Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How can properties of an object be distinguished from one another? How can properties of an object be altered? How can the suitability of materials be determined for specific purposes?

Students analyze properties of objects and investigate how they can be

Learning Outcome Children examine properties of objects. Students investigate properties of materials and relate them to a purpose.
changed.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

An object is anything Objects have Explore properties of Measurable properties Objects have Identify measurable Materials are used to Materials can be Identify the materials
that can be perceived identifiable properties. various objects using of objects include measurable properties of objects. make objects. combined in a variety used to make various
using one or more of one or more of the five • length properties. of ways to make objects.
the five senses. Objects may be similar senses. • how much flat Directly compare the objects.
in one or more space an object length, area, and Combine materials to
The five senses are properties and different Describe properties of covers (area) weight of various create an object for a
• sight in another property. various objects. • weight (mass) objects. specific purpose.
• touch
• hearing Sort various objects Weight is the Use various tools
• smell according to properties. heaviness of an safely when examining
• taste object. the properties of
Compare properties of objects.
Properties are various objects. Tools, such as balance
distinctive scales and magnifying
characteristics. glasses, can be used
to examine properties
Properties of objects of objects and
that can be perceived materials.
using one or more of
the five senses include
• colour; e.g., blue,
yellow
• size; e.g., long,
short
• shape; e.g., round,
square
• texture; e.g., rough,
smooth
• temperature; e.g.,
hot, cold
• sound; e.g., loud,
quiet
• scent; e.g., fresh,
rotten
• taste; e.g., sweet,
sour

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 1
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Properties that can be Physical changes to Predict how actions Properties of materials Materials have unique Test properties of
changed include objects do not change can physically change that can be tested properties. various materials.
• length what the objects are properties of various include
• area made of. objects. • if light passes Measure various
• weight (mass) through materials using
• shape Explore actions that (transparency) non-standard
• texture physically change • if water is measurements.
properties of various absorbed
Actions that physically objects. • if the material can
change properties of be shaped
an object include Describe physical (malleability)
• bending changes that result • if light is reflected
• twisting from various actions. (reflection)
• stretching
• cutting Discuss why physical Various properties of
• breaking changes do not change materials can be
what an object is made measured, including
Not all objects respond of. length and weight
the same way to (mass).
bending, twisting,
stretching, cutting, or
breaking.
Natural materials are Materials are natural or Sort various materials
those that come from processed. as being natural or
plants, animals, the processed.
land, or the sky. All processed materials
originate from natural
Processed materials materials.
are made by humans.
An object can be made Natural and processed Identify natural and
from different materials are used to processed materials
materials; e.g., a canoe make objects that that could be used for a
can be made from serve a variety of specific purpose.
wood or aluminium. purposes.
Identify an object that
Examples of objects can be made from
made from natural different materials.
materials that are
created and used by Identify natural
First Nations, Métis, materials used by local
and Inuit are First Nations, Métis, or
• Dene birchbark Inuit and relate the
baskets materials’ uses to
• travois specific purposes.
• Red River carts
• canoes
• Inuit scraping tools;
e.g., ulu

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 2
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Knowledge of the The purpose of an Compare the

properties of materials object influences the properties of materials
and their purposes is choice of materials to determine what
important in many used to produce it. material is best suited
occupations and roles, for a specific purpose.
such as Some materials are
• carpenter more suitable than Explain the relationship
• engineer others for making a between suitability of
• designer product for a specific materials and purpose.
• Knowledge Keeper purpose.
or Elder Select a material and
use it to create an item
First Nations, Métis, for a specific purpose.
and Inuit use of
materials is informed Discuss the choice of
by material based on
• traditional availability and
knowledge purpose.
• time of year
• availability
• taking only what is
needed
• respect for the land

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 3
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

How can objects, humans, and other animals move?

Guiding Question How can movement of objects and animals be understood? Where do light and sound come from, and how do they move?

Students investigate direction, pathway, and speed of moving objects and

Learning Outcome Children explore movement of objects, humans, and other animals. Students investigate the behaviours of light and sound.
animals.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Movement is a change Objects, humans, and Move objects in a Directions of Movement consists of Observe and describe Sound behaves in Behaviours of sound Relate vibration to the
in position or location other animals can variety of ways. movement can be direction, a pathway, the direction, pathway, various ways, including affect its production of sound.
that happens over time. move or be moved in described as and speed. and speed of objects or • travelling in a characteristics.
various ways. Identify objects that • up animals. straight line from Identify sources of
Objects can be moved move. • down its source sound.
in various ways, • forward Conduct an • transferring from
including Identify objects that do • backward investigation to one object to Listen to sounds and
• straight lines not move. • sideways determine how objects another describe their
• curves • toward move. • bouncing off a characteristics.
• circles Observe and imitate • away from surface (reflection/
• back and forth how animals can move. Describe and record diffusion) Safely explore the
• zigzags A movement pathway ways objects or • stopping in an production and
• up and down Identify various ways is the path an object or animals move along object (absorption) behaviour of sound.
• fast and slow that humans and other animal follows when it different pathways.
animals can move. moves. Sound is produced by Build a device to
Humans and other vibrations of objects. change the behaviour
animals can move in a Movement pathways of sound.
variety of ways, such can be described as Vibration is a rapid
as • straight back-and-forth
• flying • curved movement.
• crawling • spiral
• hopping • side to side Sources of sound can
• swimming be natural or
Objects or animals human-made, such as
move along pathways • musical instruments
in a variety of ways, • speakers and
such as headphones
• rolling • vocal cords of
• bouncing humans and other
• sliding animals
• objects hitting each
Speed can be other
described as
• fast Characteristics of
• slow sound include
• changing • volume, which can
• not changing be described as
quiet or loud
• pitch, which can be
described as high
or low
• duration, which can
be described as
short or long

Sound can travel

through air, water, and

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 4
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

some solids.

Properties of materials
that affect the
production and
behaviour of sound
include
• size
• texture
• shape
• type
Reasons for human Humans and other Examine the reasons The movement of The movement of Demonstrate how the Sources of light Behaviours of light Identify sources of
and other animal animals move for many why humans and other objects can be objects can be movement of objects include affect its path. light.
movement include reasons. animals move. influenced by influenced in a variety can be influenced. • the Sun
• seeking food and • the shape of the of ways. • electricity Conduct an
water object • fire investigation to
• exercising and • the materials the • some plants and determine how the path
playing object is made animals of light can be
• escaping danger from (bioluminescence) affected.
• the surface texture
of the object Light behaves in Examine how natural
• interactions with various ways, objects affect the path
other objects including of sunlight.
• travelling in a
Wheels can make straight line from
objects easier to its source
move. • bouncing off a
surface
(reflection)
• bending as it travels
from one material
to another
(refraction)
• splitting into colours
(dispersion)

Light travels through

objects that can be
seen through
(transparent).

The path of light is

affected by mirrors,
prisms, and water.

The path of sunlight

can be affected in a
variety of ways by
natural objects, such
as
• leaves
• trees
• bodies of water
• mountains

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 5
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How can environments be explored? In what ways can environments change? How can Earth’s components and relationship to the Sun be understood?

Students investigate Earth, its landforms, its bodies of water, and its
Learning Outcome Children examine and describe surrounding environments. Students analyze environments and investigate interactions and changes.
relationship to the Sun.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Environment refers to Environments can be Use the senses to The four seasons in Changes in Observe seasonal Components of Earth Earth consists of many Represent various
physical surroundings. explored and wondered make observations Alberta are environments include changes in local include components that components of Earth.
about. about environments. • summer seasonal changes. environments over • land support life.
Environments include • autumn or fall time. • water Discuss how the
plants, humans, and Ask questions about • winter • air various components of
other animals. surrounding • spring Document signs of • plants, humans, Earth interact to
environments. seasonal change over and other animals support life.
Environments include Some places have time.
human-made Demonstrate respect fewer than four At this time, Earth is
structures such as while interacting with seasons, such as Share personal the only planet known
buildings and roads. environments. • two seasons: rainy experiences related to to support life.
and dry seasons.
Environments include Represent a local • three seasons: cool Scientists are looking
land, water, and air. environment in nature. or cold, rainy, and Discuss how changes for life on other planets
dry in the appearance of and moons.
Environments can be environments, plants,
explored using the Many seasonal and animals are related
senses. changes appear in to the seasons.
environments, such as
• snow covering the Represent an
ground environment in different
• snow melting seasons to show
• the surface of lakes environmental
and other bodies changes.
of water freezing
• rivers flowing fast or
slow

Seasonal changes
appear in plants and
animals, such as
• camouflage in
animals
• leaves changing
colour and falling
• flowers blooming
• crops and plants
greening and
growing

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 6
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Objects in Environments are Identify natural and Migration is the regular Seasonal or sudden Investigate animal A landform is a natural Earth’s surface Identify landforms that
environments can be shared spaces that constructed objects in movement patterns of changes can affect the behaviour throughout feature of Earth’s consists of various are found locally or in
natural or constructed include a variety of surrounding animals from one area behaviour of animals. the seasons, including surface. types of landforms. Alberta.
by humans. objects. environments. to another, usually in migration and
response to seasonal hibernation. Alberta has many Compare various
Represent objects changes. different landforms, landforms on Earth’s
found in nature and Share personal such as surface.
those constructed by Many animals migrate, experiences related to • plateaus
humans. such as sudden changes in • mountains Identify and discuss
• whales environments. • valleys UNESCO World
• geese • hills Heritage Sites found in
• polar bears • prairies Alberta.
• butterflies
• caribou Landforms can be
described as
Hibernation allows • hilly
animals to survive the • rocky
winter with little or no • steep or flat
food, usually by • big or small
sleeping for long
periods of time. Some places and
landforms in Alberta
Many animals have been identified as
hibernate in winter, UNESCO World
such as Heritage Sites, such as
• black bears and • Dinosaur Provincial
grizzly bears Park
• groundhogs • Wood Buffalo
• some types of National Park
squirrels • Head-Smashed-In
Buffalo Jump
Environments can
undergo sudden
changes, such as
• storms
• floods
• fires
• winds

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 7
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Changes can be Environments change Observe a variety of Information can be Environments are Describe various Bodies of water on Earth’s surface is Investigate local and
observed in over time. local environments gathered from observed and environments, drawing Earth’s surface include mostly covered by provincial bodies of
environments, such as over time. environments using the understood using the from information • oceans bodies of water. water.
• temperature; e.g., senses. senses. gathered using the • glaciers
hot, cold Record observations of senses. • lakes Diagram the flow of
• sunlight; e.g., changes in • wetlands water from small
cloudy, sunny, day, environments. • rivers creeks to an ocean.
night
• human-made Water flows downhill Create a model to
structures; e.g., from smaller bodies of represent various types
new playground in water to larger bodies of landforms and
a park of water in the following bodies of water.
• animals growing; ways:
e.g., tadpole • small creeks Identify bodies of water
becoming a frog flowing downhill on Earth that contain
• plants growing; and merging to fresh water.
e.g., grass getting form small streams
taller • small streams Identify bodies of water
merging to form on Earth that contain
larger streams and salt water.
rivers
• streams and small
rivers merging to
form larger rivers
• large rivers merging
into major
waterways, such
as oceans

Water found on Earth

can be either fresh or
salt water.

Freshwater bodies
include
• glaciers
• most lakes
• wetlands
• rivers

Saltwater bodies
include oceans and
seas.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 8
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Environments can be Environments are Discuss the importance Seasonal changes may Seasonal changes Describe how seasonal A year is the length of Earth revolves around Describe the
protected in many important and should of protecting and affect a variety of influence decisions changes affect time it takes Earth to the Sun and rotates. relationship between
ways, such as be protected and respecting choices and activities, about daily activities. decisions about daily revolve around the time and Earth
• reducing waste respected. environments. such as activities. Sun. revolving around the
• reusing • clothing choices Sun.
• recycling Identify ways to protect • recreational A day is the length of
and respect activities time it takes Earth to Represent ways that
Environments can be environments. • Indigenous rotate fully (on its Earth’s rotation
respected in many ceremonies axis). connects to patterns of
ways, such as • hunting and day and night.
• not littering gathering Earth’s surface
• caring for nature experiences day when
it faces the Sun, and
night when it does not
face the Sun.
Connections can be Feelings of connection Identify physical The responsibility to Caring for nature Discuss benefits of
fostered by physical and appreciation can locations, objects, and care for environments comes from a sense of spending time in
locations, objects, and be experienced in experiences in nature is shared by all people responsibility. nature.
experiences in nature. nature. that can lead to and is fulfilled by
personal feelings of showing respect for Identify personal and
First Nations, Métis, First Nations, Métis, connection. and protecting all group actions that
and Inuit ways of living and Inuit ways of living aspects of nature. demonstrate
include connect to nature and Reflect on what is responsibility and care
• hunting the land. personally considered For First Nations, for nature.
• gathering to be beautiful and Métis, and Inuit, a
• trapping appreciated in nature. sense of responsibility Discuss and reflect on
• fishing toward nature can be First Nations, Métis,
• ceremonies Discuss connections connected to place and and Inuit traditional
First Nations, Métis, or traditional teachings for teachings that
Inuit have with nature. future generations, demonstrate a sense of
such as taking only responsibility to care
what is needed. for nature.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 9
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How do plants and animals survive? How do plants and animals live and grow?

Students investigate the growth and development of plants and animals and
Learning Outcome Students investigate and examine needs of plants and animals.
consider their relationship to humans.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Plants are living things Plants and animals Share examples of Some human Plants and animals can Discuss ways to
that can grow and share similarities and plants and animals behaviours can be affected by human respect plants and
make their own food. have differences. native to Alberta and positively affect plants behaviour. animals while
Canada. and animals, such as interacting in various
Plants usually cannot • reducing, reusing, environments.
move from place to Observe and describe recycling, and
place. similarities and repurposing Explain positive and
differences between • recovering natural negative impacts of
Animals are living plants and animals. areas human behaviour on
things that can grow • protecting natural plants and animals.
and that need to find spaces
food. • creating parks

Animals are usually Some human

able to move from behaviours can
place to place. negatively affect plants
and animals, such as
Plants and animals • littering
exist in all shapes and • polluting
sizes. • using up materials
from nature that
Humans are part of plants and animals
nature and are need to live
classified as animals. • introducing plants
and other animals
that are not native
to the area
A variety of plants and Plants and animals Represent plants and Offspring are the Plants and animals Identify similarities
animals exist and are require environments animals in various children of plants or share similarities with between offspring and
dispersed over Earth. that allow them to meet environments. animals. their offspring. their parents.
their needs.
Diverse plants and Determine how a local
animals can be found environment meets the
in many environments basic needs of plants
in Alberta, such as and animals.
• forests
• prairies Discuss the movement
• lakes and rivers of local animals from
• mountains place to place to meet
their needs.
Basic needs of plants
and animals include
• food
• water
• air
• shelter

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 10
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Ways humans can help Humans, other Describe personal A life cycle shows the Plants and animals Represent the life
meet the needs of animals, and plants experiences related to different stages of life have observable cycles of various plants
plants or animals depend on each other how humans take care that a plant or an patterns or stages in and animals.
include to meet their needs. of plants and animals. animal goes through. their development.
• watering plants Discuss and compare
• taking care of Discuss how humans Life cycles can be life cycles of various
domestic animals depend on plants and represented in many plants and animals.
• respecting animals to meet their ways, such as
environments basic needs. • illustrations
• diagrams
Ways that plants and Identify products made • models
animals, or their parts, by various cultures, • stories
help meet the needs of including local First
humans include Nations, Métis, or Inuit,
providing that use plant and
• air for breathing animal parts.
• food
• clothing
• shelter
• medicine
• connection (social/
emotional)
First Nations, Métis, The ways in which Discuss how humans
and Inuit relate to land, individuals or groups might interact with
plants, and animals as relate to land, plants, land, plants, and
equals. and animals can animals if they see
influence cultural land, plants, and
Care and consideration practices. animals as equals.
for land, plants, and
animals can be Identify ways in which
demonstrated through people show care for
cultural practices, such land, plants, and
as animals through
• taking only what is cultural practices.
needed
• using the whole
plant or animal
• protecting water
and soil
• treating land,
plants, and
animals as
relatives

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 11
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.

Guiding Question How can instructions be used? How can instructions affect outcomes? How can creativity support design?

Students apply creativity when designing instructions to achieve a desired

Learning Outcome Children interpret instructions in various environments. Students follow instructions and relate them to outcomes.
outcome.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Instructions are Following instructions Recognize when Instructions are The form in which Follow instructions with Creativity is the ability Instructions are Identify ways creativity
directions that can be can help people be actions do not directions that can be instructions are given two or three steps to generate something designed using is used to design
followed. safe, complete a task, correspond to followed and given in may not affect the given in different original, such as creativity and problem instructions.
and know what to do. instructions. various forms, outcome. forms. • ideas solving, which can be
Instructions may be including verbal, audio, • technology enhanced through
experienced in many Match an action to the visual, and written. • tools collaboration.
different contexts, such corresponding • products
as instruction.
• home Creativity can be used
• learning Engage in activities to design instructions
environments that involve following for
• games instructions in various • games
• experiences in contexts. • sports
nature • investigations
Identify instructions • recipes
Instructions can be that help keep people • computer
given in many ways safe in various programs
and presented through contexts.
• speaking Collaboration can
• pictures Engage in activities result in improved
• gestures that involve following ideas, which may
• traditional teachings instructions presented enhance creativity and
in various ways. problem solving.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 12
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Instructions have one The order in which Follow a sequence of Many types of Instructions are Determine if Precise instructions Instructions can be Work individually or in
or more steps. instructions are two steps related to a instructions need to be ordered in a way that instructions with two or have a variety of created to be precise, groups to create
followed can affect the learning experience. in a specific order, such will produce a desired three steps given in components, including reliable, and efficient to instructions using
outcome. as outcome. different orders still • verbs achieve the desired precise words,
Identify differences in • directions produce the desired • simple language outcome. pictures, or diagrams.
outcomes when the • recipes outcome. • clear steps
order of two steps is • computer • a starting and Create three-step to
changed. programs Sequence two or three stopping point four-step instructions
• safety protocols instruction steps to that achieve a desired
Communicate a achieve a desired Reliability of outcome.
sequence of two steps outcome. instructions means
for a given purpose. they consistently lead Predict the outcome of
Exchange ideas for to the same desired instructions that have
creating three-step outcome. three to four steps.
instructions that
achieve a desired Efficiency of Refine instructions to
outcome. instructions refers to more efficiently achieve
designing in a way that a desired outcome.
yields desired
outcomes with the least Test instructions with
amount of energy, time, three to four steps to
or steps. verify that a desired
outcome is achieved.
The reliability and
efficiency of Debug any errors in a
instructions can be set of instructions to
affected by how they achieve a desired
are communicated, outcome.
including
• form; e.g., verbal,
visual, written
• order
• clarity

Many people,
individually or in
groups, can create
instructions, such as
• teachers
• parents
• students
• computer
programmers

Many activities at
school and in the
workplace require
creativity and
collaboration to
improve ideas.

Debugging is the
process of identifying
and removing errors in
a set of instructions to
achieve a desired
outcome.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 13
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Debugging can
increase the reliability
of instructions.
Following instructions Instructions help to Follow instructions Many daily activities Instructions may be Describe a situation in
is a way to keep people safe. during investigations. include repeated steps, simplified by repeating which repetition
demonstrate respect such as steps. simplifies instructions.
and safety during • brushing teeth
investigations. • tying one shoe and Exchange ideas to
then using the design clear three- to
same process on four-step instructions,
the other shoe including repetition, to
achieve a desired
outcome.

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Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase
Organizing Idea
objectivity.

Guiding Question What is investigation? What methods and processes can be used in scientific investigation?

Learning Outcome Students engage in and describe investigation. Students examine investigation and explain how it is influenced by purpose.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

The skills and Investigations are Ask a question sparked Investigations are Investigations involve Explore various
knowledge required to carried out to try to by curiosity. conducted for purposes carrying out purposes for
carry out an understand the world. such as procedures for a conducting an
investigation can be Predict the answer to a • answering purpose. investigation.
learned. question. questions
• building knowledge Describe procedures of
Investigations can be Describe steps of an • satisfying curiosity an investigation.
sparked by curiosity. investigation. • problem solving
Develop questions for
Investigations are Demonstrate safety Procedures scientists the purpose of an
carried out by a variety and respect during use to guide investigation.
of individuals or investigations. investigations include
groups, such as • asking questions
• teachers • making predictions
• students • planning the
• scientists investigation
• police • observing and
• doctors recording data
• analyzing data
Steps followed during • reaching
an investigation conclusions
include • discussing
• asking questions observations and
• making predictions conclusions
• gathering data
• forming
conclusions

A prediction is a likely
answer to a question
based on current
understanding.

A conclusion is an
answer to a question
based on gathered
data.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 15
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Observations can be Recording data helps Make observations Data should relate to Investigations can Determine if
made by using the ensure observations using various senses. the purpose of an involve comparing observations relate to
senses. can be referenced in investigation. data. the purpose of the
the future. Record observations investigation.
Observations can be as data. Observations and data
recorded as data in should be similar if the Collaborate to combine
many ways, such as Reflect on recorded investigation is recorded data into a
• words data to make repeated. single list or chart.
• drawings conclusions.
• photographs Repetition of an Compare observations
• numbers and investigation includes and data with others.
counts performing the same
• sound and video procedures in the same
recordings way.

Scientists can keep Data collected by

records of data in people performing the
record books or same investigation can
computers. be combined.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 16
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How can materials change? How can materials be managed safely?

Learning Outcome Students investigate and analyze how materials have the potential to be changed. Students investigate the management of waste and dangerous materials and describe environmental impacts.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Processed materials are modified Materials can be used in their Relate a processed material to the Methods of waste management that Responsible methods of waste Compare the different methods of
from natural materials and do not natural form or processed to create natural material from which it can negatively impact the management can reduce negative waste management and discuss
occur in nature. new materials. originated. environment include using landfills environmental impacts. their environmental impacts.
and burning.
Processed materials are designed Interaction with natural materials by Discuss how interaction with natural Develop a personal plan to reduce
and manufactured for a specific First Nations, Métis, and Inuit is materials is guided by relationships Methods of waste management that waste.
purpose. guided through living in harmony with the land for First Nations, Métis, can reduce negative environmental
and balance with the land. and Inuit communities. impacts include Discuss local waste management
First Nations, Métis, and Inuit • reducing programs.
communities respectfully interact • reusing
with natural materials, such as • recycling Represent a recycling process using
• trees • repurposing diagrams.
• rocks • repairing
• ice • composting
• shells
• plants Increased production and
• animals consumption of materials leads to
increased production of waste
First Nations, Métis, and Inuit materials.
communities interact with natural
materials for specific purposes, such Waste materials may be solids,
as liquids, or gases.
• teepees
• igloos
• medicines
• clothing
• transportation
• ceremonies
Matter is anything that takes up Matter can change state if heated or Conduct an investigation to Dangerous materials include natural Responsible use and disposal can Identify the hazard associated with
space and has weight. cooled. demonstrate changes of state. and processed materials that can be reduce environmental impacts of symbols on various dangerous
harmful to the health of individuals. dangerous materials. materials at home, at school, or in
States of matter include solid, liquid, Discuss examples of daily activities the community.
and gas. that include heating and cooling. Symbols are used to identify
dangerous materials. Discuss responsible use and
Melting is a change of state from disposal of dangerous materials.
solid to liquid. Hazard symbols are used to identify
dangerous materials, including those
Freezing is a change of state from that are
liquid to solid. • explosive
• flammable
Evaporation is a change of state • corrosive
from liquid to gas. • poisonous

Condensation is a change of state

from gas to liquid.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 17
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Grade 3 Grade 4

A solid is a state of matter that has a Solids, liquids, and gases have Describe solid, liquid, and gas states
definite shape and volume. distinct properties. of matter in terms of the properties
of shape and volume.
A liquid is a state of matter that has
a definite volume but no definite Conduct an investigation to
shape. demonstrate the properties of the
state of matter.
A liquid flows and takes the shape of
the container it is in.

A gas is a state of matter that has

neither definite shape nor definite
volume.

A gas flows easily and expands to

the size of the container it is in.

Volume is the amount of space a

solid, liquid, or gas takes up.
Substances are made of matter that Substances change state based on Safely explore the melting/freezing
has not been mixed with other melting/freezing and boiling points. points of various substances.
matter, including water.
Compare the melting/freezing and
The temperature at which a boiling points of various substances,
substance changes from solid to including water.
liquid is called the melting point.

The temperature at which a

substance changes from liquid to
solid is called the freezing point.

The melting and freezing points of a

substance are the same
temperature.

The temperature at which a

substance changes from liquid to
gas is called the boiling point.

The melting/freezing point of water is

0ºC.

The boiling point of water is 100ºC.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 18
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Grade 3 Grade 4

The water cycle is a process in The water on Earth moves Describe and diagram the changes
which water on Earth moves continuously in a cycle. of state of water using the water
continuously between bodies of cycle.
water, land, and the atmosphere.
Discuss ways to respect water in
In the water cycle, water changes local environments.
state from a liquid to a gas through
evaporation, forms clouds through Identify examples of changes in the
condensation, then falls back to state of water in local environments.
Earth in a liquid or solid state
(precipitation). Discuss the importance of safety
around bodies of water that have a
Water can change state from solid to surface of ice.
liquid and back again.
Discuss the importance of safety
Water can change state from liquid around bodies of water in different
to gas and back again. seasons.

In Alberta, the surfaces of many

bodies of water change from liquid in
the summer to solid in the winter.
A reversible change is a change that Changes to materials or substances Discuss examples of changes to
can be undone, such as melting or can be permanent or reversible, materials or substances that are
freezing. depending on the properties of the permanent and examples of
given materials or substances. changes to materials or substances
A permanent change is a change that are reversible.
that cannot be undone, such as
cooking an egg or baking a cake. Safely perform experiments on
various materials and substances
and classify changes as permanent
or reversible.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 19
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Grade 3 Grade 4

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How can forces relate to changes in movement? How can forces affect objects from a distance?

Learning Outcome Students investigate and explain how forces affect the movement of objects. Students investigate how forces can act on objects without contact.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

A force is a push or pull on an object Forces can affect properties and Describe where forces may exist in Non-contact forces occur between Non-contact forces are invisible Describe how non-contact forces
resulting from an interaction with movement of objects in different everyday situations. objects that are not in direct contact. forces that can affect objects, affect objects.
another object. ways. materials, and substances.
Describe the strength and direction Gravity on Earth is a non-contact Demonstrate the effect of gravity on
An object that is not moving will stay of forces applied to objects. force that pulls objects toward the an object.
still until a force makes it move, and ground.
an object that is moving will keep Compare the strength of forces Conduct an investigation to
moving until a force stops it. applied to objects. Magnetic force is a non-contact demonstrate magnetic forces on
(Newton’s First Law) force that attracts or repels magnetic objects.
Predict how an object will be materials.
Contact forces occur between affected by different strengths and
objects that touch each other. directions of force. Magnetic materials contain iron,
cobalt, or nickel.
Contact forces include forces that Conduct investigations to
are demonstrate the effects of forces on The strength of non-contact forces
• applied by a person or an object the movement of objects. decreases as objects get farther
on another object (applied) apart.
• caused by objects, surfaces, or Conduct investigations to
substances sliding against each demonstrate how forces can change Non-contact forces can act through
other (friction) the shape or size of objects. some materials.
• applied by pulling on a string or
rope connected to an object
(tension)
• caused by a compressed or
stretched object or spring
(elastic or spring)

Ways to apply a contact force to an

object include
• stretching
• pulling
• squeezing
• pushing

The strength of forces applied to

objects can be described as
• strong
• weak
• large
• small

The direction of forces applied to

objects can be described as
• upward
• downward
• from the left
• from the right
• from both sides

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 20
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• from all directions

Changes to an object’s movement

when a force is applied include
• changing speed
• starting
• stopping
• changing direction
The effort needed to move objects is Simple machines can change the Explore how simple machines Magnetic force is strongest at the Magnets interact with each other Analyze interactions between the
reduced by simple machines, such strength and direction of forces. reduce the effort needed to move magnetic poles. and magnetic material. magnetic poles of magnets.
as objects.
• levers Magnets have two magnetic poles, Magnetize a material using a
• wheels Design a device that uses simple known as north and south. magnet.
• inclined planes machines.
Opposite magnetic poles attract
Many First Nations, Métis, and Inuit Safely work with tools, materials, each other and like magnetic poles
designed, tested, and continue to and equipment. repel each other.
use simple machines, such as
• an antler wedge Describe the purpose of simple Both magnetic poles attract
• a paddle machines used by local First magnetic material.
• Inuit scraping tools; e.g., ulu Nations, Métis, and Inuit.
Some materials can become
magnetized by interacting with a
magnet.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 21
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Grade 3 Grade 4

Organizing Idea Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question What visible changes can be identified by examining Earth’s surface? How does Earth sustain life?

Learning Outcome Students analyze changes in Earth’s surface and explain how its layers hold stories of the past. Students investigate the systems of Earth and reflect on how their interconnections sustain life.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Changes that can occur to Earth’s Earth’s surface changes over time. Describe how natural events change Earth scientists call Earth’s systems Earth’s systems interact with one Make connections between human
surface over a long period of time Earth’s surface. the spheres, including the another, resulting in environments activity and Earth’s systems.
include Relationships with land provide • lithosphere that sustain life.
• mountains wearing down intergenerational knowledge of Discuss changes to Earth’s surface • atmosphere Analyze the interconnectedness of
• rivers changing course Earth’s surface for many First over time that are shared through • hydrosphere Earth’s systems.
• lakes and seas drying out and Nations, Métis, and Inuit. stories and intergenerational • biosphere
refilling knowledge of First Nations, Métis, or
• glaciers moving, advancing, and Inuit. The lithosphere
receding • is the outer layers of Earth’s
Investigate natural events that have surface
Natural events that can change changed Earth’s surface in Alberta. • is made of rocks
Earth’s surface in a short period of • contains soils and minerals that
time include support life
• volcanic eruptions
• earthquakes The atmosphere
• landslides • is a gas layer that surrounds
• tsunamis Earth
• floods • warms Earth’s surface
• melting and freezing • reduces extremes of temperature
• contains oxygen, which is used
Changes to Earth’s surface can be for breathing
shared through
• scientific knowledge The hydrosphere is
• stories • all areas of Earth that are
• traditional knowledge covered with water
• necessary for sustaining life

The biosphere includes all

• life on Earth
• regions of Earth where life is
supported

First Nations, Métis, and Inuit hold

understandings of Earth systems
that sustain life, including that all
things are interconnected.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 22
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Organisms require warmth and Earth’s surface is warmed by the Describe the importance of the
energy from the Sun to live. Sun, allowing for life. amount of sunlight and warmth on a
variety of organisms.
Sunlight is more direct at the equator
than at the poles.

The long-term temperature at the

equator is warmer than it is at the
poles.

In Alberta, sunlight is more direct,

and the length of daylight is longer,
in summer than in winter.
Wind, water, or ice can move or Water and wind can shape Earth’s Represent how the movement of Water is a basic need for plants and Caring for water and water sources Discuss ways that plants and
remove material as it flows. surface. water and wind changes Earth’s animals. is a shared responsibility. animals use water to meet their
surface over time. basic needs.
Glaciers are the remnants of very Water provides habitat for many
thick ice sheets that once covered all Represent the flow of water from organisms. Identify plants and animals that exist
of Canada. glaciers to an ocean. in various bodies of water.
First Nations, Métis, and Inuit laws of
Melting glacier ice creates runoff that Investigate glacier-fed rivers that are nature honour water as being sacred Demonstrate respect for water in the
forms and maintains many of the found locally or in Alberta. because water sustains life. local environment.
major rivers in Alberta.
Laws of nature guide First Nations, Discuss the importance of water to
Earth is warming up from natural Métis, and Inuit in their responsibility First Nations, Métis, and Inuit.
and human causes, which is to protect water and sources of
accelerating the melting of glaciers. water.

Interactions with wind and water First Nations, Métis, and Inuit laws of
have shaped Earth’s surface, nature include
including Alberta’s badlands and the • how nature provides gifts of life
Grand Canyon in the United States. • living in harmony with the land
Changes in one system that can Earth’s systems are interconnected Explain how changes in one system
impact another system include and can be impacted by small can have impacts on other systems.
changes in changes.
• number of organisms Discuss the importance of
• food sources governments, conservation groups,
• habitat and First Nations, Métis, and Inuit
• water distribution and cleanliness communities working alongside
• weather patterns Parks Canada.

Governments, conservation groups,

and First Nations, Métis, and Inuit
communities collaborate with Parks
Canada to conserve, restore, and
protect Canada’s natural and cultural
heritages through initiatives such as
• culture camps
• science camps
• land management and
preservation of important sites
• cultural centres

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 23
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Human activities that can change Plant, human, and other animal Relate human activities to changes Natural resources are materials from Earth’s systems include natural Investigate natural resources found
Earth’s surface include activities can cause changes to in Earth’s surface. nature that are used to meet human resources that are central to human in Alberta and how they are used to
• living on the land Earth’s surface. needs, and include well-being. meet human needs.
• building towns and cities Relate activities of plants and • air
• getting and using resources animals to changes in Earth’s • water
• growing crops and farming surface. • soil
(agriculture) • minerals
• polluting Discuss the interconnectedness • metals
• stewardship between human activities and • forests
responsibilities for maintaining Earth. • organisms
Plant and animal activities can
change Earth’s surface, such as Investigate how changing Earth’s
• overpopulation surface by farming and growing
• using resources crops contributes to daily life in
• parasite infestation; e.g., Alberta.
mountain pine beetle
• animals burrowing

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 24
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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Earth’s surface contains layers that The history of Earth’s surface can be Examine how layers of Earth’s Conservation is the preservation and Conservation can impact land, Investigate conservation practices in
have been deposited over long explained by examining its layers. surface hold information about the protection of Earth’s systems from natural resources, and organisms. natural and human-made areas.
periods of time. past. pollution, depletion, or extinction.
Many First Nations, Métis, and Inuit Discuss the interconnectedness
Fossilized dinosaur bones found in Explain how paleontologists know Conservation practices can be practise traditional methods of between human use of parks and
many locations around the world that dinosaurs lived on Earth millions implemented in natural and conservation, including taking only conservation practices.
show that dinosaurs lived on Earth of years ago. human-made areas. what is needed.
millions of years ago.
Investigate fossilized dinosaur bones Conservation can involve creating
Millions of years ago, Earth’s surface that have been found in Alberta and local, provincial, and national parks.
in Alberta included lush tropical the dinosaurs they belong to.
forests and an inland sea that First Nations, Métis, and Inuit have a
supported dinosaur life and the Identify and discuss where fossilized long history with the land that has
preservation of dinosaur bones. dinosaur bones have been found or informed conservation practices and
are on display in Alberta. beliefs.
Fossilized dinosaur bones can be
collected from the surfaces of Earth
or by digging up (excavating) its
layers.

Fossilized dinosaur bones have

been found in several locations in
Alberta, such as
• Alberta’s badlands
• the Grande Cache area
• the Fort McMurray area

Dinosaur Provincial Park, located in

Alberta’s badlands, has been
classified as a UNESCO World
Heritage Site.

Many dinosaurs lived in Alberta,

such as
• Albertosaurus
• Edmontosaurus
• Nodosaurus
• Tyrannosaurus

Displays of fossilized dinosaur

bones can be viewed in museums in
Alberta such as the
• Royal Tyrrell Museum in
Drumheller
• Philip J. Currie Dinosaur
Museum in Wembley

A scientist who studies fossilized

dinosaur bones is called a
paleontologist.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 25
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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Soil includes Soil is a continually changing upper Examine soil and its components in Conservation can be practised Conservation of Earth’s systems Describe examples of personal
• living plants and animals layer of Earth’s surface. the local community. through personal actions, including involves personal, community, and actions that contribute to
• decaying plants and animals • use of electricity; e.g., turning off global action. conservation in daily life.
• rock particles Identify local habitats provided by lights when leaving a room
• air soil. • use of water; e.g., taking shorter Create a plan to implement a
• water showers conservation practice in a local
Describe how soil is changed by • reducing waste; e.g., using community.
Soil provides a habitat for many plants and animals. reusable packaging
animals.
Conservation can be practised
Habitats are environments where through community or global actions,
plants or animals establish a home. such as
• use of energy-efficient
Soil can change due to the influence alternatives; e.g., solar panels
of plants and animals, such as • supplying water to support crops
• plants and crops growing (irrigation)
• worms tunneling and eating • community recycling or
matter composting programs

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 26
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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Organizing Idea Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How do plants and animals interact? In what ways do the structures of organisms support survival?

Learning Outcome Students analyze and describe how plants and animals interact with each other and within environments. Students analyze organisms and relate external structures to functions.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

A food chain shows the order in Plants and animals interact with Represent various food chains in Organisms are living things that A variety of organisms live on Earth Find and classify examples of local
which plants and animals depend on each other in various environments local and other Canadian respond to stimuli and include and have external structures that plants and animals based on
each other for food. in ways that can be represented with environments. plants, humans, and other animals. support various functions. appearance, habitat, and structures.
food chains.
A food chain can be represented in Organisms can be classified in Demonstrate respect when
many ways, such as various ways, including by interacting with plants and animals in
• illustrations • appearance local environments.
• diagrams • habitat
• stories • structures Relate the external structures of
• words plants to their functions.
Structures, including body parts, are
A food chain represents one features of organisms that serve a Relate the external structures of
possible way that plants and animals purpose or function. animals to their functions, excluding
interact. reproduction.
Organisms have external structures
Plants and animals are part of many that can vary; e.g., Compare external structures of
different food chains. • plants may have roots, stems, various plants and animals in
leaves, flowers, fruit, or other relation to function.
structures
• animals may have claws, teeth,
legs, shells, skins, or other
structures

Functions of external structures in

an organism include
• eating
• moving
• protecting
• sensing
• reproducing

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 27
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Grade 3 Grade 4

Carnivores eat only animals. Animals can be classified as Classify animals in a food chain as Plants can detect sensory stimuli, Organisms sense and respond to Discuss how plants respond to
carnivores, herbivores, or omnivores carnivores, herbivores, or such as light, gravity, temperature, their environments to support growth sensory stimuli.
Herbivores eat only plants. based on what they eat. omnivores. and touch, which help them grow and survival.
and survive. Relate sensory organs of animals to
Omnivores eat both animals and their survival.
plants. Sensory organs of animals include
• ears Conduct an investigation to
• eyes determine if an organism senses
• nose and responds to changes in an
• tongue environment.
• skin

Sensory organs in animals help

them meet their needs in various
ways, such as by detecting
• food
• other animals
• danger
• temperature
Plants and animals use their senses Plants and animals sense and Investigate and discuss how plants
to respond to sensory stimuli, respond to stimuli in order to survive. and animals respond to stimuli in
including their environments in order to
• water survive.
• food
• temperature
• light

Animals can use senses to detect

the presence of food, predators, or
other plants and animals.
Plants and animals in local Awareness and consideration of the Reflect on and share actions that
environments can be protected by interactions of plants and animals in can be taken to protect plants and
actions such as local environments helps humans animals in local environments.
• respectfully interacting with protect them.
nature Demonstrate respectful and safe
• minimizing disturbance to plants practices during observations of
and animals plants and animals in local
• being aware of animal crossings environments.
• following fishing and hunting
regulations Explain interconnections in
• counting and tracking environments, including how plants
populations depend on animals and how animals
depend on plants to survive.
Plants and animals may depend on
each other and their environments Discuss First Nations, Métis, and
for survival, such as for food and Inuit connection with environments
habitat. and their knowledge of and
relationships with plants and
First Nations, Métis, and Inuit animals.
knowledge of plants and animals
within environments includes
• animal behaviour
• sources of food
• migration patterns
• seasonal patterns

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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Space: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their
Organizing Idea
interactions.

Guiding Question How do objects in space impact daily life?

Learning Outcome Students investigate and describe objects in space in connection to daily life.

Knowledge Understanding Skills & Procedures

The universe includes all of space Observing objects in space helps us Record observations of objects in
and everything in it. connect Earth to its place in the space using appropriate safety
universe. equipment when necessary.
Objects in space include
• the Moon Compare observations of objects in
• the Sun (a star) space taken during the day and
• stars and their planets night.
• planets and their moons
Compare technologies for viewing
Most objects in space are more objects in space.
easily observed at night.

Technologies for viewing objects in

space include
• binoculars
• telescopes
• planetariums

Safe viewing of the Sun requires

appropriate safety equipment and
precautions to avoid damage to the
eyes.
Constellations are groups of stars Stars and constellations are Examine constellations in relation to
that appear to form a shape. recognizable from Earth and can be location in the sky.
used for navigation and tracking the
Constellations have names that passage of time. Explain ways in which stars can be
come from a variety of sources. used for navigation.

Stars in the same constellation may Explore the local traditional names
be millions of kilometres apart. of the North Star.

Earth’s daily rotation and yearly

revolution around the Sun causes
the constellations to appear in
different locations at different times.

Polaris, the North Star, shows the

approximate direction of the North
Pole.

The Orion constellation can be used

to find the South Pole.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 29
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

The Moon has been used Many cultures connect observations Represent observations of objects in
throughout history to measure time. of objects in space to time, place, space as they connect to seasons,
and daily life in various ways. plants, and animals in a local area.
The international standard
(Gregorian) calendar is based on the Discuss similarities and differences
amount of time it takes Earth to between a lunar calendar and the
revolve around the Sun. international standard calendar.

Most people follow the international

standard calendar in daily life.

Some cultures may use a lunar

calendar in addition to the
international standard calendar.

Lunar calendars follow patterns of

the Moon for timekeeping.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 30
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Organizing Idea Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.

Guiding Question How does creativity contribute to computational thinking? How can design meet needs?

Learning Outcome Students investigate creativity and its relationship to computational thinking. Students examine and apply design processes to meet needs.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Computational thinking includes Computational thinking is a Create a set of instructions that Design processes include Design involves processes that can Plan and create an artifact to meet a
• breaking a task into smaller problem-solving process that uses could be followed by a human or a • understanding the problem transform ideas into artifacts that need.
chunks creativity. machine to complete a task. • forming ideas (ideating) meet needs.
• finding patterns and similarities in • planning Provide feedback to others during
tasks Identify computational thinking used • creating the design process.
• identifying the important details to solve problems or achieve desired • analyzing
when reading or solving a outcomes. • testing Test an artifact to confirm that it
problem • troubleshooting meets intended needs.
• designing instructions
• working backward if a mistake is Feedback helps to ensure all needs Collaborate to design an algorithm to
made are considered during the design solve a problem.
process.
Computational thinking can be used Examine availability and cost of
by humans to communicate with An algorithm is a sequence of materials during design.
computers more efficiently; e.g., instructions.
apps, virtual reality, and robotics.
Artifacts are objects or products
made by humans, machines, or
computers through the process of
design.

Design can produce many artifacts,

including
• algorithms
• models
• prototypes
• blueprints
• programs
• experiments
• objects

Design can deal with complex

problems.

Availability of materials and costs

are considerations in design.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 31
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Grade 3 Grade 4

The same outcome, such as arriving Creativity involves divergent thinking Collaborate to write two different
at school, can be achieved in and can be used to develop different sets of instructions that achieve the
different ways. ways to achieve the same outcome. same outcome.

Divergent thinking is the process of Creativity involves imagination, Relate creativity to engineering,
generating multiple unique ideas or observation, and making computing, and the development of
solutions. connections. new technologies.

Creativity is an important part of Create something new by

computer science, technology, and combining, changing, or reapplying
engineering; e.g., computer existing ideas.
programming, robotics.
Examine a Canadian invention.
Creativity involves combining,
changing, or reapplying existing Identify examples of creativity in
ideas to produce something new. computer science, technology, or
engineering.
Canadians are responsible for many
creative inventions, such as the
Canadarm.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 32
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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Organizing Idea Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.

Guiding Question How can investigation help to deepen understanding in science? How can evidence advance knowledge in science?

Learning Outcome Students relate investigation to building knowledge. Students investigate evidence and reflect on its role in science.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Techniques that can be used to Investigations build on previous Reflect on how conducting an Data can be descriptive and Ongoing collection of evidence Decide whether to collect descriptive
improve the accuracy of data include knowledge by supporting or investigation contributes to building expressed using words (qualitative). provides a way to expand and adjust or measured data during an
choosing appropriate tools, carefully contradicting existing knowledge. knowledge. previous knowledge. investigation.
measuring, and demonstrating Data can be measured and
objectivity. Collect data using techniques to expressed using numbers and Interpret data collected from
improve the accuracy of data. counts (quantitative). investigations.
Accuracy of data refers to the
correctness of a recorded Analyze data collected during Descriptive and expressive oral Interpret data and evidence
observation. investigations. narratives include numbers or expressed in SI units.
counts.
Objectivity is an attempt to remove Compare the trustworthiness of Represent evidence from an
the influence of personal thoughts, sources of data. Relevant data addresses the investigation in a variety of ways.
feelings, and expectations. question that is being investigated.
Develop new questions for further
Data can come from many sources, investigations. Some observations and data are not
such as relevant to the question being
• investigations investigated.
• texts
• websites All relevant data must be
• Elders or Knowledge Keepers considered.
• community members
• personal observations Evidence is produced through the
study and interpretation of data.
Data can be considered accurate
when it comes from a trustworthy Data can be represented as
source, such as evidence in multiple ways, including
• textbooks • written texts
• scientific articles (peer-reviewed • verbal presentations
journals) • oral traditions
• official government websites • graphs
• Elders or Knowledge Keepers • tables
• charts
Data can be analyzed by • diagrams
• making connections to previous • simulations
knowledge • models
• comparing for accuracy
• asking questions Système international d’unités
• noticing changes (international system of units) is a
• discussing common system of measurement
• collaborating used to communicate data and
evidence.
Analysis of data can spark new
questions for investigation. Système international d’unités can
be abbreviated as SI.

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 Science Kindergarten to Grade 6 Curriculum

Grade 3 Grade 4

Reliability refers to consistency of Conclusions drawn during Collect reliable data during
data and evidence. investigation must be based on investigations.
reliable and valid evidence.
Reliability of evidence can be Draw conclusions using reliable and
affected by the amount of data valid evidence from investigations.
collected and whether the data can
be reproduced. Collect valid data by accurately
using tools or technology during
Validity refers to how accurately data investigations.
and evidence reflect what is
supposed to be described or Discuss tools or technology used to
measured. improve accuracy during
investigations.
Data can be measured more
accurately using tools or technology. Collaborate to evaluate the reliability
and validity of a collection of data.

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Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Matter: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How can states of matter and other physical properties be explained using the particle model of matter? How can the particles of matter be influenced by heating or cooling?

Students investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids, and
Learning Outcome Students investigate the particle model of matter in relation to the physical properties of solids, liquids, and gases.
gases.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Ideas represented by the particle The particle model of matter Represent solids, liquids, and gases The particle model of matter states Particles change speed and distance Discuss the connection between
model of matter include that: explains the behaviour of particles in using the particle model of matter. that heating matter causes particles from each other when heated or movement of particles and
• all matter is made up of small matter. to move faster. cooled. temperature in degrees Celsius.
particles Relate the movement and
• particles of matter are always arrangement of particles to the state As particles move faster, the Explain phase changes of matter
moving of matter. attractive forces between them when heated or cooled using the
• particles of matter have spaces weaken and the space between particle model of matter.
between them Describe the impact that attractive them increases.
forces have on the movement and Conduct a controlled experiment to
In solids, the particles are close arrangement of particles in solids, The particle model of matter states prove the mass of a substance is the
together and vibrate in place. liquids, and gases. that cooling matter causes particles same after a phase change.
to move slower.
In liquids, the particles are separated
by spaces and can slide past each As particles slow down, the
other. attractive forces between them
increase and the space between
In gases, the particles are separated them decreases.
by large spaces and are constantly
moving in all directions. A phase change is a change from
one state of matter to another.
Attractive forces between particles
are strongest in solids and weakest During a phase change, the volume
in gases. of the matter may change but the
mass remains constant.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Physical properties of matter include The movement and arrangement of Measure the mass of solids and A liquid thermometer uses the Expansion and contraction of matter Describe how a liquid thermometer
• state particles affect the physical liquids using a balance scale and SI expansion or contraction of matter to can be the basis for the design of works.
• mass properties of matter. units. measure temperature using a scale. tools that measure temperature.
• volume Create a tool that measures
• density Measure the volume of liquids using Scientists use the Celsius scale to temperature based on expansion
• compressibility appropriate instruments and SI units. measure temperature in degrees and contraction of a liquid.
Celsius (°C).
Mass is the amount of matter in a Directly compare the density of solid Relate the melting/freezing and
solid, liquid, or gas. objects that have the same volume. The Celsius scale is based on the boiling points of water to the Celsius
changes of state of water and scale.
SI units of mass include grams and Directly compare the density of defines 0°C as the melting/freezing
kilograms. liquids. point of water and 100°C as the Identify safety practices associated
boiling point of water. with measuring temperature and the
Volume is the amount of space a Relate densities of solids, liquids, use of measurement tools.
solid, liquid, or gas takes up. and gases using the particle model
of matter.
SI units of volume of a liquid include
millilitres and litres. Compare the compressibility of air
and water.
SI units are abbreviated for
convenience, including Practise safe and appropriate use of
• g: grams materials, tools, and equipment.
• kg: kilograms
• mL: millilitres
• L: litres

Density is a comparison of the mass

of a solid, liquid, or gas to its
volume.

The greater the mass of a solid,

liquid, or gas as compared to its
volume, the higher its density.

Density can be described

comparatively using the phrases
denser and less dense.

Density can be directly compared by

determining
• the relative mass of objects with
the same volume
• if a liquid sinks or floats when
added to another liquid

A solid, liquid, or gas that is less

dense than the fluid in which it is
placed will float.

Compressibility is the ability of a

liquid or gas to reduce in volume
when under pressure.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Expansion is the typical response Most matter expands when heated Conduct an investigation to
materials have to heating. and contracts when cooled. demonstrate that liquid water is
denser than solid water.
Contraction is the typical response
materials have to cooling. Hypothesize the effect on aquatic life
if solid water were denser than liquid
Water has the unusual property of water.
having greater volume in solid form
than in liquid form. Explain the significance of
expansion or contraction in the
Because of water’s unusual design and construction of
property, it is less dense in solid structures.
form than in liquid form.

The surface of a body of water

freezes when the temperature of the
water drops below the freezing point.

The frozen surface of a large body of

water forms an insulating sheet of
ice that protects aquatic life.

A material’s response to
temperature change requires
consideration when designing and
constructing infrastructure, including
• sidewalks
• bridges
• roads

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Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How are forces similar and different in water and air? In what ways can interactions lead to physical change?

Learning Outcome Students investigate and compare how forces affect living things and objects in water and air. Students analyze forces and relate them to interactions between objects.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Thrust and drag are opposing Flight of living things and objects is Diagram opposing forces that act on Forces within an object are internal External and internal forces can Conduct investigations to answer
forces. influenced by opposing forces. living things or objects in flight. forces, including change the shape, size, or position questions about the effects of
• tension of objects that interact. external and internal forces on
Lift and weight are opposing forces. Explain the effects of thrust and drag • compression objects during an interaction.
on the flight of living things and • shear
Thrust is a force that can act in the objects. • torsion Identify forces that act on an object
direction of movement. during an interaction.
Explain the effects of lift and weight Forces that act on an object from
Drag is a force that can act in on the flight of living things and outside the object are external Use materials, tools, and equipment
opposition to the direction of objects. forces, including safely while experimenting with
movement. • applied force forces in interactions.
Observe living things and objects in • friction
Lift is an upward force that acts to flight. • elastic or spring force
overcome the weight of a living thing
or object and hold it in the air. Describe traditional or modern External forces cause internal forces
technologies developed by diverse within an object.
Weight is a force caused by gravity cultures that reflect understanding of
that acts on a living thing or object in forces that affect flight. An applied force is exerted on an
a downward direction. object by a person or another object.
Construct a device that can fly.
Forces can affect the flight of living Friction forces oppose the
things and objects in various ways, Practise safe and appropriate use of movement of objects when those
including tools, equipment, and materials objects make contact with other
• speed while constructing a device. objects or surfaces.
• horizontal and vertical movement
• altitude Tension is a force exerted by pulling
• straight and level flight on a string or rope that is connected
to an object.
Traditional technologies developed
by diverse cultures that reflect Elastic or spring force is exerted on
understanding of forces that affect any object that is in contact with a
flight include the compressed or stretched elastic
• bow and arrow object or spring.
• slingshot
• fishing spear Compression is a force exerted on
an object that squeezes, squashes,
or compacts the object.

Shear is a force that pushes parts of

an object in opposite directions,
resulting in bending or breaking.

Torsion is a force that twists an

object.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Buoyant force is an upward force The relationship between buoyant Relate buoyant force and weight to Plasticity is a property that leads to Changes in an object’s shape Differentiate between temporary and
exerted by a fluid that opposes the force and gravity can be used to the tendency to float or sink in permanent changes in an object’s depend on its properties. permanent changes.
weight of anything placed in the explain the behaviour of an object in water. shape; e.g., bending a paper clip.
fluid. water. Test the plasticity and elasticity of
Conduct controlled experiments to Elasticity is a property that enables objects.
When the buoyant force is greater determine if various objects and temporary changes in an object’s
than the weight of an object, the materials float in different fluids. shape; e.g., stretching a rubber
object will float. band.
Construct a device that can float.
When the buoyant force is less than
the weight of an object, the object Practise safe and appropriate use of
will sink. tools, equipment, and materials
while constructing a device.
Fluids include liquids and gases.
An action force is exerted on an For every action force, there is an Demonstrate and represent an
object in a particular direction. equal and opposite reaction force. action force and its reaction force in
(Newton’s Third Law) various interactions.
A reaction force acts in the opposite
direction of an action force.

One object experiences an action

force while another object
experiences a reaction force in an
interaction.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Energy: Understandings of the physical world are deepened by investigating matter and energy.

Guiding Question How are energy resources understood? How are energy resources used?

Learning Outcome Students investigate and analyze various energy resources. Students investigate energy resources and explain factors that influence their use.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Energy resources are renewable or Humans rely on energy resources to Compare renewable energy Factors that influence selection of The advantages and disadvantages Investigate factors that influence
non-renewable. fulfill energy needs. resources with non-renewable energy resources include of several factors influence selection selection of energy resources.
energy resources. • availability and accessibility of energy resources.
Renewable energy resources are • societal impacts Examine factors that influence
not depleted over time as they can Discuss advantages and • economic impacts selection of principal energy
be naturally replenished if handled disadvantages of using renewable • environmental impacts resources used in Alberta.
responsibly. and non-renewable energy
resources.
Renewable energy resources
include Examine how various provinces and
• solar territories throughout Canada fulfill
• wind energy needs.
• biomass
• geothermal
• tidal
• water and hydro

Non-renewable energy resources

are depleted over time because they
will not be naturally replenished for
thousands or millions of years.

Non-renewable energy resources

include nuclear and fossil fuels.

Alberta relies on both renewable and

non-renewable energy resources to
fulfill energy needs, including
• fossil fuels
• water and hydro
• wind
• biomass

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Responsible management of energy Energy resources can be managed Examine management of energy
resources includes for use in daily living. resources in various contexts.
• minimal disruption to nature
• restoration of extraction areas Classify energy resources as being
• waste management practices used before or after processing.
• respect for land and resource
rights Compare the use of an energy
resource before and after
Some energy resources can be used processing.
before processing, such as
• wood Discuss ways energy resources are
• wind used by individuals or communities
• water in daily life.

Some energy resources can be used Design a device that uses an energy
after processing, such as resource, before or after processing,
• wind to solve a problem.
• solar
• fossil fuels
• nuclear
• hydro
• biofuel

Many energy resources are

processed into electricity.

Some energy resources can be used

before processing and after
processing; e.g., wind can be used
before processing to sail a boat and
after processing as electricity.

Energy resources can be used in

daily life in various ways, such as
• heating and cooling
• lighting
• cooking
• transportation

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How can climate and its effects be understood? What relationships exist between climate and changes on Earth?

Learning Outcome Students analyze climate and connect it to weather conditions and agricultural practices. Students investigate climate, changes in climate, and the impact of climate change on Earth.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Weather is the short-term conditions The study of climates across regions Distinguish climate from weather. Earth’s systems interact with the Complex interactions between Describe possible impacts on
experienced in a region, including helps identify historical patterns and Sun and each other to impact humans, Earth’s systems, and the climate due to interactions between
• temperature make predictions. Discuss the characteristics of local, climate in various ways, including Sun can impact climate and climate the Sun and Earth’s systems.
• wind speed and direction national, and global weather • clouds reflecting sunlight into change.
• amount of sunlight conditions to determine climate. space Relate impacts of natural processes
• precipitation • greenhouse gases trapping heat and human activities on climate
• humidity Compare key characteristics of from the Sun change.
• cloud cover climate zones. • ice reflecting light from the Sun
Identify personal actions that may
Climate is the long-term weather Interpret data about climate. Humans rely on the Sun and Earth’s affect global climate change.
patterns of a region over a period of systems for a habitable climate.
at least 30 years. Relate factors that contribute to
Alberta’s climate. Geographical location factors that
Data in maps, tables, or graphs can affect climate include
be used to represent key Compare Alberta’s climate to the • latitude
characteristics of climate, including climates of other Canadian • proximity to a large body of water
• temperature provinces or territories. • elevation
• precipitation • urban or rural setting
• humidity
• wind Changes in climate can be caused
by natural processes, including
Climates are dependent on factors • volcanic eruptions
that include • meteors
• geographical location • changes in the Sun’s output
• landforms • changes in orbits
• altitude
• proximity to bodies of water Changes in climate can be caused
by human activities, including
Climate zones are defined areas industrialization and pollution.
with distinct climates and include
• tropical The release of greenhouse gases
• dry into the atmosphere contributes to
• temperate the warming of Earth.
• polar
• continental Clean energy production has the
potential to reduce net greenhouse
First Nations, Métis, and Inuit can gas production.
provide long-term observations of
climate for local context. Personal actions that can help
address human causes of global
climate change include
• reducing personal consumption
and waste
• planting a garden or buying local
produce
• using clean, affordable, and
reliable energy sources
responsibly

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Tools to measure and track weather Weather conditions can be Examine tools used to measure and Climate change can affect Climate change over time can affect Describe possible effects of climate
conditions include measured accurately using a variety track weather conditions. • weather and extreme weather land, plants, humans, and other change on land, plants, humans,
• thermometers of tools and methods. events animals in a variety of ways. and other animals.
• wind vanes Construct simple tools to measure • migration patterns
• windsocks weather. • water resources Discuss agricultural practices
• anemometers • frequency of forest fires impacted by climate change.
• barometers Observe and record local weather
• rain or snow gauges for a given time interval. Climate change can impact Research how climate change is
• hygrometers agricultural practices, such as affecting ways of living in northern,
Represent local weather data. • crop selection Inuit, and/or coastal communities in
Websites, weather maps, and • crop production Canada.
weather apps provide access to Construct a sample weather map of • harvesting periods and yields
weather information. a local region for a given time. • irrigation Discuss the effects of climate
• pest management change on traditional ways of living
First Nations, Métis, and Inuit Explain the importance of weather off the land.
communities rely on traditional forecasts. Traditional ways of living off the land,
knowledge, in addition to modern including hunting and gathering Compare theories about dinosaur
tools and methods, to interpret and Investigate methods used to predict practices of First Nations, Métis, and extinction.
predict weather patterns. the weather. Inuit communities, have been
impacted by climate change in
Methods used to predict weather Discuss First Nations, Métis, and various ways, such as
include Inuit methods of predicting weather. • rising sea levels in coastal areas
• computer modelling • changing migration patterns
• historical data • access to hunting, harvesting,
• satellite imaging and fishing
• First Nations, Métis, and Inuit
traditional knowledge Theories about potential causes of
the extinction of dinosaurs include
worldwide climate change, a
catastrophic meteoric event, or
volcanic activity.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Climate affects various aspects of Climate affects human and other Explain how climate can affect Climate change can be identified Identifying changes in climate relies Compare historical observations and
human activity, including animal activity. human and other animal activity. through long-term observation and on observations and measurements measurements of weather and
• agriculture measurement of weather conditions, from different points in time. environmental conditions to current
• infrastructure including amount of precipitation, data.
• clothing temperature, and number of extreme
• transportation weather events. Relate extreme weather events to
• recreation specific locations in Canada and on
Climate change can be identified Earth.
Climate affects various aspects of through long-term observation and
animal activity, including measurement of environmental Identify and discuss technologies
• migration patterns conditions, such as that are used to track and predict
• accessing food • sea and ocean levels extreme weather events.
• timing of reproduction • thickness and duration of sea ice
• permafrost changes
• number of forest fires

Climate observations come from a

variety of sources, such as
• recorded information
• oral narratives
• surface layers, including ice,
from different time periods on
Earth

Extreme weather events that occur

on Earth include
• heatwaves
• hurricanes
• monsoons

Extreme weather events that occur

in Canada include
• tornados
• blizzards
• torrential rain
• wildfires

Technologies used to predict

extreme weather events include
radars, weather satellites, and
computer modelling.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Climate and weather events may Climate and weather events Describe how climate may affect
influence agricultural practices by influence agricultural practices. plants and animals farmed in
affecting components such as Alberta.
• crop type
• crop production Discuss conservation agriculture
• animal population practices and potential uses.
• soil quality
• water access Describe local climate and weather
events that affect agricultural
Conservation agriculture is a practices.
sustainable practice that responds to
local climate and weather events. Explain practices related to
sustainable harvesting.
Conservation agriculture practices
are adapted to the requirements of
plants and animals farmed.

Agricultural practices involve

monitoring and responding to
climate or weather events such as
• drought
• flooding
• fires
• windstorms

Conservation agriculture practices

include
• minimizing soil disturbance
• maintaining soil cover
• using water efficiently
• using sustainable harvesting
practices

Sustainable harvesting practices

support the maintenance of stable
plant or animal populations over time
and include
• crop rotation
• companion planting
• limiting hunting and trapping
• considering future harvests
Observations of weather conditions Intergenerational observations and Examine how weather conditions Traditional knowledge and modern Collaboration contributes to a Discuss how scientists, Elders, and
and animal behaviour can be used accounts of place enable individuals and animal behaviour can be used technologies both provide broader awareness of the effects of traditional Knowledge Keepers can
to recognize patterns and cycles, and communities to recognize to recognize weather patterns and information on long-term climate weather on people and collaborate to develop deeper
such as seasonal migration. patterns and cycles related to cycles. changes. environments. awareness of the effects of weather
weather and seasons. on people and environments.
Local Elders, traditional Knowledge
Keepers, and scientists can Propose ideas on how local Elders,
collaborate and share information traditional Knowledge Keepers, and
about local climate and climate scientists can collaborate to support
change. awareness of local climate and
climate change.

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How are organisms supported by vital biological processes and systems? In what ways are ecosystems complex?

Learning Outcome Students investigate the internal systems of organisms and explain how they support vital biological processes. Students investigate the characteristics and components of and interactions within ecosystems.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Vital biological processes in complex Humans are complex organisms Relate vital biological processes to a Ecosystems are complex systems of The components and characteristics Represent and connect the biotic
organisms are carried out by with biological systems that carry out human or other animal’s internal biotic and abiotic components. of an ecosystem affect the diversity and abiotic components of an
biological systems that rely on each vital biological processes. biological systems. of the organisms that live in it. ecosystem.
other. Biotic components of an ecosystem
Examine the function of the human include plants, animals, and micro- Locate and responsibly examine a
Vital biological processes of complex digestive, respiratory, circulatory, organisms. local ecosystem in nature using
organisms include and musculoskeletal systems. appropriate materials and tools.
• movement Abiotic components of an ecosystem
• nutrition Identify the digestive, respiratory, include Relate the preservation of various
• respiration circulatory, and musculoskeletal • energy from the Sun ecosystems to possible actions that
• growth systems of the human body and the • water address climate change.
• reproduction major body parts of each system. • soil
• air Create a model or simulation to
Humans and many other animals Investigate the relationships • temperature represent a chosen ecosystem and
have internal biological systems that between body systems that are its characteristics.
include the involved in moving oxygen and All components of an ecosystem
• digestive system nutrients throughout the human influence each other either directly Compare the characteristics of two
• respiratory system body. or indirectly; e.g., ecosystems.
• circulatory system • animals rely on plants for food
• musculoskeletal system • plants need water to grow Examine the diversity of animals and
• energy from the Sun affects plants in various ecosystems in
The digestive system breaks down temperature relation to abiotic components.
food and absorbs nutrients, and • decomposers help return
includes the mouth, stomach, nutrients to the soil
intestines, liver, and pancreas.
There are many types of
The respiratory system exchanges ecosystems, such as
oxygen and carbon dioxide, and • desert
includes the trachea, lungs, and • arctic
diaphragm. • grassland
• wetland
The circulatory system moves blood • forest
around the body and includes the • freshwater
heart and blood vessels.
Characteristics of ecosystems
The musculoskeletal system include
supports and moves the body, and • climate patterns
includes muscles and bones. • size
• vegetation structure
The digestive, respiratory, and • animal populations
circulatory systems work together to • geographic location
supply oxygen and nutrients to the
human body. Some ecosystems store greenhouse
gases and prevent them from being
released into the atmosphere, such
as
• wetlands
• oceans

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 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

• forest
• grasslands

Ecosystems can be examined using

digital or non-digital tools, such as
still-image and video cameras and
magnifying devices.

Characteristics of ecosystems that

affect diversity of organisms include
• geographic location, including
climate patterns, landforms, and
water sources
• size, from very small to very
large
• complexity, including number and
types of plants and animals
Plant transport systems include Plants are complex organisms with Examine the transport systems of Plants carry out the process of Photosynthesis is a process that Explain the process of
xylem and phloem. transport systems that carry out plants and describe their functions. photosynthesis, which uses light, supports growth and survival in a photosynthesis and its importance in
specific functions for survival. water, and carbon dioxide to variety of ecosystems. an ecosystem.
Xylem and phloem in plants perform produce oxygen and food in the form
similar functions to the circulatory of sugar (glucose). Design and perform a controlled
system in animals. experiment to demonstrate the
Plants and animals use food importance of light to
Xylem transports water and nutrients produced during photosynthesis to photosynthesis.
from the roots to the rest of the perform vital biological processes.
plant. Design and perform a controlled
Plants and animals use the oxygen experiment to show that a plant is
Phloem transports sugars from the that is released during releasing oxygen.
leaves to the rest of the plant. photosynthesis for respiration.
Design and perform a controlled
Chlorophyll in plants collects light experiment to show that a plant
needed for photosynthesis. contains starch.

The release of oxygen and the

presence of starch indicate that a
plant has been photosynthesizing.

Sugar produced by plants through

photosynthesis is often stored as
starch.

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Grade 5 Grade 6

Plants play a variety of roles in an There are significant relationships Examine ways that plants and
ecosystem, such as between plants and animals within animals rely on each other to meet
• photosynthesizing ecosystems. their needs.
• cleaning and filtering water
• reducing soil erosion Discuss plants that are considered
• providing food and shelter for sacred to First Nations and Métis.
animals

Humans, like all animals, depend on

plants to produce oxygen that is
used for respiration.

Humans also rely on plants in

various other ways, such as
• food
• clothing
• paper
• building materials
• medicine
• fuel

Plants benefit from animals,

including humans, to help provide
carbon dioxide, which they need to
survive.

Certain plants are considered sacred

to First Nations and Métis, such as
• sage
• sweetgrass
• cedar
• tobacco

The offering of tobacco signifies

• balance and harmony
• giving back to the land
• respect for the plant
• a sustainable relationship

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 48
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Space: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.

Guiding Question How are astronomical phenomena observed and interpreted? In what ways can the solar system be explored?

Learning Outcome Students investigate and interpret astronomical phenomena. Students analyze and represent celestial bodies of the solar system.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Astronomical phenomena are Observations and interpretations of Connect the direction of Earth’s tilt in Scientific exploration of space has Information about Earth can be Name and order the planets in the
observable events that happen astronomical phenomena can inform relation to the Sun to the length of revealed that Earth is an acquired through exploration of the solar system and identify the
among objects in space. daily living. day and night in each season. interconnected part of a group of solar system. location of the main asteroid belt.
planets that orbit the Sun.
Astronomical phenomena include Describe personal observations Classify celestial bodies of the solar
• seasons related to cyclical changes in the The solar system is a complex group system as planets, moons, dwarf
• Moon phases Moon’s appearance. of celestial bodies that include planets, asteroids, comets,
• lunar and solar eclipses • the Sun (a star) meteoroids, or the Sun.
• equinoxes and solstices Discuss observable features of lunar • planets and their moons
• length of day and night and solar eclipses and auroras. • dwarf planets Represent and describe the
• auroras • asteroids characteristics of celestial bodies in
Identify astronomical phenomena • comets our solar system.
Astronomical phenomena, such as that occur cyclically. • meteoroids
Moon phases, can have predictable Examine celestial bodies that emit or
patterns and cycles. Explore First Nations, Métis, and Celestial bodies are natural bodies reflect light.
Inuit understandings of phases and located beyond Earth’s atmosphere.
Seasons are experienced during cycles within astronomical Discuss the reclassification of Pluto.
different times of the year in the phenomena that inform ways of Celestial bodies have characteristics
northern and southern hemispheres living and community activities. that vary in many ways, including Interpret physical, pictorial, or digital
of Earth because these regions are • surface conditions; e.g., models of the solar system.
tilted toward the Sun at different Explore Inuit, northern First Nations’, temperature, gravity, and
times of the year. or Métis’ stories related to the atmosphere Investigate digital or non-digital
midnight sun, the polar night, or the • composition; e.g., gas, ice, or resources that contribute to
Longer and shorter days are northern lights. visible rings understandings of the solar system.
experienced during different times of • size
the year in the northern and Represent astronomical phenomena • shape; e.g., round or irregular
southern hemispheres of Earth in a variety of ways.
because these regions are tilted Some celestial bodies emit light and
toward the Sun at different times of Explore Indigenous representations others reflect light.
the year. of astronomical phenomena, past
and present. An asteroid belt is a collection of
In the northern hemisphere, auroras asteroids found within the solar
are referred to as the northern lights Identify how observation of system.
(aurora borealis). astronomical phenomena can
determine agricultural and hunting Although Pluto was originally
First Nations, Métis, and Inuit ways practices. classified as a planet, new
of living and significant events are information led to the reclassification
connected to many astronomical of Pluto as a dwarf planet.
phenomena, such as the association
of seasons to ceremonies. The solar system can be modelled to
represent the size of the Sun and
Astronomical phenomena can be the planets and the distance
represented in various ways that between them.
connect to daily life, including
• calendars
• cycles
• stories and legends
• artifacts

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 49
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

• models and digital simulations

Observations and interpretations of

astronomical phenomena can be
applied in various contexts,
including
• planting and harvesting crops
• hunting
Technologies that are used to Knowledge of the solar system Identify and compare technologies
explore the solar system include continues to develop with further used to gather knowledge about
• telescopes space exploration, discovery, and planets and other objects in space.
• satellites use of technologies.
• probes Compare and contrast natural
• rovers satellites and artificial satellites.
• manned spacecraft and space
stations Discuss potential personal, societal,
• computer modelling technological, and environmental
barriers to living and working in
Satellites are objects in space that space.
orbit around another larger object.

An orbit is the recurring path of an

object around another object in
space.

Natural satellites are celestial

bodies.

Artificial satellites are constructed

and put into orbit by humans.

The first satellite put into orbit by

Alberta (Ex-Alta 1) was designed by
a group of students and faculty at
the University of Alberta (AlbertaSat)
and was successfully launched from
the International Space Station in
2017.

The International Space Station is a

research facility that orbits Earth.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 50
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.

Guiding Question In what ways can design be used to help achieve desired outcomes or purposes? In what ways are abstraction, design, and coding related?

Learning Outcome Students apply design processes when creating artifacts that can be used by a human or machine to address a need. Students examine abstraction in relation to design and coding, and describe impacts of technologies.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

A computational artifact is anything Design can be used by humans or Engage in the design process to The process of abstraction includes Abstraction is used in design and Apply abstraction during the design
created by a human using a machines to meet needs. create computational artifacts. • determining what details to keep coding of computational artifacts to process.
computer, such as and what to ignore make problems easier to think
• computer programs and code Relate a block of code to an • removing unnecessary details about. Identify examples of abstractions
• images outcome or a behaviour. • identifying important information encountered in daily life.
• audio • generalizing patterns
• video Explain what will happen when Discuss the role of design and
• presentations single or multiple blocks of code are Information is data that is organized coding in society.
• web pages executed. to be more useful.
Use a visual block-based language
Design can be used to create Translate a given algorithm to code An abstraction is a simplified version to design code that includes relevant
algorithms and translate them into using a visual block-based of something complex. design structures.
code. language.
Abstractions can make daily life
Code is any language that can be Design an algorithm that includes a easier; e.g.,
understood by and run on a loop and translate it into code. • simple controls on appliances
computer. • light switches
• steering wheels
There are many ways to code, • apps
including using visual block-based
languages. Computational artifacts can be
designed to address societal needs
Visual block-based languages are a and wants; e.g.,
form of code in which prepared • weather modelling
chunks of instructions are in • communications
drag-and-drop blocks that fit • automotive controls
together like puzzle pieces to design • medical research
a program. • apps

A computer cannot think for itself Structures used in coding include

and must rely on code for all that it • sequences
does. • conditionals (if-then-else
statements)
A loop is a repetition of instructions • loops
used in an algorithm.
Sequence structures are ordered
sets of instructions within code.

Conditional structures are

statements that tell computers to
complete different actions based on
different situations.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 51
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Design process can be influenced by Design can better meet needs Discuss examples of designs that The use of computers, coding, and Computers, coding, and technology Discuss how computers, coding, or
various factors, including through the development of multiple have been enhanced or refined to technology can have impacts that can be used in ways that have technology have had impacts.
• safety iterations. better meet needs. are positive or negative impacts.
• functionality • personal Predict possible impacts of
• usability Evaluate an artifact based on • social computers, coding, or technology.
• reliability various factors. • environmental
• efficiency • economic
• aesthetics Design an artifact to meet a need.
Impacts of computers, coding, or
Functionality is the quality of being Propose enhancements and technology may be intentional or
useful to do the job for which refinements to an artifact in unintentional.
something was designed. collaboration with others.

Usability is the degree of ease with Develop multiple iterations of an

which something can be used to artifact.
achieve an outcome.

Design processes that support the

development of multiple iterations
include
• enhancing
• refining

Design can be improved through

collaboration.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 52
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Organizing Idea Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.

Guiding Question How does evidence lead to understanding? What is the purpose of scientific explanations?

Learning Outcome Students investigate how evidence is gathered and explain the importance of ethics in science. Students investigate and describe the role of explanation in science.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Phenomena are facts or events that Investigations can be conducted to Discuss technologies that provide Scientific explanations make sense Explanations are used in science to Discuss the role of scientific
can be observed. better understand phenomena. scientists with evidence that cannot of natural phenomena based on an answer scientific questions. explanations.
be directly observed using the investigation.
Some phenomena can be directly human senses. Develop and test a hypothesis
observed using the human senses. Scientific explanations must be based on a scientific explanation.
testable (falsifiable) by an
Phenomena that cannot be directly investigation that will either support
observed using the human senses or contradict the explanation.
can be observed and measured
using technologies such as Hypotheses are proposed scientific
telescopes, microscopes, and explanations developed prior to
X-rays. conducting an investigation.

Natural phenomena occur without Hypotheses are based on prior

human input, such as lightning and scientific knowledge and
auroras. understandings.
Bias is any personal thoughts, Evidence is more reliable and valid Identify biases that could influence Evidence is used to support or Scientific explanations are Create scientific explanations for
feelings, or expectations that when investigations are conducted an investigation. contradict a hypothesis. constructed using reliable, objective how natural phenomena occur.
influence an investigation. in a way that limits bias. data and evidence.
Scientific explanations can be used Discuss observations and
Humans are not usually aware of to describe natural phenomena such measurements used to create
their personal biases. as phases of the moon, hours of scientific explanations.
daylight, and amount of rain or
snowfall (precipitation). Evaluate the trustworthiness of
evidence and explanations from a
Scientific experiments performed variety of sources.
with objectivity and a high level of
accuracy produce trustworthy
evidence to support explanations.

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 53
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

A variable is a condition or factor Evidence from a controlled Plan and conduct a controlled First Nations, Métis, and Inuit share Explanations of natural phenomena Interpret multiple forms of text that
that can influence the outcome of an experiment can be used to make experiment. explanations of natural phenomena are communicated in various ways. offer explanations of natural
experiment. conclusions about cause-and-effect through phenomena.
relationships between variables. Identify the variables in a controlled • written texts
A manipulated or independent experiment. • traditional knowledge Communicate explanations using
variable is changed to determine • visual forms appropriate digital or non-digital
what effect the change will have on Apply vocabulary for variables • verbal presentations technologies.
the responding variable in a correctly in science contexts. • stories and legends
controlled experiment. Construct digital or non-digital
Evaluate the effect of the Scientific explanations can graphs and tables using proper
A responding or dependent variable manipulated variable on the incorporate a variety of texts, such labels, legends, scales, and titles.
changes as a result of changes to responding variable in a controlled as
the manipulated variable in a experiment. • visual forms; e.g., graphs, tables, Determine the appropriateness of
controlled experiment. flow charts, diagrams, and methods of communicating
Defend a conclusion about cause models explanations based on the audience.
A controlled variable is kept the and effect based on evidence • written texts; e.g., research
same in a controlled experiment. produced in a controlled papers
experiment. • verbal presentations; e.g., stories
A controlled experiment is an and discussions
investigation in which one variable is
changed and all other variables are A scientific explanation can be
kept the same. communicated in different ways
depending on audience.

The needs of the audience influence

how science is communicated, such
as
• vocabulary used
• level of detail
• method of communication

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 54
Science | March 2023 year.
 Science Kindergarten to Grade 6 Curriculum

Grade 5 Grade 6

Representations of data can include Evidence must be communicated Discuss the use of diverse Evidence and scientific explanations Science is a self-correcting way of Discuss processes that can be used
all or some of the data. clearly and accurately. representations of data in are subject to further investigation to knowing about the world, where new to validate evidence and
communicating evidence. determine their validity. evidence can change explanations.
Diverse representations of data can understandings and explanations.
communicate evidence differently. Compare the clarity and accuracy of Further investigation can involve a Identify explanations of natural
evidence communicated by diverse variety of processes, such as phenomena that have been refined
Evidence that is communicated representations of data. • continual collection of evidence as new evidence has been revealed.
clearly and accurately over time
• uses correct vocabulary Discuss potential impacts of • discussion and debate in the
• includes all relevant data evidence that is not communicated scientific community
• is free from personal bias clearly and accurately. • conducting multiple
• can be understood by the investigations over long periods
intended audience of time
• using new technologies and
Evidence that is not communicated methods that reveal new
clearly and accurately can influence evidence
the validity and reliability of the
investigation. New evidence has refined
inaccurate scientific explanations of
natural phenomena, such as
• the Sun revolves around the
Earth
• different tastes are detected in
different areas of the tongue
• the eyes are a source of light,
allowing vision

One conflicting study is not enough

to cause a scientific explanation to
be refined.
Scientific ethics are principles and Evidence needs to be produced, Examine the importance of scientific
rules that guide behaviour when handled, and shared ethically. ethics in investigations.
conducting scientific investigations.
Demonstrate scientific ethics during
Scientific ethics are demonstrated investigations.
during investigations in ways such
as
• not changing data in an
experiment
• minimizing harm to
environments, humans, and
other animals
• respecting the privacy of
participants
• limiting personal bias

©2024 Government of Alberta | Alberta Education Final Curriculum: Kindergarten to Grade 3 implemented September 2023. Grades 4 to 6 are available for optional implementation in the 2023–2024 school Page 55
Science | March 2023 year.