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Manitoba Science Standards

Manitoba Standards Alignment

We Cover 85% of the Manitoba Curriculum.

Generation Genius LessonProvinceStandards DocumentGradeStandard IDSpecific Learning Outcomes
Adaptations and the Environment;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2008Explain how different adaptations of plants help them survive in particular environments.
Animal Group Behavior; Adaptations and the Environment;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2004Identify physical and behavioural adaptations of animals and plants, and infer how these adaptations help them to survive in a specific habitat.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2002Identify and describe constant and changing characteristics of humans as they grow and develop.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2010Compare the length of time from birth to adulthood for humans and other animals.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2011Identify and describe constant and changing characteristics of an animal as it grows and develops.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2014Describe changes in the appearance and activity of various animals as they go through a complete life cycle.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2015Compare the life cycles of animals that have similar life cycles and those that have different life cycles.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2016Observe and describe an animal's life processes.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2010Care for a flowering plant throughout its life cycle, tracking its growth, and its changes over time.
Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2011Identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant.
Animals Change Their Environment;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2009Identify animals found in soil and explain their importance to soil quality.
Animals Help Their Babies Survive;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2013Describe and compare ways in which different animals care for their offspring.
Animals Need Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2006Observe and identify similarities in life processes between themselves and other living things.
Animals Need Food; How Do We Use Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2004Recognize that food is a form of energy and that healthy eating is essential for growth and development.
Animals Need Food; Plants Need Water And Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2008Describe what is needed to care for a pet, a farm animal, or an indoor plant.
Balanced & Unbalanced Forces;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2005Recognize that balance affects the stability of a structure.
Balanced & Unbalanced Forces;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2010Describe the effects of various forces on different structures.
Balanced & Unbalanced Forces;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2001Use appropriate vocabulary related to their investigations of forces.
Balanced & Unbalanced Forces;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2002Describe, using diagrams, the forces acting on an object and the effects of increasing or decreasing them.
Brain Processing of Senses; How Do We Use Food; Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2004Conduct experiments to determine conditions needed for healthy plant growth.
Changing the Shape of Land;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2012Investigate and describe ways in which soil erosion is controlled or minimized in their community and in communities around the world.
Changing the Shape of Land;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2013Use the design process to determine an appropriate system for controlling soil erosion in a given situation.
Chemical vs. Physical Changes;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2003Investigate to determine how characteristics and properties of substances may change when they interact with one other.
Chemical vs. Physical Changes;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2009Explore to identify reversible and non-reversible changes that can be made to substances.
Chemical vs. Physical Changes;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2011Observe examples of changes in substances, classify them as physical or chemical changes, and justify the designation.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-04Explore, sort, and classify leaves, using their own classification system.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-04Order a group of objects based on a given colour criterion.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-01Use appropriate vocabulary related to their investigations of colours.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-02Sort and classify objects by colour.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-03Compare and contrast colours using appropriate terms.
Classification of Materials;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-07Explore to identify and describe colours found in their environment.
Collisions;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2003Recognize that energy makes things happen and can be found all around us.
Collisions; How Do We Use Food; Energy Transfer; Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2003Recognize that energy is an integral part of daily life.
Collisions; Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2017Distinguish between motion that is caused without contact and that which is caused by contact.
Conservation of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2007Demonstrate that the mass/weight of a whole object is equal to the sum of the mass/weight of its parts.
Biodiversity of Life on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2005Recognize that plants, as living things, come in different forms.
Biodiversity of Life on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2012Describe and classify a wide range of animals according to various characteristics and behaviours.
Biodiversity of Life on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2008Predict and test to determine an appropriate method for measuring a plant population within a given habitat.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2013Describe ways that plants and animals depend on each other.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2001Use appropriate vocabulary related to their investigations of habitats and communities.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2002Recognize that each plant and animal depends on a specific habitat to meet its needs.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2003Identify the components of an animal habitat.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2007Investigate and describe a variety of local and regional habitats and their associated populations of plants and animals.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2009Recognize that plant and animal populations interact within a community.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2013Predict, based on their investigations, how the removal of a plant or animal population may affect the rest of the community.
Ecosystems;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2014Investigate natural and human-caused changes to habitats, and identify resulting effects on plant and animal populations.
Energy Transfer;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2014Use the design process to construct a device that transmits and reflects light.
Energy Transfer;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2011Describe practices that help ensure protection of the ears and hearing.
Energy Transfer;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2002Give examples of various forms of energy.
Energy Transfer; Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2002Recognize that sound is a form of energy.
Parts of a Plant;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2016Identify how humans from various cultures use plant parts for food and medicine.
Parts of a Plant;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-03Identify and describe basic parts of a tree.
Parts of a Plant; Animals Need Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2007Recognize that foods humans eat come from plants and animals, and classify foods accordingly.
Parts of a Plant; Structure of Living Things;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2007Identify the basic parts of plants and describe their functions.
Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2014Describe ways plants are important to the environment.
Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2010Describe ways to return organic matter to the soil.
Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2011Use the design process to construct a simple composter that returns organic matter to the soil.
Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2011Construct food chains and food webs, and classify organisms according to their roles.
Fossils & Extinction;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2009Explain how fossils are formed.
Fossils & Extinction; Earth's Landscapes;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2010Describe how fossils help humans gain a better understanding of Earth's history, including identifying organisms that are now extinct.
Gravity Pulls Things Down;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2003Describe evidence showing that objects and living things on or near Earth are pulled toward it by a force called gravity.
Gravity Pulls Things Down;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2019Use the design process to construct a game, toy, or useful device that uses gravitational, magnetic, or electrostatic forces.
Habitats;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2010Describe how humans and other living things depend on their environment to meet their needs.
Habitats;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2011Design a representation of an environment that meets the needs of a Manitoba animal.
Habitats;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2014Show respect for living things in their immediate environment.
Habitats;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2012Use the design process to construct a model of a local or regional habitat and its associated populations of plants and animals.
Heating and Cooling;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2007Describe evidence of water changing state, and recognize that these changes are part of the water cycle.
Heating and Cooling;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2014Explore to determine how water can be made to change from one state to another and back again.
How Do We Use Food; Animal & Plant Life Cycles;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2001Use appropriate vocabulary related to their investigations of growth and changes in plants.
How Do We Use Food; Energy Transfer; Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2010Recognize that the food chain is a system in which some of the energy from the Sun is transferred eventually to animals.
How Do We Use Food; Food Webs;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2005Recognize that a plant uses the Sun's energy to make its own food.
How Do We Use Food; Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2001Use appropriate vocabulary related to their investigations of human health.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2006Identify the major components of the digestive system, and describe its role in the human body.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2007Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2010Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2011Describe how the human body gets rid of waste.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2012Give examples of how systems of the human body work together.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2013Identify and describe factors necessary to maintain a healthy body.
Human Body Systems;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2014Evaluate information related to body image and health from media sources for science content and bias.
Human Body Systems; Variation of Traits;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2015Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors.
Reducing Our Impact on EarthManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2015Describe how their actions can help conserve plant and animal populations and their habitats.
Reducing Our Impact on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2017Identify and describe ways in which humans help other animals.
Reducing Our Impact on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2018Explain how humans replenish the plants they use and the consequences if plants are not replenished.
Reducing Our Impact on Earth; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2013Develop, implement, and evaluate personal and group action plans that contribute to a healthy environment for themselves and for other living things.
Reducing Our Impact on Earth; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2011Demonstrate ways to reduce, reuse, and recycle materials during classroom learning experiences.
Reducing Our Impact on Earth; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2016Describe ways humans dispose of solids and liquids to maintain a clean and healthy environment.
Reducing Our Impact on Earth; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2012Identify substances that pollute air and water, and describe ways of reducing such pollution.
Reducing Our Impact on Earth; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2014Record personal use of water, and identify ways in which they can reduce water usage.
Inspired by Nature (Biomimicry);ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2012Identify hobbies and jobs that require knowledge of the needs of living things.
Inspired by Nature (Biomimicry);ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2006Investigate how technological developments often mirror physical adaptations.
Introduction to Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2005Recognize that shadows are caused by blocking light.
Introduction to Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2009Recognize that most objects that produce light also give off heat, and identify objects that produce light but give off little or no heat.
Introduction to Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2010Classify materials as transparent, translucent, or opaque.
Introduction to Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2011Evaluate the usefulness of a material for a particular task based on its ability to transmit, reflect, or absorb light.
Introduction to Light;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2012Predict the location, shape, and size of a shadow based on the position of a light source relative to an object.
Introduction to Sound;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2005Recognize that sounds are caused by vibrations.
Introduction to Traits;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2004Identify and appreciate variations that make each human unique.
Introduction to Traits;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2003Recognize that all humans do not grow and develop at the same rate.
Introduction to Traits;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2008Recognize that all animals can have offspring, and that offspring generally resemble their parents.
Introduction to Traits;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2009Compare the appearance of young and mature animals of the same type.
Introduction to Weather;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2014Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes.
Introduction to Weather;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2011Explore to determine that there is a substance around us called air.
Introduction to Weather;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2002Recognize that air can move.
Introduction to Weather;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2003Observe and identify evidence of moving air in indoor and outdoor environments.
Introduction to Weather;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2004Identify positive and negative effects of changes in air temperature and movement in indoor and outdoor environments.
Introduction to Weather; Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2005Use the design process to construct a weather instrument.
Introduction to Weather; Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2006Observe and measure local weather conditions over a period of time, using student-constructed or standard instruments, and record and analyze these data.
Introduction to Weather; Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2008Describe the key features of a variety of weather phenomena.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2001Use appropriate vocabulary related to their investigations of light.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2005Distinguish between objects that produce their own light and those that reflect light from another source.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2006Identify a variety of natural and artificial light sources.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2007Observe and describe properties of light.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2008Explore to determine effects different materials and objects have on a light beam.
Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2015Describe practices that help ensure protection of eyes and sight.
Living vs. Non-Living Things;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2001Use appropriate vocabulary related to their investigations of characteristics and needs of living things.
Living vs. Non-Living Things;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2007Recognize that plants, animals, and humans, as living things, have particular needs.
Living vs. Non-Living Things; External Animal Parts;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2003Identify and describe common characteristics of humans and other animals they have observed.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2004Predict and test to identify materials that are attracted by magnets and those that can be magnetized.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2005Investigate to determine how to magnetize a given object.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2006Investigate to determine the location of poles on a magnet, and the shape of the magnetic field around a magnet.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2007Demonstrate that opposite poles attract and like poles repel.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2009Demonstrate and explain how a compass operates by magnetism.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2010Describe potentially harmful effects of magnets on magnetized materials.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2011Describe and demonstrate ways to use everyday materials to produce electrostatic charges.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2012Investigate to determine how electrostatically charged materials interact with each other and with uncharged materials.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2013Identify ways in which problems associated with static electricity can be avoided or eliminated.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2014Investigate to determine the change in magnetic and electrostatic forces at different distances.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2015Predict and test to determine the effect of placing materials between a magnet and an attracted object and between charged objects.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2016Recognize that gravitational, magnetic, and electrostatic forces can move certain objects without touching them directly.
Magnets & Static Electricty;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2018Identify devices that use gravitational, magnetic, or electrostatic forces.
Magnets & Static Electricty; Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2002Identify characteristics and properties that allow substances to be distinguished from one another.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2002Explore and describe characteristics of materials using their sensory observations.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2004Identify materials that make up familiar objects.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2009Compare different materials with respect to their capacity to absorb liquids, and describe how this capacity determines their uses.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2013Identify various materials used in the construction of buildings in their community and in communities around the world.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2003Distinguish between an object and the materials used to construct it.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2005Explore to identify characteristics of common materials.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2007Test and evaluate the suitability of materials for a particular function.
Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2008Evaluate and describe the usefulness of common objects for a specific task.
Material Properties and Purposes; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-02Identify kinds of paper that can be found in the classroom.
Material Properties and Purposes; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-04Observe and compare characteristics of different kinds of paper.
Material Properties and Purposes; What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2010Use the design process to construct a useful object by selecting, combining, joining, and shaping materials.
Material Properties and Purposes; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2001Use appropriate vocabulary related to their investigations of objects and materials.
Natural Disasters;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2002Conduct experiments to compare the strength of common materials.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2010Describe different uses of water by humans.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2011Explain and appreciate the importance of clean air and water for humans, plants, and animals.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2013Recognize that clean water is an increasingly scarce resource in many parts of the world, and describe consequences of a shortage of clean water.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-02Identify ways in which humans and other animals use trees.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-01Use appropriate vocabulary related to their investigations of paper.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-03Recognize that paper is most often made from trees.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2017Investigate to determine how humans from various cultures make useful products from plant materials.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2012Investigate how humans from various cultures use earth materials to make objects.
Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2014Research and describe how raw materials are transformed into useful products.
Oceans, Lakes & Rivers;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2009Identify sources of drinking water, and explain how this water is distributed in one's own and in other communities.
Oceans, Lakes & Rivers; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2001Use appropriate vocabulary related to their investigations of air and water.
Oceans, Lakes & Rivers; Natural Resources;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2006Observe and identify examples of water in the environment.
Particle Nature of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2003Describe properties of air.
Particle Nature of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2008Demonstrate that changes of state are reversible through the addition or removal of heat.
Patterns in the Sky;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2003Recognize that a day is divided into day time and night time based on the presence or absence of sunlight.
Patterns in the Sky;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2006Observe and describe how the Sun appears to change position over the course of a day.
Patterns of Motion & Friction;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2008Compare and describe the effects of friction on the motion of objects and humans when travelling across different surfaces.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2004Sequence and record events and activities that occur over the course of a day, a week, or a year.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2006Use the design process to construct an environment that enhances plant growth.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2001Use appropriate vocabulary related to their investigations of soils in the environment.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2002Identify and describe various components within a sample of soil from the local environment.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2006Describe the effect of water on different soils.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2007Conduct experiments to determine how different soils affect the growth of plants.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2008Explain the importance of understanding the characteristics of different soils.
Plant Growth Conditions; Animals Need Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2001Use appropriate vocabulary related to their investigations of growth and changes in animals.
Plant Growth Conditions; Plants Need Water And Light; Animals Need Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2009Compare ways in which humans and other animals meet their needs.
Plants Need Water And Light;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-01Use appropriate vocabulary related to their investigations of trees.
Plants Need Water And Light; Animals Need Food;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2012Identify needs common to plants and animals, and contrast how they meet those needs.
Pollination and Seed Dispersal;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-08Investigate to determine that many trees produce seeds which are dispersed and may grow into new trees.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2001Use appropriate vocabulary related to their investigations of materials and structures.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2001Use appropriate vocabulary related to their investigations of properties of, and changes in, substances.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2004Recognize that matter is anything that has mass/weight and takes up space.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2005Identify properties of the three states of matter.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2006Experiment to compare the mass/weight of a substance in its liquid and solid states.
Properties of Matter;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2010Recognize that a physical change alters the characteristics of a substance without producing a new substance, and that a chemical change produces a new substance with distinct characteristics and properties.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2001Use appropriate vocabulary related to their investigations of position and motion.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2002Explore and describe the position of a stationary object with reference to themselves, to other objects, or to a specific area.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2003Explore and describe changes in the position of an object in relation to its original position, themselves, or another object.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2006Describe the motion of various objects and living things.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2007Recognize that the position and motion of an object can be changed by a push or a pull and the size of the change is related to the strength of the push or pull.
Pushes and Pulls;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2002Recognize that force is a push or pull and that attraction and repulsion are types of pushes and pulls.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2008Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2010Describe how humans prepare for seasonal changes.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2009Compare characteristics of the four seasons.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2011Identify people who help us prepare for and deal with seasonal changes.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2013Sort clothing to suit each season, and justify their decisions.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2015Describe how humans are able to participate in non-seasonal activities.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-05Name and describe each of the four seasons.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-06Recognize that some trees lose their leaves in the fall, while others do not.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-1-07Describe seasonal changes in the life of a tree.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2005Recognize that their fingertips are especially sensitive to touch.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2006Identify the external part of the ear, and explore to determine its function.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2007Use smell to identify familiar substances, following safe procedures.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2009Identify parts of the body that are involved directly and indirectly in tasting.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2011Explore to determine ways that the appearance, texture, sound, smell, and taste of objects can be altered.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2012Describe ways in which the senses can both protect and mislead.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2013Recognize and appreciate that humans have different capabilities for sensing the environment and can use aids to assist them.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2014Recognize and appreciate that humans may have different interpretations of similar sensory observations.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2015Give examples of how the senses are important in various activities, hobbies, and jobs.
The Five Senses; External Animal Parts;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2010Identify objects and procedures that protect the body and preserve each of the senses in explorations and in daily life.
The Five Senses; Parts of a Plant; External Animal Parts;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2008Identify parts of the nose and describe their functions.
The Five Senses; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2001Use appropriate vocabulary related to their investigations of the senses.
The Five Senses; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2002Identify the five senses and describe the main body parts with which they are associated.
The Five Senses; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2003Use their senses to sort and classify objects.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2010Identify how humans use inclined planes to make motion easier.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2011Explore toys to determine how wheels and axles interact and move.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2012Recognize that the wheels of a vehicle rotate clockwise or counterclockwise depending on the direction of motion of the vehicle.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2013Identify how humans use the wheel and axle to make movement easier.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2014Use the design process to construct a vehicle with wheels and axles that meets given criteria.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2001Use appropriate vocabulary related to their investigations of forces and simple machines.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2003Investigate a variety of levers used to accomplish particular tasks in order to compare them qualitatively with respect to fulcrum position, applied force, and load.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2004Identify objects in the school and at home that use wheels and axles, and describe the forces involved.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2005Recognize that a gear is a wheel and axle used to turn another wheel and axle.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2006Identify common devices and systems that incorporate pulleys and/or gears.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2007Explore to determine how the direction and amount of the applied force and the speed of rotation vary within a two-gear system.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2008Compare, quantitatively, the force required to lift a load using a pulley system versus a single fixed pulley, and recognize the relationship between the force required and the distance over which the force is applied.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2009Identify and make modifications to their own pulley and/or gear systems to improve how they move loads.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2010Identify and describe types of simple machines.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2011Describe the advantage of using simple machines to move or lift a given load.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2013Compare devices that use variations of simple machines to accomplish similar tasks.
Simple Machines;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2014Use the design process to construct a prototype containing a system of two or more different simple machines that move in a controlled way to perform a specific function.
Solids, Liquids and Gases;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2010Describe useful materials that are made by combining solids and liquids.
Solids, Liquids and Gases;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2008Identify liquids used in the home, and describe how they are used.
Solids, Liquids and Gases;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2012Recognize that air is composed of several gases.
Solids, Liquids and Gases;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2013Identify properties of gases.
Solids, Liquids and Gases;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2015Recognize that the states of solids and liquids remain constant in some circumstances, but may change in other circumstances.
Solids, Liquids and Gases; Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2006Give examples that show how the same material can serve a similar function in different objects.
Solids, Liquids and Gases; Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2002Identify substances, materials, and objects as solids or liquids.
Solids, Liquids and Gases; Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2004Investigate and compare properties of familiar liquids.
Solids, Liquids and Gases; Material Properties and Purposes;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2005Identify similarities and differences among properties of familiar solids and liquids.
Solids, Liquids and Gases; Material Properties and Purposes; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2003Investigate and compare properties of familiar solids.
Solids, Liquids and Gases; What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2001Use appropriate vocabulary related to their investigations of solids, liquids, and gases.
Sunlight Warms the Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2002Recognize that the Sun is a source of light and heat.
Sunlight Warms the Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2013Explain how the transfer of energy from the Sun affects weather conditions.
Timescale of Earth's Events;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2001Use appropriate vocabulary related to changes over time.
Timescale of Earth's Events;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2008Investigate to determine factors that cause things to dry quickly or slowly.
Water Cycle;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2014Explain how clouds form, and relate cloud formation and precipitation to the water cycle.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2007Demonstrate how the pitch and loudness of sounds can be modified.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2013Investigate to compare how vibrations travel differently through solids, liquids, and gases.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2014Explore to determine the ability of materials to transmit or absorb sound.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2015Describe how materials that absorb or reflect sound are used in different situations.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2016Describe devices that extend our ability to produce, transmit, and detect sound.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2017Investigate to identify inventions related to sound, and describe their impacts on society.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2018Describe the role of sound in different jobs and hobbies.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2001Use appropriate vocabulary related to their investigations of sound.
Wave Properties;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2008Observe and describe properties of sound.
Wave Properties; Introduction to Sound;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2004Identify and classify various sounds using student-generated criteria.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2007Identify and describe components of public weather reports from a variety of sources.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2009Provide examples of severe weather forecasts, and describe preparations for ensuring personal safety during severe weather and related natural disasters.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2010Investigate various ways of predicting the weather, and evaluate their usefulness.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2011Contrast the accuracy of short- and long-term weather forecasts, and discuss possible reasons for the discrepancies.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2001Use appropriate vocabulary related to their investigations of weather.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2002Describe how weather conditions may affect the activities of humans and other animals.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2012Describe examples of technological advances that have enabled humans to deepen their scientific understanding of weather and improve the accuracy of weather predictions.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2016Differentiate between weather and climate.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2018Recognize that climates around the world are ever changing, and identify possible explanations.
Weathering & Erosion; Interactions of Earth’s Spheres;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2001Use appropriate vocabulary related to their investigations of rocks, minerals, and erosion.
Weathering & Erosion; Interactions of Earth’s Spheres;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2014Describe effects of wind, water, and ice on the landscape.
Weathering & Erosion; Interactions of Earth’s Spheres;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2015Identify natural phenomena and human activities that cause significant changes in the landscape.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/3/2009Describe ways that materials can be joined.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-07Use the design process to construct a paper product for a particular use.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2006Explore to determine ways to improve the strength and stability of a frame structure.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2007Identify shapes that are part of natural and human-built structures from various cultures and describe how these shapes help to provide strength and stability.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2008Identify characteristics of materials that need to be considered when choosing materials for building structures.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2003Explore to determine ways to strengthen a material used for building.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2004Explore to determine an appropriate method for joining two materials for a specific use.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2009Use the design process to build a structure that meets given criteria related to strength, stability, and function.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2011Evaluate simple structures to determine if they are safe and appropriate to the user.
What is Engineering?;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/2/2012Investigate to identify hobbies and jobs related to construction, engineering, and architecture.
What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2004Demonstrate that white light can be separated into colours.
What Is Science?;ManitobaManitoba Curriculum Framework of OutcomesGrade 55/3/2012Investigate to identify advantages and disadvantages of using different simple machines to accomplish the same task.
What Is Science?; Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2013Identify technological developments that extend our ability to see, and recognize their impact on science.
What Is Science?; Light Reflection & Vision;ManitobaManitoba Curriculum Framework of OutcomesGrade 44/2/2016Identify different uses of light at home, at school, and in the community, and explain how the brightness and colour of the light are appropriate for each use.
The Five Senses;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2002Identify major parts of the human body and describe their functions.
ManitobaManitoba Curriculum Framework of OutcomesGrade 11/1/2015Recognize that some information they receive about living things is not scientific in nature.
ManitobaManitoba Curriculum Framework of OutcomesGrade 11/2/2004Identify and describe parts of the eye that help to protect it.
ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2007Record, describe, and compare changes in temperature at different times of the day.
ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2012Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal cycles.
Four Seasons and Day Length;ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2016Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes.
ManitobaManitoba Curriculum Framework of OutcomesGrade 11/4/2017Use the design process to construct a device or structure that helps a Manitoba animal adjust to seasonal changes.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2005Identify the four food groups of Canada's Food Guide to Healthy Eating and give examples of foods from each group.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/1/2006Plan a menu for one day based on the four food groups outlined in Canada's Food Guide to Healthy Eating.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2006Distinguish between solids that dissolve in water and those that do not.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2007Explore interactions of familiar liquids with different surfaces, powdered solids, and other liquids, and describe how these interactions determine their uses.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2017Predict and test to determine whether a variety of materials float or sink in water.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2018Demonstrate ways to make sinking materials float and floating materials sink.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/2/2019Use the design process to construct an object that is buoyant and able to support a given mass/weight.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2004Explore and describe the position of an object viewed from a perspective different from one's own.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2005Explore and describe how changing the position of one's own body affects perspective with reference to a stationary object.
ManitobaManitoba Curriculum Framework of OutcomesGrade 22/3/2009Explore and describe the effects of changing the slope of an inclined plane on the downward motion of an object and the effort needed to push or pull an object upward.
Weather vs. Climate;ManitobaManitoba Curriculum Framework of OutcomesGrade 22/4/2005Use the design process to construct and test a device that shows evidence of air movement.
ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-05Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or black.
ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-2-06Create a colour to match a given sample by mixing the appropriate amounts of two primary colours.
ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-05Compare characteristics of different kinds of paper that make them easy or difficult to cut, tear, or fold.
ManitobaManitoba Curriculum Framework of OutcomesKindergartenK-3-06Explore to determine an appropriate kind of paper for a particular task.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2002Observe, compare, and contrast the structure and appearance of several types of plants.
Habitats; Reducing Our Impact on Earth; Biodiversity of Life on Earth;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2003Show respect for plants as living things.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2009Identify plant adaptations that can be harmful to humans, and describe their effects.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/1/2015Identify and describe hobbies and jobs involving plants.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/3/2008Explain why Earth can be compared to a giant magnet.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2003Explore to determine ways to separate soil components.
ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2004Describe and compare components of soil samples collected at different locations and depths.
Plant Growth Conditions;ManitobaManitoba Curriculum Framework of OutcomesGrade 33/4/2005Compare the water-holding capacity of different soils.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2005Investigate alternate explanations of plant or animal adaptations based on traditional knowledge from a variety of cultures.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2016Describe how specific technological developments have enabled humans to increase their knowledge about plant and animal populations.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/1/2017Recognize and appreciate how traditional knowledge contributes to our understanding of plant and animal populations and interactions.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2006Use the design process to create a musical instrument.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2009Describe how the human ear is designed to detect sound vibrations.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2010Recognize that there is a range of sounds that humans can and cannot hear.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/3/2012Describe harmful effects of high or sustained sound levels and identify potential sound hazards at home or in the community.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2002Classify rocks and minerals according to student-generated criteria.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2003Test to determine characteristics of rocks and properties of minerals, and classify accordingly.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2004Differentiate between minerals and rocks.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2005Compare rocks and minerals from the local environment with each other and with those from other geological areas.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2006Give examples of products derived from rocks and minerals.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2007Describe how characteristics of rocks and properties of minerals determine their uses.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2008Recognize that there are three types of rock, and describe how each is formed.
ManitobaManitoba Curriculum Framework of OutcomesGrade 44/4/2011Investigate and describe ways in which rock contributes to soil formation.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2002Interpret nutritional information found on food labels.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2003Describe the types of nutrients in foods and their function in maintaining a healthy body.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2004Evaluate a daily menu plan and suggest changes to make it align more closely with Canada's Food Guide to Healthy Eating.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2005Evaluate prepared food products using the design process.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2008Identify skin as the major component of the integumentory system, and describe its role in protecting and supporting the human body.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/1/2009Identify components of the human body's defenses against infections, and describe their role in defending the body against infection.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2012Identify potentially harmful chemical products used at home, and describe practices to ensure personal safety.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/2/2013Evaluate household chemical products using the design process.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2004Recognize that warm and cold air masses are important components of weather, and describe what happens when these air masses meet along a front.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2015Identify and describe common cloud formations.
ManitobaManitoba Curriculum Framework of OutcomesGrade 55/4/2017Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts.

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