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.