Ontario Curriculum ConnectionsPrint

This site supports the following Ontario Curriculum Connections in Science and Health & Physical Education for grade 5.


Understanding Matter and Energy: Properties of and Changes in Matter
1.2 Assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different perspectives into account (e.g., the perspectives of food manufacturers, consumers, landfill operators, people concerned about the environment), and make a case for maintaining the current level of use of the product or for reducing it

Understanding Earth and Space Systems: Conservation of Energy and Resources
1. Analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources
1.1 Analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts (e.g., turning off the faucet while brushing teeth or washing and rinsing dishes conserves water; reusing or recycling products, or using fewer products, conserves natural resources and energy)
1.2 Evaluate the effects of various technologies on energy consumption (e.g., improving our home’s insulation allows us to conserve heat and reduce energy consumption; aerodynamic design can improve the energy efficiency of cars and buses; household appliances designed to make our lives easier use large amounts of energy; some cars and recreational vehicles use energy less efficiently than others), and propose ways in which individuals can improve energy conservation
3. Demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved
3.2 Identify renewable and nonrenewable sources of energy (e.g., renewable: sun, wind, ocean waves and tides, wood; nonrenewable: fossil fuels such as coal and natural gas)


A3. Safety
A3.2 Demonstrate an understanding of proactive measures that should be taken to minimize environmental health risks that may interfere with their safe participation in and enjoyment of outdoor physical activities

C. Healthy Living: Personal Safety & Injury Prevention
C1.1 Identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, etc. …
C2.2 Demonstrate the ability to deal with threatening situations by applying… safety strategies (e.g., having a plan and thinking before acting…being aware of surroundings; seeking help…)