STUDENT OUTCOMES – GR 5 SCIENCE TOPIC A: ELECTRICITY AND MAGNETISM I can explain that household electrical currents can be dangerous and not suitable for experimentation. I can demonstrate that small batteries are relatively safe sources of electricity for experimentation and study. I can explain that short circuits may cause wires to heat up, and waste the energy in batteries. I can demonstrate that electricity can be used to create magnetism. I can demonstrate that a moving magnet can be used to generate electricity. I can demonstrate and interpret evidence of magnetic fields around magnets and around current-carrying wires, by using iron filings or compasses. I can demonstrate that continuous loops of conducting material are required to create a current flowing in a circuit. I can distinguish electrical conductors from electrical insulators. I can demonstrate that some materials, including resistors, are partial conductors of electricity. I can predict how placing an electrical resistance in a circuit will affect it. (example: a circuit with a light bulb or electric motor). I can recognize that the amount of electricity we use in homes is measured in kilowatt hours. I can interpret and explain the readings on household electrical meters I can interpret and explain the efficiency labels on electrical appliances. I can draw and interpret circuit diagrams that include symbols for switches, power sources, resistors, lights, and motors. Student Outcomes – Gr 5 Science TOPIC B : MECHANISMS USING ELECTRICITY I can identify electrical devices at home and school, and classify the kinds of uses such as heating, lighting, communicating, moving, computing. I can design and construct circuits that operate lights and other electrical devices. I can describe the importance of switches and other control mechanisms to the design and operation of electrical devices . I can identify purposes of switches in particular applications. I can construct and use a variety of switches. I can design and construct vehicles or other devices using a battery-powered electric motor to produce motion (example: model cars, hoists, fans). I can design and construct a burglar alarm. I can demonstrate different ways of lighting two lights from a single power source. I can recognize that wiring may be done in series or parallel, and demonstrate this knowledge. I can demonstrate different ways of using two batteries to light bulbs, and compare the results. I can invent and construct an electrical device given a task and using appropriate materials. STUDENT OUTCOMES – GR 5 SCIENCE TOPIC C: CLASSROOM CHEMISTRY I can recognize and identify examples of mixtures involving solids, liquids, or mixtures of these. I can apply and evaluate techniques for separating different materials. I can distinguish between substances that will dissolve in a liquid from those that will not. I can demonstrate how to recover a material from a solution. I can demonstrate a procedure for making a crystal. I can recognize that the surface of water has properties, and describe the interaction of water with other liquids and solids. I can produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air. I can distinguish reversible from irreversible changes of materials, and give examples of each. I can recognize and describe chemical reactions. I can use an indicator to identify if a solution is acidic or basic. STUDENT OUTCOMES – GR 5 SCIENCE TOPIC D: WEATHER WATCH I can predict where one is likely to find warmest and coolest temperatures, indoors or outdoors. I can describe patterns of air movement when one area is warm and another is cool. I can describe and demonstrate methods to measure wind speed and direction. I can describe evidence that air contains moisture and that dew and other forms of precipitation come from moisture in air. I can describe and measure different forms of precipitation. I can measure at least four different kinds of weather phenomena. I can record weather over a period of time. I can identify common types of clouds, and relate them to weather patterns. I can describe the effects of the sun’s energy on daily and seasonal changes in temperature. I can recognize that weather systems are caused because different surfaces on the face of the earth retain and release heat at different rates. I can describe what climate refers to. I can recognize that human actions affect climate and are linked to the greenhouse effect. I can appreciate that it is important to be able to forecast weather. I can test fabrics and clothing designs to choose those that meet particular weather conditions (water and wind resistance, protection from cold.) STUDENT OUTCOMES – GR 5 SCIENCE TOPIC E: WETLAND ECOSYSTEMS I can recognize and describe one or more examples of wetland ecosystems (examples: ponds, sloughs, marshes, bogs, fens.) I can describe how wetland ecosystems involve interaction between living and nonliving things. I can identify plants and animals in and around water, and describe life cycles. I can identify and describe adaptations of certain plants and animals. I can understand that all animals and plants have an important role. I can identify the roles of different organisms in the food web of a pond (producers, consumers, decomposers). I can describe that producers are green plants that make their own food using sunlight. I can describe that consumers are animals that eat living plants and animals. I can describe that decomposers are organisms such as molds, fungi, insects, worms that reuse the recycle materials that were formerly living. I can draw diagrams of food chains and food webs and interpret them. I can recognize that some aquatic animals use oxygen from air and others from water. I can identify examples and adaptations of each. I can identify human actions that threaten the wetland ecosystems. I can identify individual and group actions that will preserve wetlands. I can recognize that changes in part of an environment will have effects on the whole environment.