mathematical vocabulary, and a variety of
representations, and observing basic mathematical conventions.
Number
Number Sense
Sense and
and Numeration
Numeration
Overall Expectations
5m8
5m9
5m10
5m11
• read, represent, compare, and order whole numbers to 100 000, decimal
numbers to hundredths, proper and improper fractions, and mixed numbers;
• demonstrate an understanding of magnitude by counting forward and
backwards by 0.01;
• solve problems involving the multiplication and division of multi-digit whole
numbers, and involving the addition and subtraction of decimal numbers to
hundredths, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating
whole-number rates.
Quantity Relationships
5m12
5m13
5m14
– represent, compare, and order whole numbers and decimal numbers from
0.01 to 100 000, using a variety of tools (e.g., number lines with appropriate
increments, base ten materials for decimals);
– demonstrate an understanding of place value in whole numbers and
decimal numbers from 0.01 to 100 000, using a variety of tools and
strategies (e.g., use numbers to represent 23 011 as 20 000 + 3000 + 0 +
10 + 1; use base ten materials to represent the relationship between 1, 0.1,
and 0.01) (Sample problem: How many thousands cubes would be needed
to make a base ten block for 100 000?);
– read and print in words whole numbers to ten thousand, using meaningful
contexts (e.g., newspapers, magazines);
Ministry of Education
Mathematics Expectations
5m15
– round decimal numbers to the nearest tenth, in problems arising from
real-life situations;
5m16
– represent, compare, and order fractional amounts with like denominators,
including proper and improper fractions and mixed numbers, using a variety
of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using
standard fractional notation;
– demonstrate and explain the concept of equivalent fractions, using
concrete materials (e.g., use fraction strips to show that ); 3/4 is equal to
9/12
– demonstrate and explain equivalent representations of a decimal number,
using concrete materials and drawings (e.g., use base ten materials to show
that three tenths [0.3] is equal to thirty hundredths [0.30]);
– read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and
35 cents, or four hundred fifty-five dollars and thirty-five cents);
– solve problems that arise from real-life situations and that relate to the
magnitude of whole numbers up to 100 000 (Sample problem: How many
boxes hold 100 000 sheets of paper, if one box holds 8 packages of paper,
and one package of paper contains 500 sheets of paper?).
5m17
5m18
5m19
5m20
Page 2
Grade 05
Counting
5m21
– count forward by hundredths from any decimal number expressed to two
decimal places, using concrete materials and number lines (e.g., use base
ten materials to represent 2.96 and count forward by hundredths: 2.97,
2.98, 2.99, 3.00, 3.01, …; "Two and ninety-six hundredths, two and
ninety-seven hundredths, two and ninety-eight hundredths, two and
ninety-nine hundredths, three, three and one hundredth, …") (Sample
problem: What connections can you make between counting by hundredths
and measuring lengths in centimetres and metres?).
Operational Sense
5m22
5m23
5m24
5m25
5m26
5m27
– solve problems involving the addition, subtraction, and multiplication of
whole numbers, using a variety of mental strategies (e.g., use the
commutative property: 5 x 18 x 2 = 5 x 2 x 18, which gives 10 x 18 = 180);
– add and subtract decimal numbers to hundredths, including money
amounts, using concrete materials, estimation, and algorithms (e.g., use 10
x 10 grids to add 2.45 and 3.25);
– multiply two-digit whole numbers by two-digit whole numbers, using
estimation, student-generated algorithms, and standard algorithms;
– divide three-digit whole numbers by one-digit whole numbers, using
concrete materials, estimation, student-generated algorithms, and standard
algorithms;
– multiply decimal numbers by 10, 100, 1000, and 10 000, and divide
decimal numbers by 10 and 100, using mental strategies (e.g., use a
calculator to look for patterns and generalize to develop a rule);
– use estimation when solving problems involving the addition, subtraction,
multiplication, and division of whole numbers, to help judge the
reasonableness of a solution (Sample problem: Mori used a calculator to
add 7.45 and 2.39. The calculator display showed 31.35. Explain why this
result is not reasonable, and suggest where you think Mori made his
mistake.).
Proportional Relationships
5m28
5m29
– describe multiplicative relationships between quantities by using simple
fractions and decimals (e.g., "If you have 4 plums and I have 6 plums, I can
say that I have 1 1/2 or 1.5 times as many plums as you have.");
– determine and explain, through investigation using concrete materials,
drawings, and calculators, the relationship between fractions (i.e., with
denominators of 2, 4, 5, 10, 20, 25, 50, and 100) and their equivalent
decimal forms (e.g., use a 10 x 10 grid to show that 2/5 = 40/100, which can
also be represented as 0.4);
Ministry of Education
Mathematics Expectations
5m30
Page 3
Grade 05
– demonstrate an understanding of simple multiplicative relationships
involving whole-number rates, through investigation using concrete materials
and drawings (Sample problem: If 2 books cost $6, how would you calculate
the cost of 8 books?).
Measurement
Measurement
Overall Expectations
5m31
5m32
• estimate, measure, and record perimeter, area, temperature change, and
elapsed time, using a variety of strategies;
• determine the relationships among units and measurable attributes,
including the area of a rectangle and the volume of a rectangular prism.
Attributes, Units, and Measurement Sense
5m33
5m34
5m35
5m36
– estimate, measure (i.e., using an analogue clock), and represent time
intervals to the nearest second;
– estimate and determine elapsed time, with and without using a time line,
given the durations of events expressed in minutes, hours, days, weeks,
months, or years (Sample problem:You are travelling from Toronto to
Montreal by train. If the train departs Toronto at 11:30 a.m. and arrives in
Montreal at 4:56 p.m., how long will you be on the train?);
– measure and record temperatures to determine and represent
temperature changes over time (e.g., record temperature changes in an
experiment or over a season) (Sample problem: Investigate the relationship
between weather, climate, and temperature changes over time in different
locations.);
– estimate and measure the perimeter and area of regular and irregular
polygons, using a variety of tools (e.g., grid paper, geoboard, dynamic
geometry software) and strategies.
Measurement Relationships
5m37
5m38
5m39
5m40
5m41
5m42
– select and justify the most appropriate standard unit (i.e., millimetre,
centimetre, decimetre, metre, kilometre) to measure length, height, width,
and distance, and to measure the perimeter of various polygons;
– solve problems requiring conversion from metres to centimetres and from
kilometres to metres (Sample problem: Describe the multiplicative
relationship between the number of centimetres and the number of metres
that represent a length. Use this relationship to convert 5.1 m to
centimetres.);
– solve problems involving the relationship between a 12-hour clock and a
24-hour clock (e.g., 15:00 is 3 hours after 12 noon, so 15:00 is the same as
3:00 p.m.);
– create, through investigation using a variety of tools (e.g., pattern blocks,
geoboard, grid paper) and strategies, two-dimensional shapes with the same
perimeter or the same area (e.g., rectangles and parallelograms with the
same base and the same height) (Sample problem: Using dot paper, how
many different rectangles can you draw with a perimeter of 12 units? with an
area of 12 square units?);
– determine, through investigation using a variety of tools (e.g., concrete
materials, dynamic geometry software, grid paper) and strategies (e.g.,
building arrays), the relationships between the length and width of a
rectangle and its area and perimeter, and generalize to develop the formulas
[i.e., Area = length x width; Perimeter = (2 x length) + (2 x width)];
– solve problems requiring the estimation and calculation of perimeters and
areas of rectangles (Sample problem:You are helping to fold towels, and you
want them to stack nicely. By folding across the length and/or the width, you
fold each towel a total of three times.You want the shape of each folded
towel to be as close to a square as possible. Does it matter how you fold the
towels?);
Ministry of Education
Mathematics Expectations
5m43
– determine, through investigation, the relationship between capacity (i.e.,
the amount a container can hold) and volume (i.e., the amount of space
taken up by an object), by comparing the volume of an object with the
amount of liquid it can contain or displace (e.g., a bottle has a volume, the
space it takes up, and a capacity, the amount of liquid it can hold) (Sample
problem: Compare the volume and capacity of a thin-walled container in the
shape of a rectangular prism to determine the relationship between units for
measuring capacity [e.g., millilitres] and units for measuring volume [e.g.,
cubic centimetres].);
5m44
– determine, through investigation using stacked congruent rectangular
layers of concrete materials, the relationship between the height, the area of
the base, and the volume of a rectangular prism, and generalize to develop
the formula (i.e., Volume = area of base x height) (Sample problem: Create a
variety of rectangular prisms using connecting cubes. For each rectangular
prism, record the area of the base, the height, and the volume on a chart.
Identify relationships.);
5m45
– select and justify the most appropriate standard unit to measure mass (i.e.,
milligram, gram, kilogram, tonne).
Page 4
Grade 05
Geometry
Geometry and
and Spatial
Spatial Sense
Sense
Overall Expectations
5m46
5m47
5m48
• identify and classify two-dimensional shapes by side and angle properties,
and compare and sort three-dimensional figures;
• identify and construct nets of prisms and pyramids;
• identify and describe the location of an object, using the cardinal directions,
and translate two-dimensional shapes.
Geometric Properties
5m49
5m50
5m51
5m52
5m53
5m54
– distinguish among polygons, regular polygons, and other two-dimensional
shapes;
– distinguish among prisms, right prisms, pyramids, and other
three-dimensional figures;
– identify and classify acute, right, obtuse, and straight angles;
– measure and construct angles up to 90º, using a protractor;
– identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral),
and classify them according to angle and side properties;
– construct triangles, using a variety of tools (e.g., protractor, compass,
dynamic geometry software), given acute or right angles and side
measurements (Sample problem: Use a protractor, ruler, and pencil to
construct a scalene triangle with a 30° angle and a side measuring 12 cm.).
Geometric Relationships
5m55
5m56
– identify prisms and pyramids from their nets;
– construct nets of prisms and pyramids, using a variety of tools (e.g., grid
paper, isometric dot paper, Polydrons, computer application).
Location and Movement
5m57
5m58
5m59
5m60
– locate an object using the cardinal directions (i.e., north, south, east, west)
and a coordinate system (e.g., "If I walk 5 steps north and 3 steps east, I will
arrive at the apple tree.");
– compare grid systems commonly used on maps (i.e., the use of numbers
and letters to identify an area; the use of a coordinate system based on the
cardinal directions to describe a specific location);
– identify, perform, and describe translations, using a variety of tools (e.g.,
geoboard, dot paper, computer program);
– create and analyse designs by translating and/or reflecting a shape, or
shapes, using a variety of tools (e.g., geoboard, grid paper, computer
program) (Sample problem: Identify translations and/or reflections that map
congruent shapes onto each other in a given design.).
Ministry of Education
Mathematics Expectations
Page 5
Grade 05
Patterning
Patterning and
and Algebra
Algebra
Overall Expectations
5m61
5m62
• determine, through investigation using a table of values, relationships in
growing and shrinking patterns, and investigate repeating patterns involving
translations;
• demonstrate, through investigation, an understanding of the use of
variables in equations.
Patterns and Relationships
5m63
5m64
5m65
5m66
5m67
– create, identify, and extend numeric and geometric patterns, using a
variety of tools (e.g., concrete materials, paper and pencil, calculators,
spreadsheets);
– build a model to represent a number pattern presented in a table of values
that shows the term number and the term;
– make a table of values for a pattern that is generated by adding or
subtracting a number (i.e., a constant) to get the next term, or by multiplying
or dividing by a constant to get the next term, given either the sequence
(e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g., start with 12
and add 5 to each term to get the next term);
– make predictions related to growing and shrinking geometric and numeric
patterns (Sample problem: Create growing L's using tiles. The first L has 3
tiles, the second L has 5 tiles, the third L has 7 tiles, and so on. Predict the
number of tiles you would need to build the 10th L in the pattern.);
– extend and create repeating patterns that result from translations, through
investigation using a variety of tools (e.g., pattern blocks, dynamic geometry
software, dot paper).
Variables, Expressions, and Equations
5m68
– demonstrate, through investigation, an understanding of variables as
changing quantities, given equations with letters or other symbols that
describe relationships involving simple rates (e.g., the equations C = 3 x n
and 3 x n = C both represent the relationship between the total cost (C), in
dollars, and the number of sandwiches purchased (n), when each sandwich
costs $3);
5m69
– demonstrate, through investigation, an understanding of variables as
unknown quantities represented by a letter or other symbol (e.g., 12 = 5 +
or 12 = 5 + s can be used to represent the following situation: "I have 12
stamps altogether and 5 of them are from Canada. How many are from
other countries?");
– determine the missing number in equations involving addition, subtraction,
multiplication, or division and one- or two-digit numbers, using a variety of
tools and strategies (e.g., modelling with concrete materials, using guess
and check with and without the aid of a calculator) (Sample problem: What
is the missing number in the equation 8 = 88 ÷ ?).
5m70
Data
Data Management
Management and
and Probability
Probability
Overall Expectations
5m71
5m72
5m73
• collect and organize discrete or continuous primary data and secondary
data and display the data using charts and graphs, including broken-line
graphs;
• read, describe, and interpret primary data and secondary data presented in
charts and graphs, including broken-line graphs;
• represent as a fraction the probability that a specific outcome will occur in a
simple probability experiment, using systematic lists and area models.
Collection and Organization of Data
5m74
– distinguish between discrete data (i.e., data organized using numbers that
have gaps between them, such as whole numbers, and often used to
represent a count, such as the number of times a word is used) and
continuous data (i.e., data organized using all numbers on a number line
that fall within the range of the data, and used to represent measurements
such as heights or ages of trees);
Ministry of Education
Mathematics Expectations
5m75
– collect data by conducting a survey or an experiment (e.g., gather and
record air temperature over a two-week period) to do with themselves, their
environment, issues in their school or community, or content from another
subject, and record observations or measurements;
5m76
– collect and organize discrete or continuous primary data and secondary
data and display the data in charts, tables, and graphs (including broken-line
graphs) that have appropriate titles, labels (e.g., appropriate units marked on
the axes), and scales that suit the range and distribution of the data (e.g., to
represent precipitation amounts ranging from 0 mm to 50 mm over the
school year, use a scale of 5 mm for each unit on the vertical axis and show
months on the horizontal axis), using a variety of tools (e.g., graph paper,
simple spreadsheets, dynamic statistical software);
5m77
– demonstrate an understanding that sets of data can be samples of larger
populations (e.g., to determine the most common shoe size in your class,
you would include every member of the class in the data; to determine the
most common shoe size in Ontario for your age group, you might collect a
large sample from classes across the province);
– describe, through investigation, how a set of data is collected (e.g., by
survey, measurement, observation) and explain whether the collection
method is appropriate.
5m78
Page 6
Grade 05
Data Relationships
5m79
5m80
5m81
– read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data (e.g.,
precipitation or temperature data in the newspaper, data from the Internet
about heights of buildings and other structures), presented in charts, tables,
and graphs (including broken-line graphs);
– calculate the mean for a small set of data and use it to describe the shape
of the data set across its range of values, using charts, tables, and graphs
(e.g., "The data values fall mainly into two groups on both sides of the
mean."; "The set of data is not spread out evenly around the mean.");
– compare similarities and differences between two related sets of data,
using a variety of strategies (e.g., by representing the data using tally charts,
stem-and-leaf plots, double bar graphs, or broken-line graphs; by
determining measures of central tendency [i.e., mean, median, and mode];
by describing the shape of a data set across its range of values).
Probability
5m82
5m83
5m84
– determine and represent all the possible outcomes in a simple probability
experiment (e.g., when tossing a coin, the possible outcomes are heads and
tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5,
and 6), using systematic lists and area models (e.g., a rectangle is divided
into two equal areas to represent the outcomes of a coin toss experiment);
– represent, using a common fraction, the probability that an event will occur
in simple games and probability experiments (e.g., "My spinner has four
equal sections and one of those sections is coloured red. The probability
that I will land on red is 1/4.");
– pose and solve simple probability problems, and solve them by conducting
probability experiments and selecting appropriate methods of recording the
results (e.g., tally chart, line plot, bar graph).
Ministry of Education
Science and Technology Expectations
Grade 05
Life Systems
Overall
OverallExpectations
Expectations
5s1
• demonstrate an understanding of the structure and function of the respiratory,
circulatory, digestive, excretory, and nervous systems, and the interactions of
organs within each system;
5s2
• investigate the structure and function of the major organs of the respiratory,
circulatory, digestive, excretory, and nervous systems;
5s3
• demonstrate understanding of factors that contribute to good health.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
5s4
– identify the cell as the basic unit of life;
5s5
– describe the basic structure and function of the major organs in the
respiratory, circulatory, digestive, excretory, and nervous systems;
5s6
– describe, using models and simulations, ways in which the skeletal,
muscular, and nervous systems work together to produce movement (e.g.,
make a model of the structure of the bones and muscles in an arm, using
cardboard rolls and elastic bands);
5s7
– identify the skin as an organ and explain its purpose;
5s8
– explain what happens to excess nutrients not immediately used by the body;
5s9
– describe the components of the body’s system of defence against infections
(e.g., tears, skin, white blood cells).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
5s10 – formulate questions about and identify the needs of humans, and explore
possible answers to these questions and ways of meeting these needs (e.g., in
studying the nervous system, investigate response times by having someone
catch a ruler between the thumb and index finger after it is dropped by another
person; investigate ways in which orthopaedic devices, such as back rests,
have improved the quality of life);
5s11 – plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identifying
criteria for assessing solutions;
5s12 – use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations, explorations, and observations
(e.g., use terms such as teeth, esophagus, stomach, and gastric juices in
describing the digestive system);
5s13 – compile data gathered through investigation in order to record and present
results, using tally charts, tables, and labelled graphs produced by hand or
with a computer (e.g., record both qualitative and quantitative data from
observations of the nutritional value of foods; produce a graph of the heartbeat
rate of someone climbing a specific number of stairs in a given length of time);
5s14 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts (e.g., create a comparison
chart, grouping foods by major nutrients and by their categories in Canada’s
Food Guide to Healthy Eating).
Relating
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andTechnology
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5s15 – describe the types of nutrients in foods (e.g., carbohydrates, fats, proteins,
vitamins, minerals) and their function in maintaining a healthy body (e.g.,
supporting growth);
5s16 – identify a balanced diet as one containing carbohydrates, proteins, fats,
minerals, vitamins, fibre, and water, and design a diet that contains all of
these;
5s17 – identify food sources from which people in various societies obtain nutrients
(e.g., rice, potatoes, and grains furnish carbohydrates);
Ministry of Education
Science and Technology Expectations
5s18
– interpret nutritional information to make healthy food choices (e.g., sort
commercial cereals into different categories, such as high fat, low fat, high salt,
low sugar, and decide which are best);
5s19
– demonstrate awareness that some disorders can be affected by diet (e.g.,
diabetes, heart disease);
– identify types of industries involved in the processing and preserving of
foods;
– describe the relationship between eating habits, weight, height, and
metabolism;
– describe ways in which various kinds of organisms (e.g., bacteria, fungi) are
used to recycle human waste;
– explain the importance of daily physical activity;
– explain how the health of human beings is affected by environmental factors
(e.g., smoking, smog, and pollen affect the respiratory system);
– explain the benefits and disadvantages of using some technological
innovations (e.g., headsets designed to protect ears from excessive noise are
helpful, but headphones used to listen to music can cause hearing
impairment);
– describe some types of medical technology (e.g., exercise machines,
hearing aids, prosthetics).
5s20
5s21
5s22
5s23
5s24
5s25
5s26
Grade 05
Matter and Materials
Overall
OverallExpectations
Expectations
5s27 • demonstrate an understanding of the three states of matter and of changes in
state;
5s28 • investigate common changes of state (e.g., melting, freezing, condensing,
evaporating) and make informed choices about materials when finding
solutions to problems in designing and constructing objects;
5s29 • identify the properties that make different materials useful in everyday
products and discuss the environmental impact of their use.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
5s30 – identify and describe some changes to materials that are reversible and
some that are not (e.g., freezing and melting are reversible; burning is not);
5s31 – describe changes they observe in the properties of materials when the
materials interact with each other (e.g., when paints are mixed; when water is
combined with gelatine);
5s32 – describe examples of interactions between materials that result in the
production of a gas (e.g., antacid tablets in water, baking soda in vinegar);
5s33 – identify the three different states of matter – solid, liquid, and gas – and give
examples of each state (e.g., solid: sugar, rock; liquid: water, oil, gasoline; gas:
water vapour, air, oxygen);
5s34 – identify the characteristic properties of each of the three states of matter and
group materials on the basis of these properties (e.g., solids have definite
volume and hold their shape; liquids have definite volume but take the shape
of their container; gases have no definite volume and take the volume and
shape of their container);
5s35 – recognize, on the basis of their observations, that melting and evaporation
require heat;
5s36 – use a thermometer to measure the temperature of a material;
5s37 – identify melting, freezing, condensation, and evaporation as changes of state
that can be reversed;
5s38 – describe, using their observations, non-reversible changes that occur when
some materials are heated (e.g., when paper is burnt; when an egg is cooked);
Ministry of Education
Science and Technology Expectations
5s39
Grade 05
– investigate and describe the changes in the relative volume, shape, and
temperature of materials when pressure is applied to them (e.g., the effects of
using a hammer on clay or of sitting on a beach ball with the stopper
removed).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
5s40 – design and make a device or product that minimizes heat loss (e.g., a coffee
mug, a Thermos flask, an insulated lunch bag);
5s41 – conduct a fair test to determine the effectiveness of a variety of commercial
products designed for the same purpose (e.g., compare the adhesive qualities
of different types of glue);
5s42 – formulate questions about and identify needs and problems related to the
properties and changes in state of familiar materials, and explore possible
answers and solutions (e.g., estimate and then measure the length of time
certain foods take to melt when heated; design a test to compare the insulating
effects of different thicknesses of foam polystyrene);
5s43 – plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identifying
criteria for assessing solutions;
5s44 – use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations (e.g., use
terms such as texture, hardness, strength, buoyancy, solubility, and flexibility
to describe properties of materials);
– compile data gathered through investigation in order to record and present
results, using tally charts, tables, and labelled graphs produced by hand or
with a computer (e.g., record the reactions of different materials when vinegar
is dropped on them, and use a data table to present their findings);
5s46 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts (e.g., make accurate and
detailed drawings of sugar crystals, as seen both with the unaided eye and
through a magnifying glass or microscope).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
5s47 – identify the source of the materials found in a product (e.g., plastic is made
from petroleum) and describe the steps required to modify the natural
materials to make the product;
5s48 – describe how physical and chemical processes change materials found at
home and materials used in industry (e.g., cooking, the manufacturing of
plastics);
5s49 – describe physical changes and chemical reactions that can take place in
household products and explain how these reactions affect the use of the
products (e.g., the role of baking soda in cooking; the role of heat in cooking
an egg);
5s50 – measure, in different materials, observable changes that result from such
processes as rusting, dissolving, and bleaching, and identify products that are
affected by these processes (e.g., metals, powdered foods, fabrics);
5s51 – describe chemical changes that can be caused in a substance, and explain
how the changes affect the use and function of the substance (e.g., changes
caused by exposing newspaper or construction paper to light, exposing an
apple section to air);
5s52 – compare the mass of a substance in its liquid and solid states (e.g., compare
the mass of ice cubes or chocolate squares with the mass of the liquid that
results when they are melted);
5s45
Ministry of Education
Science and Technology Expectations
5s53
Grade 05
– relate the mass of a whole object to the sum of the masses of its parts (e.g.,
measure the mass of a given amount of salt, the mass of a given amount of
water, and the mass of the container for the water, and compare the sum of
those masses with the mass of the container and the mixture of salt and water;
measure the separate masses of the ingredients for a salad and the salad
bowl, and compare the sum of those masses with the mass of the bowl and
the salad).
Energy and Control
Overall
OverallExpectations
Expectations
5s54 • demonstrate an understanding of the importance of conservation of energy in
relation to the wise use of renewable and non-renewable energy sources;
5s55 • design and construct devices that use a form of energy to meet a specific
need or want, and investigate how the energy is transferred to a specified
output;
5s56 • evaluate the reasons for conserving natural resources and identify possible
ways of conserving energy.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
5s57 – distinguish between a renewable and a non-renewable source of energy;
5s58 – investigate ways energy can be stored for later use (e.g., mechanical energy
is stored in an elastic band or steel spring; chemical energy is stored in a
battery);
5s59 – describe how energy is stored and transferred in a given device or system
(e.g., in an automobile, chemical energy stored in the gasoline is transformed
into mechanical energy upon combustion, enabling the vehicle to move and
releasing thermal energy as heat);
5s60 – recognize that energy cannot be created or destroyed but can only be
changed from one form into another (e.g., chemical energy in a battery
becomes electrical energy);
5s61 – operate a mechanical device or system that uses a sensory or time-based
input (e.g., a timer for lights) and describe how energy is transferred to a
specified output.
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
5s62 – formulate questions about and identify needs and problems related to
protection of the natural environment, and explore possible answers and
solutions (e.g., investigate how local recycling efforts help conserve energy
and natural resources);
5s63 – plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identifying
criteria for assessing solutions;
5s64 – use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations (e.g., use
terms such as heat, light, sound, electrical, mechanical, magnetic, chemical
when describing forms of energy);
5s65 – compile data gathered through investigation in order to record and present
results, using tally charts, tables, and labelled graphs produced by hand or
with a computer (e.g., list the names of some devices used in the home that
change energy from one form into another, and record in a table the types of
energy transformations for each device);
Ministry of Education
Science and Technology Expectations
5s66
Grade 05
– communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts (e.g., use a word
processor and graphics program to create a booklet about the design,
construction, and effectiveness of a product that meets a specific need; debate
the environmental implications of using various sources of energy);
– design devices that can transform one form of energy into another (e.g., an
electric bell transforms electrical energy into sound energy).
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5s68 – list various sources of energy and identify them as renewable (e.g., sun,
wind, tides, wood) or non-renewable (e.g., coal, natural gas, oil);
5s69 – describe the advantages and disadvantages of using renewable energy
sources as opposed to non-renewable sources;
5s70 – identify the forms of energy (e.g., mechanical, electrical) used in the home,
school, and community and identify the energy source for each (e.g., wood,
coal, moving water);
5s71 – describe how we use different natural resources as sources of energy and
evaluate the effect of their use on natural and human-made environments
(e.g., in using fossil fuels such as natural gas for heating our homes we
deplete natural resources but improve our quality of life);
5s67
5s72
5s73
5s74
5s75
5s76
– explain ways in which technological innovations affect our use of natural
resources and increase or decrease our ability to conserve energy (e.g., home
insulation allows us to conserve heat and reduce consumption of energy from
non-renewable sources);
– identify factors that determine how effectively and economically a device can
transform one form of energy into another (e.g., discuss the advantages and
disadvantages of using solar panels for heating);
– explain how humans rely on energy transfers from a variety of products and
systems to survive (e.g., chemical energy from food becomes muscular energy
in humans);
– identify ways humans use energy, evaluate the economic and environmental
costs of each, and describe ways to avoid wasting energy (e.g., lowering the
thermostat during the night);
– identify design features that improve the energy efficiency of buildings,
devices, and systems (e.g., double glazing).
Structures and Mechanisms
Overall
OverallExpectations
Expectations
5s77 • demonstrate an understanding of the effect of forces acting on different
structures and mechanisms;
5s78 • design and make load-bearing structures and different mechanisms, and
investigate the forces acting on them;
5s79 • evaluate the design of systems that include structures and mechanisms, and
identify modifications to improve their effectiveness.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
5s80 – identify and measure forces acting on a structure (e.g., mass, air pressure),
and describe the effects of their application;
5s81 – identify the parts of a structure that are under tension and those that are
under compression when subjected to a load (e.g., the wires in a suspension
bridge are under tension; a ladder bearing a mass is under compression);
5s82 – compare the force needed to lift a load manually with the force required to lift
the load with a simple machine (e.g., lever, pulley system, gear system);
Ministry of Education
Science and Technology Expectations
5s83
Grade 05
– describe, using their observations, the advantages and disadvantages of
using different types of mechanical systems (e.g., a single-pulley system has
no mechanical advantage; a pulley system with two or more pulleys has a
mechanical advantage);
– describe the turning force (torque) of different combinations of gears (e.g.,
the turning force of a higher gear and of a lower gear);
5s85 – identify the force required by different pulley systems (systems with one or
more pulleys) to move a load, and compare the systems in qualitative terms.
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
5s86 – formulate questions about and identify needs and problems related to
structures and mechanisms in the outdoor environment, and explore possible
answers and solutions (e.g., construct a bridge that must support a given load
across a given distance; determine which surface of a cantilever bridge or
beam is under tension and which is under compression);
5s87 – plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identifying
criteria for assessing solutions;
5s88 – use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations (e.g., use
terms such as component, subsystem, and device when describing systems);
5s89 – compile data gathered through investigation in order to record and present
results, using tally charts, tables, and labelled graphs produced by hand or
with a computer (e.g., make a chart to record data on the raising of a load with
different pulley systems);
5s90 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, written notes and
descriptions, drawings, charts, and oral presentations (e.g., give a presentation
on the process of designing and making a specific structure);
5s91 – design and make a frame structure that can support a load (e.g., a bridge);
5s92 – make a mechanical system that performs a specific function (e.g., lifting a
heavy load; retrieving an object from a position that cannot be reached by
hand);
5s93 – cut, join, and rearrange pliable and rigid materials to make an object (e.g.,
cut wood at a 45º angle to make a mitre joint; make a mould for a face mask);
5s94 – describe safety measures to be taken to ensure their own safety and that of
others (e.g., they need to check that fixed pulleys in pulley systems are secure
before testing them).
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5s95 – identify specific considerations in the actual manufacture of a product that
they have designed and made (e.g., production time; cost and availability of
materials);
5s96 – identify problems that arose in the designing and making of a product, and
indicate how these could have been avoided or how they were solved;
5s97 – describe the consequences of having limited time and materials when
making a product;
5s98 – identify modifications intended to improve the performance, aesthetic appeal,
and impact on the environment of a product they designed;
5s99 – identify the aesthetic qualities of a product they made (e.g., form, colour,
pattern, type of surface), and explain the usefulness of the product to others;
5s100 – assess the effect of modifying a component of a system (e.g., a personal
computer system that has a keyboard, floppy disk drive, CD-ROM, hard drive,
central processing unit, and monitor);
5s84
Ministry of Education
Science and Technology Expectations
Grade 05
5s101 – assess the effect of modifying a subsystem that interacts with other
subsystems within a system to perform a specific function (e.g., changing a
pulley system to a lever system);
5s102 – describe how different mechanisms (e.g., ratchet and pawl, cam and cam
follower) are designed for a specific purpose or function;
5s103 – recognize the advantages and disadvantages of using various mechanisms
(e.g., levers, wheels and axles, pulleys, gears) with respect to the amount of
energy they require to move or lift a given load;
5s104 – describe the change in energy transfer that occurs when the number and the
size of gears in a gear system are modified.
Earth and Space Systems
Overall
OverallExpectations
Expectations
5s105 • demonstrate an understanding of the major climatic factors and patterns
associated with weather;
5s106 • investigate the major climatic factors associated with weather, and design,
construct, and test a variety of instruments for recording various features of the
weather;
5s107 • examine how weather forecasts influence decisions concerning human
activity and how humans have adapted to a variety of weather conditions.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
5s108 – explain the difference between weather and climate and the factors that
influence both of these systems (e.g., temperature, moisture, wind, air
pressure, the sun);
5s109 – recognize large-scale and local weather systems (e.g., fronts, air masses,
storms);
5s110 – predict local weather patterns using data from their own observations of
weather and from weather reports;
5s111 – explain the formation of clouds and the effects of different cloud formations
on weather and climate (e.g., create a model of a cloud in a jar and relate it to
the water cycle; describe the relationship between the formation of
cumulonimbus clouds and thunderstorms);
5s112 – describe the water cycle in terms of evaporation, condensation, and
precipitation;
5s113 – identify patterns in air movement (e.g., low pressure and high pressure);
5s114 – describe the ways in which energy from the sun affects weather conditions
(e.g., evaporation of water results in condensation, which in turn results in
precipitation);
5s115 – identify the effects of air pressure (e.g., low pressure air masses are
associated with mild temperature and create conditions that cause storms or
clouds; high pressure air masses are cooler and are often associated with
clear weather conditions);
5s116 – compare outdoor air movement with indoor air movement (e.g., as hot air
rises, cold air takes its place; the warmest rooms in a house are usually the
upstairs bedrooms).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
5s117 – design, construct, and test a variety of weather instruments (e.g., weather
vane, anemometer, rain gauge, wind sock, hygrometer);
5s118 – formulate questions about and identify needs and problems related to
objects and events in the environment, and explore possible answers and
solutions (e.g., test a variety of fabrics for their waterproofing or insulating
properties);
Ministry of Education
Science and Technology Expectations
Grade 05
5s119 – plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identifying
criteria for assessing solutions;
5s120 – use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations (e.g., use
terms such as temperature, precipitation, humidity, wind chill factor, barometric
pressure, and cloud cover);
5s121 – compile data gathered through investigation in order to record and present
results, using tally charts, tables, and labelled graphs produced by hand or
with a computer (e.g., record both qualitative and quantitative data from
observations of weather over a period of time; accurately use a thermometer to
read temperature and record the results);
5s122 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presentations,
written notes and descriptions, drawings, and charts (e.g., draw a labelled
diagram of the water cycle).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
5s123 – describe ways in which weather conditions affect the activities of humans
and other animals (e.g., people refrain from strenuous physical activity in
extreme heat; farmers plant crops when the soil is moist; animals hibernate in
extreme cold);
5s124 – explain how climatic and weather conditions influence the choice of materials
used for building shelters (e.g., bricks are often used for building in cold
climates, stone and marble in warmer climates);
5s125 – explain how advances in technology and science have enabled humans to
make predictions about the weather (e.g., microwave beams are used to
reflect cloud cover; satellite images of the earth allow us to track weather
patterns on a larger scale than was previously possible);
5s126 – understand and explain the importance of weather forecasts for people in
certain occupations (e.g., farmers, pilots);
5s127 – recognize how the movement of large-scale air masses affects regional
weather in Ontario (e.g., high pressure systems from the Arctic are associated
with clear and cool weather; Atlantic systems are associated with cloudy skies;
Pacific systems are associated with a variety of different weather conditions);
5s128 – explain how weather conditions influence activities and events related to
science and technology (e.g., launching the space shuttle).
Ministry of Education
Social Studies Expectations
Revised June 2004
Grade 05
HC: Early Civilizations
Overall
OverallExpectations
Expectations
5z1
• identify and compare the ways in which people in various early civilizations
met their physical and social needs, including how they interacted with and
used the natural environment;
5z2
• use a variety of resources and tools to investigate characteristics of a number
of early civilizations, including their significant innovations and technological
advances;
5z3
• show how innovations made by various early civilizations have influenced the
modern world.
Knowledge
Knowledgeand
andUnderstanding
Understanding
5z4
– identify major early civilizations (e.g., Mediterranean,African, Asian,
North/Central/South American) and locate them on a world map;
5z5
– describe the physical features and climate of two or more regions where
early civilizations developed (e.g., the flood plains of the Tigris and Euphrates
Rivers, the Nile River Valley, the inland delta of the upper Niger River, the
mountainous islands of Greece, the fertile plains of China, the rain forest of the
Amazon, the deserts of the United States);
5z6
– explain how two or more early civilizations shaped and used the environment
to meet their physical needs for food, homes, clothing, and health (e.g., use of
irrigation in agriculture in Egypt, planting of olive groves and orchards in
Greece, use of bamboo for homes in China, pottery making in Mesopotamia,
growing of maize by Mayans, use of cedar trees by Haida people);
5z7
– compare how two or more early civilizations were governed (e.g., pharaohs
in Egypt; early democracy in Greece; emperors in China; republican
government in Rome; nobles, priests, and military in Aztec society; chiefdoms
in the Indus Valley; city states on the Swahili Coast; clan mothers and chiefs in
the Iroquois Confederacy);
5z8
– outline how social needs were met in two or more early civilizations (e.g.,
family roles, recreation, sports, arts, entertainment, sanitation, education,
written language);
5z9
– identify important values and beliefs in two or more early civilizations and
describe how they affected daily life (e.g., world views, including religious
beliefs and practices; government; social structure; family structure and roles);
5z10
– identify some scientific and technological advances made by two or more
early civilizations (e.g., written language, calendar, time-keeping methods,
invention of the wheel, medicine, sculpture, irrigation, building methods,
architecture, embalming, aqueducts, metalwork);
5z11
– identify and compare the distinguishing features of two or more early
civilizations (e.g., class structure, location, governance, beliefs, arts).
Inquiry/Research
Inquiry/Researchand
andCommunication
CommunicationSkills
Skills
5z12
– formulate questions to develop a research focus (e.g.,What farming methods
were used by the Aztecs? How did trade between early African civilizations
contribute to mutual prosperity? How did social organization differ among
various North American First Nation peoples?);
5z13
– use primary and secondary sources to locate information about early
civilizations (e.g., primary sources: artefacts, field trips; secondary sources:
atlases, encyclopedias and other print materials, illustrations, videos,
CD-ROMs, Internet sites);
5z14
– use graphic organizers and graphs to sort information and make connections
(e.g., Venn diagrams comparing governments, subject webs illustrating
physical needs, year-round calendar to show agricultural cycles, bar graph for
temperature data);
5z15
– compare maps of early civilizations with modern maps of the same area;
Ministry of Education
Social Studies Expectations
5z16
Revised June 2004
Grade 05
– use knowledge of map-making techniques and conventions to map sites of
early civilizations (e.g., grids and direction symbols to show locations; colour
and shading to show elevations/physical features);
– use media works, oral presentations, written notes and descriptions,
drawings, tables, charts, maps, and graphs to communicate information about
early communities;
5z18
– use appropriate vocabulary (e.g., culture, myth, legend, civilization,
technology, democracy ) to describe their inquiries and observations.
Application
Application
5z19
– make connections between some elements of modern life and similar
elements from early civilizations (e.g., the Olympic ideal, democracy, money
as a medium of exchange, citizenship, philosophy, mythology, trade, social
structures, legal systems, theatre, architecture);
5z20
– compare and respond to myths and legends from two or more early
civilizations;
5z21
– report on the relevance to modern society of selected scientific and
technological discoveries made by early civilizations (e.g., written language,
astronomy, irrigation, mathematics, navigational instruments, medicine,
architecture, the mining and smelting of metals).
5z17
CWC: Aspects of Citizenship and Government in Can
Overall
OverallExpectations
Expectations
5z22
• summarize the structures, functions, and interactions of Canada’s federal,
provincial/territorial, and municipal governments, and identify and describe
significant Canadian symbols, ceremonies, buildings, and political figures;
5z23
• use a variety of resources and tools to gather and analyse information about
government processes, the rights of groups and individuals, and the
responsibilities of citizenship in Canada, including participation in the electoral
process;
5z24
• identify concrete examples of how government plays a role in contemporary
society and of how the rights of groups and individuals and the responsibilities
of citizenship apply to their own lives.
Knowledge
Knowledgeand
andUnderstanding
Understanding
5z25
– describe the structure and components of Canada’s federal,
provincial/territorial, and municipal governments;
5z26
– describe the rights of groups and individuals and the responsibilities of
citizenship in Canada, including participation in the electoral process and the
granting of voting rights to various groups (e.g., women, First Nation peoples);
5z27
– identify responsibilities that accompany particular rights (e.g., the right to
vote / the responsibility to become informed; the right of freedom of speech /
the responsibility to respect the free speech rights of others; the right to
freedom from discrimination and harassment / the responsibility to treat people
with fairness and respect);
5z28
– explain the processes of electing governments in Canada;
5z29
– identify services provided by the federal, provincial/territorial, and municipal
governments (e.g., defence, health, education, social assistance, garbage
collection);
5z30
– describe the basic rights that are specified in the Canadian Charter of Rights
and Freedoms;
5z31
– describe the process by which immigrants become Canadian citizens (e.g.,
applying; residing in Canada for three years; learning English or French;
preparing for and writing the test; participating in the citizenship ceremony);
Ministry of Education
Social Studies Expectations
5z32
Revised June 2004
Grade 05
– identify current and historical political figures and their significance (e.g.,
provincial/territorial, municipal, and federal leaders; members of provincial
legislatures and the federal Parliament; members of municipal council);
– explain the significance of civic buildings and symbols (e.g., the federal
Parliament Buildings, the Peace Tower, the Speaker’s Mace, the national
anthem, Queen’s Park, flags and coats of arms, local public buildings and
memorials);
5z34
– describe some civic ceremonies and celebrations, and explain what they
mean or commemorate (e.g., citizenship and reaffirmation ceremonies, the
changing of the guard, the opening of Parliament, public events for
International Day for the Elimination of Racism,Aboriginal Solidarity Day,
Canada Day celebrations, Remembrance Day services).
Inquiry/Research
Inquiry/Researchand
andCommunication
CommunicationSkills
Skills
5z35
– formulate questions to develop a research focus (e.g.,What are the duties of
a member of Parliament? What are the responsibilities of the members of the
Supreme Court of Canada? Why is the Chief Electoral Officer not allowed to
vote? How can citizens have an influence on government decision making?);
5z36
– use primary and secondary sources to locate information about the structure
and functions of government (e.g., primary sources: interviews, classroom
visitors, field trips; secondary sources: atlases, encyclopedias and other print
materials, illustrations, videos, CD-ROMs, Internet sites);
5z37
– use media works, oral presentations, written notes and descriptions,
drawings, tables, and graphs to explain how the different levels of government
share responsibility for providing selected services (e.g., in the areas of
taxation, health care, roads, environmental protection, sports, arts and culture,
recreation);
5z33
– use graphic organizers and graphs to sort, classify, and connect information
(e.g., charts of services provided by three levels of government; a flow chart of
how tax dollars are collected and used);
5z39
– use media works, oral presentations, written notes and descriptions,
drawings, and tables to present information about processes or sequences of
events (e.g., the immigrant journey towards Canadian citizenship; the process
of law making; the process of becoming a member of Parliament);
5z40
– use appropriate vocabulary (e.g., government, local, municipal, provincial,
federal, democracy, citizenship, legislature, constituency, prime minister,
premier, mayor, governor general, monarchy, lieutenant-governor, cabinet,
opposition, election, majority, minority, electors, riding, county, civil servant,
right, responsibility ) to describe their inquiries and observations.
Map,
Map,Globe,
Globe,and
andGraphic
GraphicSkills
Skills**
5z41
– construct and read a variety of maps, graphs, diagrams, and/or models to
display and interpret information for specific purposes (e.g., maps showing
local electoral ridings, major municipalities of Canada, time zones that
determine the closing of electoral polls; bar graphs showing party standings
after each election; a diagram of the House of Commons).
Application
Application
5z42
– research and report on concrete examples of how the three levels of
government work together to meet challenges or perform tasks (e.g., in
responding to crises, in organizing Olympics or World Fairs/ Expositions);
5z43
– identify the relevance to their own lives of individual and group rights (e.g.,
language rights, equality rights);
5z44
– model activities and processes of responsible citizenship (e.g., re-enact or
model a citizenship ceremony; engage in democratic class meetings; hold a
mock election; create a series of diary entries that a new Canadian might have
written throughout the immigration and citizenship process; plan and
participate in a heritage-day event).
5z38
Ministry of Education
Health & Physical Education Expectations
Page 1
Grade 05
HealthyHealthy
Living Living
Overall
Overall Expectations
Expectations
Overall Expectations
5p1
5p2
5p3
5p4
• analyse •information
analyse • information
analyse
that hasinformation
an
thatimpact
has that
an
on impact
has
healthy
anoneating
impact
healthy
on eating
healthy eating
practices (e.g.,
practices
food labels,
(e.g.,
practices
food
food(e.g.,
labels,
guides,
food
food
care-of-teeth
labels,
guides,
food
care-of-teeth
brochures);
guides, care-of-teeth
brochures);
brochures);
• describe• physical,
describe
• emotional,
describe
physical, physical,
emotional,
and interpersonal
emotional,
and interpersonal
changes
and interpersonal
changes changes
associated with
associated
puberty;
associated
with puberty;
with puberty;
• apply strategies
• applytostrategies
deal
• apply
withstrategies
tothreats
deal with
toto personal
threats
deal with
tosafety
threats
personal
(e.g.,
to safety
personal
in
(e.g.,
safety
in (e.g., in
response toresponse
harassment)
to
response
harassment)
and totoprevent
harassment)
and injury
to prevent
(e.g.,
and to
injury
from
prevent
physical
(e.g.,injury
from(e.g.,
physical
from physical
assault); assault); assault);
• identify the
• identify
influences
the
• identify
(e.g.,
influences
the media,
influences
(e.g., the
peers,
(e.g.,
media,
family)
the
peers,
media,
affecting
family)
peers,
affecting
family) affecting
alcohol use,alcohol
as welluse,
as
alcohol
as
the well
effects
use,asasthe
and
well
effects
legalities
as the
andeffects
of,legalities
and and
healthy
of,
legalities
and healthy
of, and healthy
alternativesalternatives
to, alcoholalternatives
use.
to, alcoholto,
use.
alcohol use.
Healthy
Healthy Eating
Eating
Healthy Eating
5p5
5p6
5p7
5p8
– explain the
– explain
purposethe
–and
explain
purpose
function
theand
purpose
of calories
function
andand
offunction
calories
the major
ofand
calories
food
the major
and the
foodmajor food
nutrients; nutrients; nutrients;
– identify –critical
identify
content
– critical
identify
information
content
critical information
content
on foodinformation
labels
on food
(e.g.,
on
labels
food(e.g.,
labels (e.g.,
ingredients,ingredients,
calories, additives,
ingredients,
calories,fat
additives,
calories,
content);fat
additives,
content);
fat content);
– describe the
– describe
influence
–the
describe
ofinfluence
the media
the of
influence
on
thebody
media
ofimage
the
on body
media
(e.g.,image
on
shape
body
(e.g.,
image
shape
(e.g., shape
and size); and size); and size);
– explain how
– explain
changes
how
– explain
in changes
our bodies
howinchanges
our
sometimes
bodies
in our
sometimes
affect
bodies
our sometimes
eating
affect our affect
eating our eating
habits (e.g.,habits
increased
(e.g.,
habits
appetite
increased
(e.g.,
during
increased
appetite
growth
during
appetite
spurts);
growth
during
spurts);
growth spurts);
Growth
Growth and
and
Growth
Development
Development
and Development
5p9
5p10
5p11
5p12
5p13
– identify strategies
– identifytostrategies
–deal
identify
positively
to
strategies
deal
with
positively
stress
to dealand
with
positively
pressures
stresswith
andthat
stress
pressures
and pressures
that
that
result from relationships
result fromresult
relationships
withfrom
family
relationships
and
with friends;
familywith
andfamily
friends;
and friends;
– identify factors
– identify
(e.g.,factors
–trust,
identify
(e.g.,
honesty,
factors
trust,
caring)
(e.g.,
honesty,
trust,
that caring)
enhance
honesty,
that
healthy
caring)
enhance
thathealthy
enhance healthy
relationships
relationships
with friends,
relationships
with
family,
friends,
and
with
family,
peers;
friends,
andfamily,
peers;and peers;
– describe the
– describe
secondary
–the
describe
physical
secondary
the
changes
secondary
physical
at puberty
changes
physical
(e.g.,
atchanges
puberty
growthat
(e.g.,
puberty
growth
(e.g., growth
of body hair,ofchanges
body hair,
of
in body
changes
body hair,
shape);
inchanges
body shape);
in body shape);
– describe the
– describe
processes
–the
describe
of
processes
menstruation
the processes
of menstruation
and spermatogenesis;
of menstruation
and spermatogenesis;
and spermatogenesis;
– describe the
– describe
increasing
–the
describe
importance
increasing
the increasing
importance
of personal
importance
of
hygiene
personal
following
ofhygiene
personal
following
hygiene following
puberty; puberty; puberty;
Personal
PersonalPersonal
Safety
Safety // Injury
Injury
SafetyPrevention
Prevention
/ Injury Prevention
5p14
5p15
– explain how
– explain
people’s–how
actions
explain
people’s
(e.g.,
how bullying,
actions
people’s(e.g.,
excluding
actions
bullying,
(e.g.,
others)
excluding
bullying,
can
excluding
others) others)
affect the feelings
can affect
andcan
the
reactions
feelings
affect the
ofand
others;
feelings
reactions
and of
reactions
others; of others;
– apply strategies
– apply(e.g.,
strategies
– apply
anger(e.g.,
strategies
management,
anger
(e.g.,
management,
assertiveness,
anger management,
assertiveness,
conflictassertiveness,
conflict conflict
resolution) resolution)
to deal resolution)
with
to deal
personal-safety
with
to deal
personal-safety
with
and personal-safety
injury-prevention
and injury-prevention
and injury-prevention
situations (e.g.,
situations
swarming,
(e.g.,
situations
threatening,
swarming,
(e.g., swarming,
threatening,
harassment);
threatening,
harassment);
harassment);
Substance
Substance
Substance
Use
Use // Abuse
Abuse
Use / Abuse
5p16
5p17
5p18
– describe –the
describe
short-– and
the
describe
shortlong-term
the
andshorteffects
long-term
and
of alcohol
long-term
effects use
of effects
alcohol
and ofuse
alcohol
and use and
abuse;
abuse;
abuse;
– apply decision-making
– apply decision-making
– apply
skillsdecision-making
to make
skills healthy
to make
skills
choices
healthy
to make
about
choices
healthy about
choices about
alcohol use,
alcohol
and use,
recognize
alcohol
and use,
recognize
factors
and (e.g.,
recognize
factors
the (e.g.,
media,
factors
the
family
(e.g.,
media,
thefamily
media, family
members, friends,
members,
laws)
members,
friends,
that can
laws)
friends,
influence
that laws)
canthe
influence
that
decision
can the
influence
to decision
drink the todecision
drink to drink
alcohol;
alcohol; alcohol;
– demonstrate
– demonstrate
resistance
– demonstrate
techniques
resistance resistance
techniques
(e.g., avoidance,
techniques
(e.g., avoidance,
walking
(e.g., avoidance,
walking walking
away) and away)
assertiveness
andaway)
assertiveness
skills
and(e.g.,
assertiveness
skills
saying(e.g.,
no)skills
saying
to deal
(e.g.,
no)
with
saying
topeer
dealno)
with
to peer
deal with peer
pressure in pressure
situationsinpressure
pertaining
situations
intopertaining
situations
substance
pertaining
to use
substance
and to
abuse.
substance
use and abuse.
use and abuse.
Fundamental
Fundamental
Movement
Movement
Skills Skills
Overall
Overall Expectations
Expectations
Overall Expectations
5p19
5p20
• perform the
• perform
movement
•the
perform
movement
skills required
the movement
skillsto required
participate
skills torequired
in
participate
games,
to participate
in games,in games,
gymnastics,gymnastics,
dance, and
gymnastics,
dance,
outdoorand
pursuits
dance,
outdoor
and
alone
pursuits
outdoor
and with
alone
pursuits
others:
andalone
with others:
and with others:
locomotion/travelling
locomotion/travelling
(e.g.,
locomotion/travelling
running
(e.g.,
in patterns
running
(e.g.,in
inrunning
patterns
game activities),
ininpatterns
game activities),
in game activities),
manipulation
manipulation
(e.g., manipulation
catching,
(e.g., throwing),
catching,
(e.g., catching,
throwing),
and stability
throwing),
and (e.g.,
stability
and (e.g.,
stability (e.g.,
transferringtransferring
their weight);
transferring
their weight);
their weight);
• demonstrate
• demonstrate
the principles
• demonstrate
the of
principles
movement
the principles
of movement
while of
refining
movement
while
their
refining
whiletheir
refining their
movement skills
movement
(e.g.,movement
skills
matching
(e.g.,the
skills
matching
movements
(e.g., the
matching
movements
of a partner
the movements
ofina apartner
of in
a partner
a
in a
sequence). sequence).sequence).
Ministry of Education
Health & Physical Education Expectations
Page 2
Grade 05
Locomotion
Locomotion
Locomotion
// Travelling
Travelling
/ Travelling
Skills
Skills Skills
5p21
– perform –a perform
combination
– aperform
combination
of locomotion/
a combination
of locomotion/
travelling
of locomotion/
movements,
travelling movements,
travelling movements,
incorporating
incorporating
a variety
incorporating
ofa speeds,
variety of
ainvariety
speeds,
relationship
of inspeeds,
relationship
to objects
in relationship
to
or objectstoorobjects or
others (e.g.,
others
square
(e.g.,
others
dancing,
square
(e.g.,
dodging
dancing,
squareordodging
dancing,
faking toor
dodging
escape
faking or
to
or faking
escapetoorescape or
deceive an deceive
opponent);
andeceive
opponent);
an opponent);
Manipulation
Manipulation
Manipulation
Skills
Skills Skills
5p22
5p23
5p24
5p25
– catch, while
– catch,
moving,
while
– objects
catch,
moving,
while
of various
objects
moving,
sizes
of objects
various
and shapes
of
sizes
various
and
(e.g.,
sizes
shapes
and
(e.g.,
shapes (e.g.,
balls, Frisbees)
balls,using
Frisbees)
balls,
one orusing
Frisbees)
two hands;
one using
or twoone
hands;
or two hands;
– use a piece
– use
of equipment
a piece
– useofaequipment
topiece
sendofand
equipment
to receive
send and
to
an send
receive
objectand
toana
receive
object an
to aobject to a
partner or apartner
target (e.g.,
or partner
a target
propel
or
(e.g.,
aaball
target
propel
with(e.g.,
aascoop,
ball
propel
with
hitaaaball
scoop,
badminton
withhit
a scoop,
a badminton
hit a badminton
bird with a racquet,
bird withpass
abird
racquet,
awith
ball ausing
pass
racquet,
aaball
floor-hockey
pass
using
aa
ball
floor-hockey
stick);
using a floor-hockey
stick);
stick);
– stick-handle
– stick-handle
an object
– stick-handle
(e.g.,
an object
a ball,
an
(e.g.,
a
object
disc)
a ball,
(e.g.,
while
a adisc)
moving
ball,while
a indisc)
moving
whileinmoving in
different directions
differentand
directions
different
at different
directions
and speeds,
at different
and
alone
atspeeds,
different
or with
alone
speeds,
a partner;
or with
alone
a partner;
or with a partner;
– hit a ball –with
hit various
a ball– with
hit
parts
avarious
ball
of the
with
parts
body
various
of(e.g.,
the
parts
body
heading
of (e.g.,
theabody
soccer
heading
(e.g.,a heading
soccer a soccer
ball);
ball);
ball);
Stability
Stability Skills
Stability
Skills Skills
5p26
5p27
5p28
5p29
– perform –a perform
sequence
– aperform
of
sequence
movements
a sequence
of movements
(e.g., ofrolling,
movements
(e.g.,
balancing,
rolling,
(e.g.,balancing,
rolling, balancing,
jumping, landing);
jumping, landing);
jumping, landing);
– perform rotations,
– performboth
–rotations,
perform
single both
rotations,
rolls single
and both
rolls
rollsin
single
and
sequence,
rolls
rolls in
and
in
sequence,
rolls
a
in sequence,
in a
in a
variety of directions
variety ofon
directions
variety
mats; of directions
on mats; on mats;
– transfer body
– transfer
weight
–body
transfer
in aweight
variety
body
inofweight
a ways,
variety
inusing
of
a variety
ways,
changes
using
of ways,
inchanges
using in
changes in
di ti
di
d
ti d did ti d d
d
– dismount– safely
dismount
from
– dismount
safely
equipment
from
safely
equipment
(e.g.,
fromfrom
equipment
(e.g.,
a bench
from
(e.g.,
or
a bench
from aor bench or
box-horse).box-horse).
box-horse).
Active Participation
Active Participation
Overall
Overall Expectations
Expectations
Overall Expectations
5p30
5p31
5p32
5p33
• participate• on
participate
a regular
• participate
on
basis
a regular
in physical
onbasis
a regular
activities
in physical
basisthat
inactivities
physical
maintain
that
activities
or maintain
thatormaintain or
improve physical
improve fitness
improve
physical(e.g.,
physical
fitness
one-on-one
(e.g.,
fitnessone-on-one
or
(e.g.,two-on-two
one-on-one
or two-on-two
or two-on-two
soccer-typesoccer-type
games); soccer-type
games); games);
• identify the• identify
components
the
• identify
components
of physical
the components
fitness
of physical
andoffitness
describe
physical
and
physical
fitness
describe
andphysical
describe physical
activities that
activities
improvethat
activities
these
improve
components;
thatthese
improve
components;
these components;
• apply living• apply
skills (e.g.,
living
• apply
goal
skillssetting,
living
(e.g.,skills
goal
conflict-resolution
(e.g.,
setting,
goal
conflict-resolution
setting,
techniques,
conflict-resolution
techniques,
techniques,
and interpersonal
and interpersonal
skillsand
thatinterpersonal
contribute
skills thattocontribute
skills
positive
that group
contribute
to positive
interaction)
to
group
positive
interaction)
group interaction)
to physical toactivities
physicalto
(e.g.,
activities
physical
games,
(e.g.,
activities
gymnastics,
games,
(e.g.,gymnastics,
games,
dance, outdoor
gymnastics,
dance, outdoor
dance, outdoor
pursuits); pursuits); pursuits);
• follow safety
• follow
procedures
safety
• follow
procedures
related
safetytoprocedures
physical
related to
activity,
related
physical
equipment,
toactivity,
physical
equipment,
activity, equipment,
and facilities.
and facilities.
and facilities.
Physical
PhysicalPhysical
Activity
Activity Activity
5p34
5p35
– participate
– participate
vigorously
– participate
vigorously
in all aspects
vigorously
in allof aspects
the
in program
all ofaspects
the (e.g.,
program
of the (e.g.,
program (e.g.,
gymnastic stations,
gymnastic
fitness
gymnastic
stations,
circuit);
fitness
stations,
circuit);
fitness circuit);
– describe –thedescribe
factors– the
that
describe
factors
motivate
the
that
participation
factors
motivate
thatparticipation
motivate
in daily physical
participation
in daily physical
in daily physical
activity (e.g.,activity
seeing(e.g.,
anactivity
activity
seeing
(e.g.,
on
anTV,
seeing
activity
idolizing
an
on activity
TV,
a sports
idolizing
on hero,
TV,a idolizing
sports
doing hero,
a sports
doing
hero, doing
an activity with
an activity
your family)
an
with
activity
your
and family)
connect
with your
and
them
family)
connect
to various
andthem
connect
activities;
to various
them to
activities;
various activities;
Physical
PhysicalPhysical
Fitness
Fitness Fitness
5p36
5p37
5p38
– improve their
– improve
fitness–their
levels
improve
fitness
by their
participating
levels
fitness
by participating
levels
in vigorous
by participating
inphysical
vigorousin physical
vigorous physical
activities (e.g.,
activities
rope (e.g.,
skipping
activities
rope
to
(e.g.,
skipping
music)
ropefor
toskipping
a
music)
minimum
to
formusic)
aofminimum
twenty
for a of
minimum
twenty of twenty
minutes each
minutes
day, including
each
minutes
day,appropriate
each
including
day, appropriate
including
warm-up appropriate
and
warm-up
cool-down
and
warm-up
cool-down
and cool-down
procedures;procedures;
procedures;
– describe –the
describe
components
– the
describe
components
of physical
the components
offitness
physical
and
of fitness
physical
relate and
each
fitness
relateand
each
relate each
component component
to ancomponent
appropriate
to an toappropriate
physical
an appropriate
activity
physical (e.g.,
physical
activity (e.g.,
activity (e.g.,
cardiorespiratory
cardiorespiratory
– skipping;
cardiorespiratory
– muscle
skipping;
–endurance
skipping;
muscle endurance
–muscle
abdominal
endurance
– abdominal
– abdominal
crunches; muscle
crunches;
strength
crunches;
muscle
– push-ups;
strength
muscle–flexibility
strength
push-ups;
– sit
push-ups;
flexibility
and reach);
–flexibility
sit and reach);
– sit and reach);
– assess their
– assess
progress
–their
assess
inprogress
fitness-enhancing
their in
progress
fitness-enhancing
activities
in fitness-enhancing
at activities
regular atactivities
regular at regular
intervals (e.g.,
intervals
weekly
(e.g.,
intervals
monitoring
weekly
(e.g.,
monitoring
of weekly
their pulses
monitoring
of their
before
pulses
ofand
their
before
after
pulses
andbefore
after and after
running or completing
running orrunning
completing
exerciseorcircuits);
completing
exercise circuits);
exercise circuits);
Living
Living Skills
Skills
Living Skills
5p39
– incorporate
– incorporate
time-management
– incorporate
time-management
and
time-management
organizational
and organizational
skills
and inorganizational
theskills in the
skills in the
goal-settinggoal-setting
process (e.g.,
goal-setting
process
set a (e.g.,
realistic
process
setgoal,
a(e.g.,
realistic
identify
set goal,
a and
realistic
identify
address
goal,
and
identify
address
and address
barriers, prepare
barriers,
an prepare
action
barriers,
plan,
anprepare
action
decideplan,
an
who
action
decide
can plan,
help,
who
decide
and
canidentify
help,
who and
can identify
help, and identify
how to know
how
when
to know
the
how
goal
when
to has
know
the
been
goal
when
reached)
has
thebeen
goal
related
reached)
has been
to physical
related
reached)
to physical
related to physical
activity or personal
activity or
fitness;
personal
activity orfitness;
personal fitness;
Ministry of Education
Health & Physical Education Expectations
5p40
Page 3
Grade 05
– follow the
– rules
follow ofthe
–fair
follow
rules
playthe
ofin fair
games
rules
play
ofand
infairgames
activities
play inand
games
(e.g.,
activities
by
and (e.g.,
activities
by (e.g., by
displaying sports
displaying
etiquette,
displaying
sports by
etiquette,
encouraging
sports etiquette,
by encouraging
others
by with
encouraging
others
positive
with
others
positive
with positive
comments).comments).
comments).
Ministry of Education
The Arts Expectations
Grade 05
Music
Overall
OverallExpectations
Expectations
5a1
• demonstrate an understanding of the basic elements of music specified for
this grade (see below) through listening to, performing, and creating music;
5a2
• create and perform music, using a variety of sound sources;
5a3
• use correctly the musical terminology associated with the specific
expectations for this grade;
5a4
• read simple musical notation;
5a5
• identify and perform music from various cultures and historical periods;
5a6
• communicate their response to music in ways appropriate for this grade (e.g.,
through language, visual arts, drama, creative movement).
Knowledge
Knowledgeof
ofElements
Elements
5a7
– interpret correctly whole notes, half-notes, quarter-notes, and eighth-notes,
and the corresponding rests in 4/4 time;
5a8
– conduct in 4/4 and 2/4 time, using stand-ard conducting patterns;
5a9
– recognize the major scale through listening and in notation;
5a10 – demonstrate understanding of the meaning of the sharp, flat, and natural
symbols;
5a11 – explain the use of key signatures and identify the key (e.g., G major) of
music they sing or play;
5a12 – begin to sing or play the major scale in keys that occur in the music they sing
or play;
5a13 – identify the form of introduction, verse, and chorus in music that they sing,
play, or hear;
5a14 – recognize different kinds of tone colour in pieces of music (e.g., the sound of
steel drums);
5a15 – recognize and classify various instruments (e.g., as woodwind, brass,
stringed, or percussion instruments);
5a16 – sing or play in tune (e.g., in unison songs, “partner” songs, rounds);
5a17 – demonstrate an understanding of correct breathing technique and posture
when playing and/or singing.
Creative
CreativeWork
Work
5a18 – create an accompaniment for a story, poem, or drama presentation, using
their knowledge of beat, rhythm, tone colour, and melody;
5a19 – sing or play expressively, showing awareness of different tone colours;
5a20 – create musical compositions that show appropriate use of various elements
of music (e.g., tempo, dynamics, melody, form, tone colour), and perform
them;
5a21 – create and perform a song based on a scene from a story or poem;
5a22 – sing familiar songs and manipulate a musical element to change the overall
effect (e.g., change tempo or rhythm in “Hot Cross Buns”).
Critical
CriticalThinking
Thinking
5a23 – describe how various elements of music are combined to create different
moods (e.g., compare tempo and melody in “Hard Day’s Night” and
“Yesterday” by the Beatles);
5a24 – communicate their thoughts and feelings about the music they hear, using
language and a variety of art forms and media (e.g., computer graphics,
charcoal drawings);
5a25 – listen to music from the Renaissance period (e.g., Now Is the Month of
Maying by Thomas Morley) and identify its main characteristics (e.g.,
polyphonic texture).
Ministry of Education
The Arts Expectations
Grade 05
Visual Arts
Overall
OverallExpectations
Expectations
5a26 • produce two- and three-dimensional works of art that communicate a range
of ideas (thoughts, feelings, experiences) for specific purposes and to specific
audiences;
5a27 • define the elements of design (colour, line, shape, form, space, texture), and
use them in ways appropriate for this grade when producing and responding to
works of art;
5a28 • describe their interpretation of a variety of art works, basing their
interpretation on evidence from the works (especially on ways in which an
artist has used the elements of design to clarify meaning) and on their own
knowledge and experience;
5a29 • use correctly vocabulary and art terminology associated with the specific
expectations for this grade.
Knowledge
Knowledgeof
ofElements
Elements
5a30 – identify the three pairs of complementary colours (red and green, purple and
yellow, blue and orange);
5a31 – describe how line may be used to define shapes and forms and to create
movement and depth;
5a32 – identify how the shading of shapes can be used to create the illusion of
depth (e.g., create a spherical form by shading one side of a circle);
5a33 – identify negative and positive shapes in works of art and the environment
(e.g., shapes created by both the branches of a tree and the spaces between
the branches);
5a34 – recognize and describe the relationship between a work of art and its
surroundings (e.g., the size and type of sculpture that is displayed in the foyer
of a building should be appropriate for the building);
5a35 – identify tools and techniques used by artists to create the illusion of texture
(e.g., a pencil for cross-hatching, a paint brush for producing thick layers of
paint);
5a36 – describe the strengths and limitations of various art tools, materials, and
techniques (e.g., identify drawing tools, such as charcoal, pencil crayons, and
pastels, and describe their effectiveness on specific surfaces);
5a37 – select the most appropriate tools, materials, and techniques for a particular
purpose, and use them correctly.
Creative
CreativeWork
Work
5a38 – organize their art works to create a specific effect, using the elements of
design (e.g., create a still life depicting their favourite foods, and explain how
they used colour, texture, and shape to appeal to the viewer’s senses);
5a39 – produce two- and three-dimensional works of art (i.e., works involving media
and techniques used in drawing, painting, sculpting, printmaking) that
communicate a range of thoughts, feelings, and ideas for specific purposes
and to specific audiences (e.g., using electronic media, design an eye-catching
title page for their science notebook that clearly communicates the topic for a
specific unit of study);
5a40
5a41
– identify, in their plan for a work of art, the artistic problem and a number of
possible solutions (e.g., identify different types of subject matter that they could
use to express their concern for the environment);
– identify strengths and areas for improvement in their own work and that of
others.
Ministry of Education
The Arts Expectations
Grade 05
Critical
CriticalThinking
Thinking
5a42
5a43
5a44
– compare works on a similar theme (e.g., seasons) from various periods and
cultures, and describe the impact of time and location on style (e.g., The Red
Maple by A.Y. Jackson; The Harvesters by Pieter Brueghel the Elder; and an
Egyptian fresco, The Fields of the Blest);
– describe the connection between an element of design and a specific artistic
purpose, using appropriate vocabulary (e.g., the artist has used soft colours
and circular shapes to emphasize the loving relationship between the mother
and child);
– defend their preference for specific art works with reference to at least three
elements of design (e.g., the artist’s use of curved lines to show movement,
shading to create the illusion of texture, and colour to define form
communicates a feeling of excitement).
Drama & Dance
Overall
OverallExpectations
Expectations
5a45 • demonstrate understanding of some of the principles (e.g., contrast,
harmony) involved in the structuring of works in drama and dance;
5a46 • interpret and communicate the meaning of stories, films, plays, songs, and
other material drawn from different sources and cultures, using a range of
drama and dance techniques (e.g., using a “corridor of voices”);
5a47 • create dance pieces, using a variety of techniques;
5a48 • describe, orally and in writing, their response to their own and others’ work in
drama and dance, gather others’ responses (e.g., through interviews,
research), and compare the responses;
5a49 • solve problems presented through drama and dance, working in large and
small groups and using various strategies;
5a50 • use different forms of available technology to enhance their work in drama
and dance.
Knowledge
Knowledgeof
ofElements
Elements
5a51 – demonstrate awareness of audience when writing in role, and use the
appropriate language, tone of voice, gestures, and body movements when
speaking as a character in a drama;
5a52 – use drama and dance vocabulary in describing and interpreting their own
and others’ work (e.g., conflict, setting, rhythm, pace);
5a53 – explain drama and dance techniques (e.g., body language, group
formations) and use them to convey information and feelings;
5a54 – identify the significance of symbols or objects in drama and dance, and use
props appropriately;
5a55 – demonstrate the ability to sustain concentration in drama and dance (e.g., by
adding transitions between tableaux);
5a56 – describe the use of sequential patterns in both drama and dance (e.g., in the
organization of a plot; in movements in various dance types);
5a57 – demonstrate understanding of the use of technology in creating contrasting
effects (e.g., fast/slow, dark/light, loud/soft);
5a58 – describe various dance forms (e.g., creative dances, social dances).
Creative
CreativeWork
Work
5a59 – create characters and portray their motives and decisions through speech
(e.g., vocabulary, volume) and movement (e.g., hand gestures, facial
expressions, pace);
5a60 – rehearse and perform small-group drama and dance presentations drawn
from novels, poems, stories, plays, and other source materials;
5a61 – select words, visual images, and sounds from other subjects in the
curriculum for interpretation and dramatization;
Ministry of Education
The Arts Expectations
5a62
Grade 05
– identify the elements of drama and dance that are best suited for conveying
a specific subject or theme in drama and dance.
Critical
CriticalThinking
Thinking
5a63 – explain how elements of drama and of dance work together to create
different effects on the audience (e.g., staging, lighting, use of music);
5a64 – describe some drama and dance performances, and compare events in
them with their own experiences;
5a65 – describe, orally and in writing, the differences between their own responses
to a situation and the responses of a character they have portrayed (e.g.,
record their responses in a journal);
5a66 – evaluate drama and dance presentations done in class;
5a67 – solve problems in drama and dance individually and in groups (e.g.,
negotiate the “best” ending to an improvisation), and evaluate the solutions;
5a68 – provide support for their interpretations of personal experiences and aspects
of history, which they have presented through drama and dance (e.g., arrival in
a new country, life in a medieval village), using various research resources to
gather information;
5a69 – explain the use of rhythm and movement in their dance pieces.
Ministry of Education