| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2015 | Recognize that some information they receive about living things is not scientific in nature. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2004 | Identify and describe parts of the eye that help to protect it. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2007 | Record, describe, and compare changes in temperature at different times of the day. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2012 | Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal cycles. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2017 | Use the design process to construct a device or structure that helps a Manitoba animal adjust to seasonal changes. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2005 | Identify the four food groups of Canada's Food Guide to Healthy Eating and give examples of foods from each group. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2006 | Plan a menu for one day based on the four food groups outlined in Canada's Food Guide to Healthy Eating. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2006 | Distinguish between solids that dissolve in water and those that do not. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2007 | Explore interactions of familiar liquids with different surfaces, powdered solids, and other liquids, and describe how these interactions determine their uses. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2017 | Predict and test to determine whether a variety of materials float or sink in water. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2018 | Demonstrate ways to make sinking materials float and floating materials sink. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2019 | Use the design process to construct an object that is buoyant and able to support a given mass/weight. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2004 | Explore and describe the position of an object viewed from a perspective different from one's own. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2005 | Explore and describe how changing the position of one's own body affects perspective with reference to a stationary object. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2009 | Explore 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. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-05 | Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or black. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-06 | Create a colour to match a given sample by mixing the appropriate amounts of two primary colours. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-05 | Compare characteristics of different kinds of paper that make them easy or difficult to cut, tear, or fold. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-06 | Explore to determine an appropriate kind of paper for a particular task. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2002 | Observe, compare, and contrast the structure and appearance of several types of plants. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2009 | Identify plant adaptations that can be harmful to humans, and describe their effects. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2015 | Identify and describe hobbies and jobs involving plants. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2008 | Explain why Earth can be compared to a giant magnet. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2003 | Explore to determine ways to separate soil components. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2004 | Describe and compare components of soil samples collected at different locations and depths. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2005 | Investigate alternate explanations of plant or animal adaptations based on traditional knowledge from a variety of cultures. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2016 | Describe how specific technological developments have enabled humans to increase their knowledge about plant and animal populations. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2017 | Recognize and appreciate how traditional knowledge contributes to our understanding of plant and animal populations and interactions. |
Engineering Design Process; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2006 | Use the design process to create a musical instrument. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2009 | Describe how the human ear is designed to detect sound vibrations. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2010 | Recognize that there is a range of sounds that humans can and cannot hear. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2012 | Describe harmful effects of high or sustained sound levels and identify potential sound hazards at home or in the community. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2002 | Classify rocks and minerals according to student-generated criteria. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2003 | Test to determine characteristics of rocks and properties of minerals, and classify accordingly. |
Rocks & Minerals (Including Rock Cycle); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2004 | Differentiate between minerals and rocks. |
Rocks & Minerals (Including Rock Cycle); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2005 | Compare rocks and minerals from the local environment with each other and with those from other geological areas. |
Rocks & Minerals (Including Rock Cycle); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2006 | Give examples of products derived from rocks and minerals. |
Rocks & Minerals (Including Rock Cycle); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2007 | Describe how characteristics of rocks and properties of minerals determine their uses. |
Rocks & Minerals (Including Rock Cycle); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2008 | Recognize that there are three types of rock, and describe how each is formed. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2011 | Investigate and describe ways in which rock contributes to soil formation. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2002 | Interpret nutritional information found on food labels. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2003 | Describe the types of nutrients in foods and their function in maintaining a healthy body. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2004 | Evaluate a daily menu plan and suggest changes to make it align more closely with Canada's Food Guide to Healthy Eating. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2005 | Evaluate prepared food products using the design process. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2008 | Identify skin as the major component of the integumentory system, and describe its role in protecting and supporting the human body. |
Bacteria & Viruses | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2009 | Identify components of the human body's defenses against infections, and describe their role in defending the body against infection. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2012 | Identify potentially harmful chemical products used at home, and describe practices to ensure personal safety. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2013 | Evaluate household chemical products using the design process. |
Air Masses & Weather Fronts; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2004 | Recognize that warm and cold air masses are important components of weather, and describe what happens when these air masses meet along a front. |
| Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2015 | Identify and describe common cloud formations. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2017 | Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts. |
Adaptations and the Environment; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2008 | Explain how different adaptations of plants help them survive in particular environments. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2002 | Identify and describe constant and changing characteristics of humans as they grow and develop. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2010 | Compare the length of time from birth to adulthood for humans and other animals. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2011 | Identify and describe constant and changing characteristics of an animal as it grows and develops. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2014 | Describe changes in the appearance and activity of various animals as they go through a complete life cycle. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2015 | Compare the life cycles of animals that have similar life cycles and those that have different life cycles. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2016 | Observe and describe an animal's life processes. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2010 | Care for a flowering plant throughout its life cycle, tracking its growth, and its changes over time. |
Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2011 | Identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant. |
Animal Group Behavior; Adaptations and the Environment; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2004 | Identify physical and behavioural adaptations of animals and plants, and infer how these adaptations help them to survive in a specific habitat. |
Animals Change Their Environment; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2009 | Identify animals found in soil and explain their importance to soil quality. |
Animals Help Their Babies Survive; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2013 | Describe and compare ways in which different animals care for their offspring. |
Animals Need Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2006 | Observe and identify similarities in life processes between themselves and other living things. |
Animals Need Food; How Do We Use Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2004 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2008 | Describe what is needed to care for a pet, a farm animal, or an indoor plant. |
Balanced & Unbalanced Forces; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2005 | Recognize that balance affects the stability of a structure. |
Balanced & Unbalanced Forces; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2010 | Describe the effects of various forces on different structures. |
Balanced & Unbalanced Forces; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2001 | Use appropriate vocabulary related to their investigations of forces. |
Balanced & Unbalanced Forces; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2002 | Describe, using diagrams, the forces acting on an object and the effects of increasing or decreasing them. |
Biodiversity of Life on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2005 | Recognize that plants, as living things, come in different forms. |
Biodiversity of Life on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2012 | Describe and classify a wide range of animals according to various characteristics and behaviours. |
Biodiversity of Life on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2008 | Predict and test to determine an appropriate method for measuring a plant population within a given habitat. |
Brain Processing of Senses; How Do We Use Food; Animal & Plant Life Cycles; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2004 | Conduct experiments to determine conditions needed for healthy plant growth. |
Changing the Shape of Land; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2012 | Investigate 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2013 | Use the design process to determine an appropriate system for controlling soil erosion in a given situation. |
Chemical vs. Physical Changes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2003 | Investigate to determine how characteristics and properties of substances may change when they interact with one other. |
Chemical vs. Physical Changes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2009 | Explore to identify reversible and non-reversible changes that can be made to substances. |
Chemical vs. Physical Changes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2011 | Observe examples of changes in substances, classify them as physical or chemical changes, and justify the designation. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-04 | Explore, sort, and classify leaves, using their own classification system. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-04 | Order a group of objects based on a given colour criterion. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-01 | Use appropriate vocabulary related to their investigations of colours. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-02 | Sort and classify objects by colour. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-03 | Compare and contrast colours using appropriate terms. |
Classification of Materials; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-2-07 | Explore to identify and describe colours found in their environment. |
Collisions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2003 | Recognize that energy makes things happen and can be found all around us. |
Collisions; How Do We Use Food; Energy Transfer; Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2003 | Recognize that energy is an integral part of daily life. |
Collisions; Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2017 | Distinguish between motion that is caused without contact and that which is caused by contact. |
Conservation of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2007 | Demonstrate that the mass/weight of a whole object is equal to the sum of the mass/weight of its parts. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2013 | Describe ways that plants and animals depend on each other. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2001 | Use appropriate vocabulary related to their investigations of habitats and communities. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2002 | Recognize that each plant and animal depends on a specific habitat to meet its needs. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2003 | Identify the components of an animal habitat. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2007 | Investigate and describe a variety of local and regional habitats and their associated populations of plants and animals. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2009 | Recognize that plant and animal populations interact within a community. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2013 | Predict, based on their investigations, how the removal of a plant or animal population may affect the rest of the community. |
Ecosystems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2014 | Investigate natural and human-caused changes to habitats, and identify resulting effects on plant and animal populations. |
Energy Transfer; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2014 | Use the design process to construct a device that transmits and reflects light. |
Energy Transfer; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2011 | Describe practices that help ensure protection of the ears and hearing. |
Energy Transfer; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2002 | Give examples of various forms of energy. |
Energy Transfer; Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2002 | Recognize that sound is a form of energy. |
Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2014 | Describe ways plants are important to the environment. |
Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2010 | Describe ways to return organic matter to the soil. |
Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2011 | Use the design process to construct a simple composter that returns organic matter to the soil. |
Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2011 | Construct food chains and food webs, and classify organisms according to their roles. |
Fossils & Extinction; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2009 | Explain how fossils are formed. |
Fossils & Extinction; Earth's Landscapes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2010 | Describe how fossils help humans gain a better understanding of Earth's history, including identifying organisms that are now extinct. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2008 | Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2010 | Describe how humans prepare for seasonal changes. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2009 | Compare characteristics of the four seasons. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2011 | Identify people who help us prepare for and deal with seasonal changes. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2013 | Sort clothing to suit each season, and justify their decisions. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2015 | Describe how humans are able to participate in non-seasonal activities. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-05 | Name and describe each of the four seasons. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-06 | Recognize that some trees lose their leaves in the fall, while others do not. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-07 | Describe seasonal changes in the life of a tree. |
Four Seasons and Day Length; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2016 | Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes. |
Gravity Pulls Things Down; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2003 | Describe evidence showing that objects and living things on or near Earth are pulled toward it by a force called gravity. |
Gravity Pulls Things Down; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2019 | Use the design process to construct a game, toy, or useful device that uses gravitational, magnetic, or electrostatic forces. |
Habitats; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2010 | Describe how humans and other living things depend on their environment to meet their needs. |
Habitats; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2011 | Design a representation of an environment that meets the needs of a Manitoba animal. |
Habitats; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2014 | Show respect for living things in their immediate environment. |
Habitats; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2012 | Use the design process to construct a model of a local or regional habitat and its associated populations of plants and animals. |
Habitats; Reducing Our Impact on Earth; Biodiversity of Life on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2003 | Show respect for plants as living things. |
Heating and Cooling; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2007 | Describe evidence of water changing state, and recognize that these changes are part of the water cycle. |
Heating and Cooling; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2014 | Explore 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2001 | Use appropriate vocabulary related to their investigations of growth and changes in plants. |
How Do We Use Food; Energy Transfer; Food Webs; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2010 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2005 | Recognize that a plant uses the Sun's energy to make its own food. |
How Do We Use Food; Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2001 | Use appropriate vocabulary related to their investigations of human health. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2006 | Identify the major components of the digestive system, and describe its role in the human body. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2007 | Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2010 | Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2011 | Describe how the human body gets rid of waste. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2012 | Give examples of how systems of the human body work together. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2013 | Identify and describe factors necessary to maintain a healthy body. |
Human Body Systems; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2014 | Evaluate information related to body image and health from media sources for science content and bias. |
Human Body Systems; Variation of Traits; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/1/2015 | Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. |
Inspired by Nature (Biomimicry); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2012 | Identify hobbies and jobs that require knowledge of the needs of living things. |
Inspired by Nature (Biomimicry); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2006 | Investigate how technological developments often mirror physical adaptations. |
Introduction to Light; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2005 | Recognize that shadows are caused by blocking light. |
Introduction to Light; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2009 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2010 | Classify materials as transparent, translucent, or opaque. |
Introduction to Light; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2011 | Evaluate the usefulness of a material for a particular task based on its ability to transmit, reflect, or absorb light. |
Introduction to Light; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2012 | Predict the location, shape, and size of a shadow based on the position of a light source relative to an object. |
Introduction to Sound; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2005 | Recognize that sounds are caused by vibrations. |
Introduction to Traits; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2004 | Identify and appreciate variations that make each human unique. |
Introduction to Traits; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2003 | Recognize that all humans do not grow and develop at the same rate. |
Introduction to Traits; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2008 | Recognize that all animals can have offspring, and that offspring generally resemble their parents. |
Introduction to Traits; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2009 | Compare the appearance of young and mature animals of the same type. |
Introduction to Weather; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2014 | Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes. |
Introduction to Weather; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2011 | Explore to determine that there is a substance around us called air. |
Introduction to Weather; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2002 | Recognize that air can move. |
Introduction to Weather; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2003 | Observe and identify evidence of moving air in indoor and outdoor environments. |
Introduction to Weather; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2004 | Identify positive and negative effects of changes in air temperature and movement in indoor and outdoor environments. |
Introduction to Weather; Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2005 | Use the design process to construct a weather instrument. |
Introduction to Weather; Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2006 | Observe 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2008 | Describe the key features of a variety of weather phenomena. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2001 | Use appropriate vocabulary related to their investigations of light. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2005 | Distinguish between objects that produce their own light and those that reflect light from another source. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2006 | Identify a variety of natural and artificial light sources. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2007 | Observe and describe properties of light. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2008 | Explore to determine effects different materials and objects have on a light beam. |
Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2015 | Describe practices that help ensure protection of eyes and sight. |
Living vs. Non-Living Things; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2001 | Use appropriate vocabulary related to their investigations of characteristics and needs of living things. |
Living vs. Non-Living Things; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2007 | Recognize that plants, animals, and humans, as living things, have particular needs. |
Living vs. Non-Living Things; External Animal Parts; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2003 | Identify and describe common characteristics of humans and other animals they have observed. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2004 | Predict and test to identify materials that are attracted by magnets and those that can be magnetized. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2005 | Investigate to determine how to magnetize a given object. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2006 | Investigate to determine the location of poles on a magnet, and the shape of the magnetic field around a magnet. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2007 | Demonstrate that opposite poles attract and like poles repel. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2009 | Demonstrate and explain how a compass operates by magnetism. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2010 | Describe potentially harmful effects of magnets on magnetized materials. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2011 | Describe and demonstrate ways to use everyday materials to produce electrostatic charges. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2012 | Investigate to determine how electrostatically charged materials interact with each other and with uncharged materials. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2013 | Identify ways in which problems associated with static electricity can be avoided or eliminated. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2014 | Investigate to determine the change in magnetic and electrostatic forces at different distances. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2015 | Predict and test to determine the effect of placing materials between a magnet and an attracted object and between charged objects. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2016 | Recognize that gravitational, magnetic, and electrostatic forces can move certain objects without touching them directly. |
Magnets & Static Electricity; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2018 | Identify devices that use gravitational, magnetic, or electrostatic forces. |
Magnets & Static Electricity; Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2002 | Identify characteristics and properties that allow substances to be distinguished from one another. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2002 | Explore and describe characteristics of materials using their sensory observations. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2004 | Identify materials that make up familiar objects. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2009 | Compare different materials with respect to their capacity to absorb liquids, and describe how this capacity determines their uses. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2013 | Identify various materials used in the construction of buildings in their community and in communities around the world. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2003 | Distinguish between an object and the materials used to construct it. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2005 | Explore to identify characteristics of common materials. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2007 | Test and evaluate the suitability of materials for a particular function. |
Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2008 | Evaluate and describe the usefulness of common objects for a specific task. |
Material Properties and Purposes; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-02 | Identify kinds of paper that can be found in the classroom. |
Material Properties and Purposes; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-04 | Observe and compare characteristics of different kinds of paper. |
Material Properties and Purposes; What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2010 | Use the design process to construct a useful object by selecting, combining, joining, and shaping materials. |
Material Properties and Purposes; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2001 | Use appropriate vocabulary related to their investigations of objects and materials. |
Natural Disasters; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2002 | Conduct experiments to compare the strength of common materials. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2010 | Describe different uses of water by humans. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2011 | Explain and appreciate the importance of clean air and water for humans, plants, and animals. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2013 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-02 | Identify ways in which humans and other animals use trees. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-01 | Use appropriate vocabulary related to their investigations of paper. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-03 | Recognize that paper is most often made from trees. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2017 | Investigate to determine how humans from various cultures make useful products from plant materials. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2012 | Investigate how humans from various cultures use earth materials to make objects. |
Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2014 | Research and describe how raw materials are transformed into useful products. |
Oceans, Lakes & Rivers; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2009 | Identify sources of drinking water, and explain how this water is distributed in one's own and in other communities. |
Oceans, Lakes & Rivers; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2001 | Use appropriate vocabulary related to their investigations of air and water. |
Oceans, Lakes & Rivers; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2006 | Observe and identify examples of water in the environment. |
Particle Nature of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2003 | Describe properties of air. |
Particle Nature of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2008 | Demonstrate that changes of state are reversible through the addition or removal of heat. |
Parts of a Plant; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2016 | Identify how humans from various cultures use plant parts for food and medicine. |
Parts of a Plant; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-03 | Identify and describe basic parts of a tree. |
Parts of a Plant; Animals Need Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2007 | Recognize that foods humans eat come from plants and animals, and classify foods accordingly. |
Parts of a Plant; Structure of Living Things; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2007 | Identify the basic parts of plants and describe their functions. |
Patterns in the Sky; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2003 | Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. |
Patterns in the Sky; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2006 | Observe and describe how the Sun appears to change position over the course of a day. |
Patterns of Motion & Friction; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2008 | Compare and describe the effects of friction on the motion of objects and humans when travelling across different surfaces. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2004 | Sequence and record events and activities that occur over the course of a day, a week, or a year. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2006 | Use the design process to construct an environment that enhances plant growth. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2001 | Use appropriate vocabulary related to their investigations of soils in the environment. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2002 | Identify and describe various components within a sample of soil from the local environment. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2006 | Describe the effect of water on different soils. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2007 | Conduct experiments to determine how different soils affect the growth of plants. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2008 | Explain the importance of understanding the characteristics of different soils. |
Plant Growth Conditions; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/4/2005 | Compare the water-holding capacity of different soils. |
Plant Growth Conditions; Animals Need Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2001 | Use appropriate vocabulary related to their investigations of growth and changes in animals. |
Plant Growth Conditions; Plants Need Water And Light; Animals Need Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2009 | Compare ways in which humans and other animals meet their needs. |
Plants Need Water And Light; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-01 | Use appropriate vocabulary related to their investigations of trees. |
Plants Need Water And Light; Animals Need Food; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2012 | Identify needs common to plants and animals, and contrast how they meet those needs. |
Pollination and Seed Dispersal; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-1-08 | Investigate to determine that many trees produce seeds which are dispersed and may grow into new trees. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2001 | Use appropriate vocabulary related to their investigations of materials and structures. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2001 | Use appropriate vocabulary related to their investigations of properties of, and changes in, substances. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2004 | Recognize that matter is anything that has mass/weight and takes up space. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2005 | Identify properties of the three states of matter. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2006 | Experiment to compare the mass/weight of a substance in its liquid and solid states. |
Properties of Matter; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/2/2010 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2001 | Use appropriate vocabulary related to their investigations of position and motion. |
Pushes and Pulls; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2002 | Explore and describe the position of a stationary object with reference to themselves, to other objects, or to a specific area. |
Pushes and Pulls; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2003 | Explore and describe changes in the position of an object in relation to its original position, themselves, or another object. |
Pushes and Pulls; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2006 | Describe the motion of various objects and living things. |
Pushes and Pulls; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2007 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/3/2002 | Recognize that force is a push or pull and that attraction and repulsion are types of pushes and pulls. |
Reducing Our Impact on Earth | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/1/2015 | Describe how their actions can help conserve plant and animal populations and their habitats. |
Reducing Our Impact on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/1/2017 | Identify and describe ways in which humans help other animals. |
Reducing Our Impact on Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/1/2018 | Explain how humans replenish the plants they use and the consequences if plants are not replenished. |
Reducing Our Impact on Earth; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2013 | Develop, 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2011 | Demonstrate ways to reduce, reuse, and recycle materials during classroom learning experiences. |
Reducing Our Impact on Earth; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2016 | Describe ways humans dispose of solids and liquids to maintain a clean and healthy environment. |
Reducing Our Impact on Earth; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2012 | Identify substances that pollute air and water, and describe ways of reducing such pollution. |
Reducing Our Impact on Earth; Natural Resources; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2014 | Record personal use of water, and identify ways in which they can reduce water usage. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2010 | Identify how humans use inclined planes to make motion easier. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2011 | Explore toys to determine how wheels and axles interact and move. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2012 | Recognize that the wheels of a vehicle rotate clockwise or counterclockwise depending on the direction of motion of the vehicle. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2013 | Identify how humans use the wheel and axle to make movement easier. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/3/2014 | Use the design process to construct a vehicle with wheels and axles that meets given criteria. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2001 | Use appropriate vocabulary related to their investigations of forces and simple machines. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2003 | Investigate 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2004 | Identify objects in the school and at home that use wheels and axles, and describe the forces involved. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2005 | Recognize that a gear is a wheel and axle used to turn another wheel and axle. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2006 | Identify common devices and systems that incorporate pulleys and/or gears. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2007 | Explore to determine how the direction and amount of the applied force and the speed of rotation vary within a two-gear system. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2008 | Compare, 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2009 | Identify and make modifications to their own pulley and/or gear systems to improve how they move loads. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2010 | Identify and describe types of simple machines. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2011 | Describe the advantage of using simple machines to move or lift a given load. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2013 | Compare devices that use variations of simple machines to accomplish similar tasks. |
Simple Machines; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2014 | Use 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2010 | Describe useful materials that are made by combining solids and liquids. |
Solids, Liquids and Gases; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2008 | Identify liquids used in the home, and describe how they are used. |
Solids, Liquids and Gases; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2012 | Recognize that air is composed of several gases. |
Solids, Liquids and Gases; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2013 | Identify properties of gases. |
Solids, Liquids and Gases; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2015 | Recognize 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2006 | Give examples that show how the same material can serve a similar function in different objects. |
Solids, Liquids and Gases; Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2002 | Identify substances, materials, and objects as solids or liquids. |
Solids, Liquids and Gases; Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2004 | Investigate and compare properties of familiar liquids. |
Solids, Liquids and Gases; Material Properties and Purposes; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2005 | Identify similarities and differences among properties of familiar solids and liquids. |
Solids, Liquids and Gases; Material Properties and Purposes; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2003 | Investigate and compare properties of familiar solids. |
Solids, Liquids and Gases; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/2/2001 | Use appropriate vocabulary related to their investigations of solids, liquids, and gases. |
Sunlight Warms the Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2002 | Recognize that the Sun is a source of light and heat. |
Sunlight Warms the Earth; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2013 | Explain how the transfer of energy from the Sun affects weather conditions. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2005 | Recognize that their fingertips are especially sensitive to touch. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2006 | Identify the external part of the ear, and explore to determine its function. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2007 | Use smell to identify familiar substances, following safe procedures. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2009 | Identify parts of the body that are involved directly and indirectly in tasting. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2011 | Explore to determine ways that the appearance, texture, sound, smell, and taste of objects can be altered. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2012 | Describe ways in which the senses can both protect and mislead. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2013 | Recognize and appreciate that humans have different capabilities for sensing the environment and can use aids to assist them. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2014 | Recognize and appreciate that humans may have different interpretations of similar sensory observations. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2015 | Give examples of how the senses are important in various activities, hobbies, and jobs. |
The Five Senses; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/1/2002 | Identify major parts of the human body and describe their functions. |
The Five Senses; External Animal Parts; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2010 | Identify 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2008 | Identify parts of the nose and describe their functions. |
The Five Senses; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2001 | Use appropriate vocabulary related to their investigations of the senses. |
The Five Senses; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2002 | Identify the five senses and describe the main body parts with which they are associated. |
The Five Senses; What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/2/2003 | Use their senses to sort and classify objects. |
Timescale of Earth's Events; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/4/2001 | Use appropriate vocabulary related to changes over time. |
Timescale of Earth's Events; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2008 | Investigate to determine factors that cause things to dry quickly or slowly. |
Water Cycle (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2014 | Explain how clouds form, and relate cloud formation and precipitation to the water cycle. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2007 | Demonstrate how the pitch and loudness of sounds can be modified. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2013 | Investigate to compare how vibrations travel differently through solids, liquids, and gases. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2014 | Explore to determine the ability of materials to transmit or absorb sound. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2015 | Describe how materials that absorb or reflect sound are used in different situations. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2016 | Describe devices that extend our ability to produce, transmit, and detect sound. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2017 | Investigate to identify inventions related to sound, and describe their impacts on society. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2018 | Describe the role of sound in different jobs and hobbies. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2001 | Use appropriate vocabulary related to their investigations of sound. |
Wave Properties; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2008 | Observe and describe properties of sound. |
Wave Properties; Introduction to Sound; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/3/2004 | Identify and classify various sounds using student-generated criteria. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2007 | Identify and describe components of public weather reports from a variety of sources. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2009 | Provide examples of severe weather forecasts, and describe preparations for ensuring personal safety during severe weather and related natural disasters. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2010 | Investigate various ways of predicting the weather, and evaluate their usefulness. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2011 | Contrast the accuracy of short- and long-term weather forecasts, and discuss possible reasons for the discrepancies. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2001 | Use appropriate vocabulary related to their investigations of weather. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2002 | Describe how weather conditions may affect the activities of humans and other animals. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2012 | Describe 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; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2016 | Differentiate between weather and climate. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/4/2018 | Recognize that climates around the world are ever changing, and identify possible explanations. |
Weather vs. Climate; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 2 | 2/4/2005 | Use the design process to construct and test a device that shows evidence of air movement. |
Weathering & Erosion; Interactions of Earth’s Spheres; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2001 | Use appropriate vocabulary related to their investigations of rocks, minerals, and erosion. |
Weathering & Erosion; Interactions of Earth’s Spheres; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2014 | Describe effects of wind, water, and ice on the landscape. |
Weathering & Erosion; Interactions of Earth’s Spheres; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/4/2015 | Identify natural phenomena and human activities that cause significant changes in the landscape. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 1 | 1/3/2009 | Describe ways that materials can be joined. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Kindergarten | K-3-07 | Use the design process to construct a paper product for a particular use. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2006 | Explore to determine ways to improve the strength and stability of a frame structure. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2007 | Identify 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?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2008 | Identify characteristics of materials that need to be considered when choosing materials for building structures. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2003 | Explore to determine ways to strengthen a material used for building. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2004 | Explore to determine an appropriate method for joining two materials for a specific use. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2009 | Use the design process to build a structure that meets given criteria related to strength, stability, and function. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2011 | Evaluate simple structures to determine if they are safe and appropriate to the user. |
What is Engineering?; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 3 | 3/2/2012 | Investigate to identify hobbies and jobs related to construction, engineering, and architecture. |
What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2004 | Demonstrate that white light can be separated into colours. |
What Is Science? (3-5 Version); | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 5 | 5/3/2012 | Investigate to identify advantages and disadvantages of using different simple machines to accomplish the same task. |
What Is Science? (3-5 Version); Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2013 | Identify technological developments that extend our ability to see, and recognize their impact on science. |
What Is Science? (3-5 Version); Light Reflection & Vision; | Manitoba | Manitoba Curriculum Framework of Outcomes | Grade 4 | 4/2/2016 | Identify 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. |