The purpose of this study is to comparatively examine, within the “Earth and Universe” content area of the first unit in Grade 5, how learning objectives and learning outcomes are structured in Türkiye’s 2018 and 2024 Science Course Curricula, and through which steps the process components in the 2024 curriculum further elaborate these learning goals. Using qualitative document analysis, the curricula were analysed through deductive content analysis. The analysis centred on Grade 5 and the “Earth and Universe” content area that forms the focal point of the first unit in both curricula. In total, seven learning objectives from the 2018 curriculum and four corresponding learning outcomes from the 2024 curriculum were coded comparatively, using an analytic framework based on the Revised Bloom’s Taxonomy and the scientific literacy and competency dimensions emphasised in the PISA Science Framework. The findings show that the 2018 curriculum presents learning goals mainly as objectives-centred, single-action statements, whereas the 2024 curriculum frames learning outcomes as a more detailed and guiding sequence supported by process components. Notably, the 2024 text explicitly outlines steps such as selecting tools, accessing information, verifying information, and recording information, indicating greater visibility of literacy components related to information access and evaluation. In addition, the relational language in the unit title and the positioning of values and dispositions within curricula components suggest a more holistic framing of science learning. Overall, within the analysed content area and grade level, the study indicates that learning goals in the new curriculum are articulated more explicitly and systematically through process components. Accordingly, it recommends practice-oriented professional learning opportunities to help teachers translate process components into lesson design and assessment practices.