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CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

IntegratedScience

Effective for examinations from May/June 2007


Correspondence related to the programme of study should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright 2006, by Caribbean Examinations Council The Garrison, St. Michael BB 11158, Barbados

CCSLC/IS/02/2006

CXC

CCSLC/IS/02/2006

First issued 2006.

Please check the website, www.cxc.org for updates on CXCs syllabuses.


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CCSLC/IS/02/2006

Contents
RATIONALE .................................................................................................................................................................................... 1 AIMS ................................................................................................................................................................................................. 1 GENERAL OBJECTIVES................................................................................................................................................................. 2 THE SKILLS AND ABILITIES TO BE ASSESSED ........................................................................................................................ 2 ORGANIZATION OF THE PROGRAMME.................................................................................................................................... 3 ASSESSMENT GUIDELINES ......................................................................................................................................................... 3 - 5 FORMAT OF THE EXAMINATION ............................................................................................................................................... 5 - 6 MODULE 1 - WORKING LIKE A SCIENTIST ............................................................................................................................. 7 - 11 MODULE 2 - INVESTIGATING MATTER................................................................................................................................... 12 - 22 MODULE 3 - UNDERSTANDING LIFE....................................................................................................................................... 23 - 35 MODULE 4 FOCUSING ON ME ................................................................................................................................................. 36 - 44 MODULE 5 EXPLORING ENERGY............................................................................................................................................ 45 - 52 RESOURCES..................................................................................................................................................................................... 53 APPENDIX I LEARNING GRID.................................................................................................................................................. 54 56 APPENDIX II CARIBBEAN SCIENTISTS AND THEIR AREA OF WORK............................................................................. 57

CCSLC/IS/02/2006

Caribbean Certificate of Secondary Level Competence


INTRODUCTION
The Caribbean Examinations Council (CXC) in consultation with policy makers and educators in CXC Participating Territories identified the need for a new programme that will respond to the changing demands of the education sector. A major development is the move by all territories to universal secondary education, and so, to enable persons with a wide range of abilities to benefit from education provision at this level. The decision to implement programmes to achieve universal secondary education is based on an understanding that the region needs a well educated and trained labour force for an increasingly competitive global environment. A sound secondary education foundation is imperative for further education and training at the tertiary and para-professional levels. Several territories, recognizing the need for a programme that will meet the new needs in secondary education, had embarked on the development of national programmes. However, through consultations at the regional level, policy makers and educators recognized that a regional intervention by CXC will have several benefits including cost-effectiveness, standard-setting, portability of certification and regional and international recognition. CXC has responded to the regional need for a new secondary programme that will meet the needs of the majority of students at secondary level. Through the consultative processes employed in syllabus development, a new programme was developed by CXC for first examination in 2007. The new programme which is competency-based comprises a core of subjects English, Integrated Science, Mathematics, Modern Languages and Social Studies. Through this core, the learner should acquire the knowledge, skills, competencies, values and attitudes that are desired in a secondary school leaver. The core developed by CXC subject panels will be examined by CXC. In addition, learners can gain additional benefit through special programmes that may be added as electives to the core at national level. Policy makers and educators have noted that, ideally, this core programme could be taken by all students at the stage when they are ready. However, the decision, on who should take the examination and in what year it will be taken, will be decided at national level in consultation with CXC. A person who successfully completes this core should have the foundation for further education and training and for entry level employment. In developing and implementing this programme at the secondary level, CXC, working with its partners, took into consideration the cultural context and the aspirations of regional governments for a well educated and trained labour force to meet the targets set for social and economic development. A sound secondary education which this programme will provide is an imperative as a base for the development of citizens as the most valuable resource of the small states of the region.

CCSLC/IS/02/2006

The main focus of this new programme is derived from the aspirations of regional governments and the Caribbean Community (CARICOM) which acknowledge that education is the route to healthy democracies and sustainable development. The curriculum is, therefore, competency based and encompasses the knowledge, skills, attitudes, values and attributes expected of high school graduates, by regional Governments. Some of these knowledge, skills, attitudes, values and attributes or competencies are generic and cut across all five subjects, whilst others are peculiar to each of the five subjects of the curriculum. The generic and subject specific competencies targeted for development in the curriculum are given below. GENERIC COMPETENCIES PROBLEM SOLVING CRITICAL THINKING INFORMED DECISION MAKING MANAGEMENT OF EMOTIONS POSITIVE SELF CONCEPT WORKING IN GROUPS HANDLING CONFLICT DEALING WITH DIVERSITY AND CHANGE INDEPENDENT LEARNING STRATEGIES COMPUTER LITERACY TECHNOLOGICAL LITERACY COMPETENCIES The structure of the programme takes into consideration that the attainment of the competencies identified is the result of processes that require life-long learning and that mastery is attained by progressive steps over differing periods of time. Bearing in mind that one of the main purposes of the curriculum is to prepare individuals to participate fully as productive members of society, key competencies have been identified that are essential for daily living with emphasis on the workplace. A Learning Grid (Appendix I) lists the key competencies across the five subjects of the curriculum, identifies a reference number and indicates the subjects or group of subjects that specifically engage the learner in its development. SUBJECT-SPECIFIC COMPETENCIES ABILITY TO COMMUNICATE ORALLY AND IN WRITING ABILITY TO FUNCTION IN A FOREIGN LANGUAGE MATHEMATICAL LITERACY SCIENTIFIC LITERACY SOCIAL AND CITIZENSHIP SKILLS

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OUTCOMES OF THE CURRICULUM The curriculum hinges on the realization that teaching and learning are essential instruments for the development of autonomous individuals who will be able to function effectively as productive members of society. In this regard, the curriculum has identified knowledge, skills, attitudes, values and attributes or competencies that students who master the programme should have attained. These include: a positive image of self, family, community, region and world; respect for others irrespective of age, class, creed, gender, ethnicity, physical disabilities or nationality; an abhorrence of violence in all its forms and commitment to settle disputes through arbitration and conciliation; the capacity to understand that individual freedom is consonant with the acceptance of personal responsibility for ones own actions; commitment to ethical and moral societies that recognize equality of opportunity, freedom of expression and association, and the right to fair judicial process. Main Elements of the Curriculum It provides the foundation for further education and training and for entry level employment. It provides articulation between and within subject groups offered in the Caribbean Secondary Education Certificate (CSEC) examination by catering for students who continue at secondary school to take General Proficiency examinations in academic or technical and vocational or a mix of academic and technical and vocational subjects. It meets the needs of students who may not wish to advance to the CSEC examination, but wish to seek entry-level training for employment on leaving school. It provides opportunity for students who wish to exit secondary school for first level entry jobs and to continue their education and training on the job or on their own out of school. It facilitates articulation within the wider school curriculum and responds to the developmental needs of the region.

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INTEGRATED SCIENCE
RATIONALE
1. 2. 3. 4. 5.

AIMS
develop knowledge, skills, attitudes and values of science for lifelong learning; develop an appreciation of the role of science in fostering a safe and healthy lifestyle; develop an awareness of the value of science in solving everyday problems; function effectively within an increasingly technological and scientific global environment; appreciate the need to contribute to sustainable development

Integrated Science is an interdisciplinary subject which provides students with the opportunity to study issues relevant to Science in everyday life. Such study integrates perspectives from various disciplines including Biology, Chemistry, Physics, Earth Science and others. The inclusion of Integrated Science in the school curriculum is influenced by the premise that knowledge of an organism and its interaction with the environment will enhance the application of Science in shaping the quality of life, through promotion of personal health practices and respect for the environment. The programme, therefore, aims at producing young adults with the knowledge, skills, values and attitudes that would help them negotiate an increasingly complex and dynamic technological environment in which they have to live and work. Students, who successfully complete this programme, will have developed an understanding of how science affects their daily lives and acquired lifelong learning skills that will allow them to solve everyday problems. This programme will provide the knowledge, shills and abilities necessary for further education and training in institutions and in the workplace.

The study of Integrated Science is intended to assist students to:

CCSLC/IS/02/2006

GENERAL OBJECTIVES

1.

SKILLS AND ABILITIES TO BE ASSESSED


RECORDING AND COMMUNICATION (RC)

At the end of this course of study students should: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. be aware of the contributions of the Caribbean to Science and Technology; appreciate the dynamic nature of Science and the impact of Science and Technology on the world in the twenty first century ; understand the importance of quantifying the dimensions of matter; appreciate the particulate nature of matter, and its chemical and physical properties; understand the relationship between structure and function for selected body systems; understand that there is interdependence between living organisms; appreciate the components of the physical environment and their interrelationship; understand the need to practise a healthy lifestyle; appreciate the role each individual must play in preserving the environment; understand the impact of energy on mans activities and the interchange among the different forms of energy; appreciate the need for responsible use of energy.

The student will be able to record scientific data and communicate information effectively orally, graphically and in writing. Criteria --makes accurate observations, accurately recorded data in table and graph. classifies substances, uses scientific format, appropriate language and content, and demonstrates creativity. Table and graphtitles, correct axes, plot accurately, suitability of scale. 2. MANIPULATION AND MEASUREMENT (MM)

The student will be able to safely use appropriate instruments to accurately measure various physical qualities. Criteria --demonstrates competence and safety for self and others in the sequencing of events; the selection and use of appropriate instruments; takes accurate readings; number of trials and drawing. Drawing -- makes large, clear, accurate representations; uses adequate labelling; uses pencil to make smooth lines, indicates magnification and view where appropriate. 3. INVESTIGATION(IN)

The students will be able to carry out investigations and design and carry out experiments to solve problems. Criteria -- identifies relationships and patterns; makes logical inferences, valid predictions, and evaluation of data; conclusion related to aim; statement of problem; hypothesis stated; method appropriate; variables identified; controls present; limitations stated. 4. GROUP WORK (GW)

The student will be able to function efficiently and effectively within a group setting, while collaborating to achieve a common goal. Criteria -- shows cooperation and responsibility to group; assists in resolving conflict and achieving consensus in group decisions, shows respect for others. CCSLC/IS/02/2006 2

ORGANIZATION OF THE PROGRAMME


The programme of study is arranged in five Modules, namely: Module 1 Module 2 Module 3 Module 4 Module 5 Working like a scientist Investigating Matter Understanding life Focusing on me Exploring energy

ASSESSMENT GUIDELINES
Assessment is an integral component of the programme of studies. Its major functions include facilitating learning, providing information which may be used by students and teachers in the planning of subsequent instructional experiences, and providing information on the highest level of proficiency demonstrated by the student. Teachers are encouraged to take advantage of the flexible structure of the programme to ensure that students demonstrate mastery of each increment of the programme before going on to the next. A student who has attained mastery should, on any subsequent occasion, and without assistance, be able to demonstrate the highest levels of proficiency on the same or an equivalent task. The assessment for each syllabus comprises two major components: Teacher Assessment (TA) and External Assessment (EA). TEACHER ASSESSMENT (TA) This assessment spans two phases. Phase 1:- Formative Assessment Teachers assess students to identify their areas of strength and weakness. This assessment may be formal or informal, and is usually continuous and integrated with teaching and learning. Some teaching and learning activities are suggested in this programme of study and the assessment tasks may either be designed or sourced by the teacher, or may be selected or adapted from the examples provided in the assessment column of this programme of study. Information derived from this type of assessment should be used by teachers and students in planning subsequent action. Students should be encouraged to assess themselves (self- and peer- assessment) and, wherever practical, to participate in the planning of subsequent activity. The effectiveness and management of this approach may be enhanced by sharing the assessment criteria with students before the assessment is done, or by engaging them in the development of these criteria.

CCSLC/IS/02/2006

Phase 2:- Summative Assessment Teachers assess students in order to create an objective record of the highest level of proficiency demonstrated. Students may be assessed any time after the teacher deems that they have attained mastery. Teachers may also provide practice exercises which integrate skills across the Modules. The students may be assessed individually or in groups, and the arrangements and scheduling may be influenced by the nature of the task, and logistical and administrative considerations. A single standardized summative task is required for each Module. Each subject has five modules, and for each student, the teacher will submit to CXC a single total score representing the sum of the students scores on the five modules.
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The following three specifications facilitate the standardization of the summative assessments: (i) A generic task is outlined at the end of each Module. This task provides general specifications, and conditions which must be satisfied by the assessment undertaken by all students. However, within the limits specified, teachers may adapt the tasks to reflect local or individual interests. For each assignment, one example of an adaptation is given. A standardized rubric or mark scheme is defined and is to be used by the teacher in scoring all students work. This rubric/mark scheme is designed to clearly indicate the dimensions of interest and the relative importance of each; consequently, it may be used by teachers to verify the appropriateness of their adapted task. While the generic task may be adapted, the mark scheme is not to be adjusted. The same mark scheme is to be used by all teachers and students across all centres and territories. It is expected that quality control and monitoring of teachers adherence to the specifications will be arranged and managed at local level.
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(ii)

(iii)

In order to ensure that students have reasonable opportunity to achieve and demonstrate mastery, teachers can afford their students multiple opportunities to retake or resubmit, the summative assessment for any Module. Feedback and suggestions for improvement may be provided between attempts, however, the process should be transparent and objective, and the mark awarded should be indicative of the level of proficiency that the candidate would be able to demonstrate independently. The achievement of mastery is emphasized in this programme; thus, a student will be expected to achieve a minimum of 50% of the marks available for the teacher assessment component that will be completed in preparation for taking the external examination.
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EXTERNAL ASSESSMENT At any given sitting, candidates may register to write the external examination in one or more subjects. examination comprising 50 items. Grading Scheme Scores from the Teacher Assessment (TA) and the External Assessment (EA) will be combined to give a composite score with a maximum of 100. A single subject grade will be reported. The grade boundaries are listed overleaf: The external assessment will be a multiple-choice

Composite Score

Grade Master 4

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75 - 100 50 - 74 0 - 49 Competent Developing Competence

Reporting 1. 2. The results of any sitting are valid for a three-year period. A result slip will be provided after every sitting for which a candidate registers for the external examination in one or more subjects.

FORMAT OF THE EXAMINATIONS


External Assessment (1 hour 15 minutes) Teacher Assessment Fifty multiple-choice items. Five assignments one at the completion of each Module.

NOTES ON THE EXAMINATION 1. 2. 3. 4. 5. 6. CXC will set and mark the external assessment. The teacher will set and mark the assignments that make up the internal assessment of each Module using the Guidelines provided. The teacher will combine the marks given for each Module to give a single total mark. The teacher will submit the total mark to CXC no later than May 31. CXC will combine the marks earned on the internal and the external assessment to produce the candidates overall grade. The mark allocation for this syllabus is shown below: Component CCSLC/IS/02/2006 Marks Allocated 5 Total Marks

Module 1 Teacher Assessment External Assessment % Contribution to Composite Score 7. 8. 20 10 20

Module 2 20 10 20

Module 3

Module 4 20 10 20

Module 5

% Contribution to Composite Score 100 50 ***** 50 50 100

20 10 20

20 10 20

The results of any sitting are valid for a three-year period. A result slip will be provided after every sitting for which a candidate registers for the external examination in one or more subjects.

CCSLC/IS/02/2006

MODULE 1: WORKING LIKE A SCIENTIST


This Module contains the following topics: (a) (b) (c) Science and Technology; Safety; Responding to challenges using Science and Technology.

SPECIFIC OBJECTIVES
Students should be able to: (a) 1. Science and Technology distinguish between science and technology;

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

Science tools for development of technology. Technology - application of science.

Teacher organizes students into groups and has each group consider what life would be like without some aspects of technology, for example, pen, electricity, shoes, television, ploughs, fly swatter, cellular phones, X Ray machine, automobiles. Groups should give a statement about what technology is. Teacher leads the discussion on the role of science in the development of technology. Teacher could ask students to propose how a named technological device or process was developed, for example, pen, shoes, television and automobile. Students are asked to hypothesize why the technology was created and how it might have been developed.

Students write one paragraph explaining the difference between Science and Technology. Teacher assesses the paragraph for accuracy.

2.

describe ways in which scientists do their work;

Scientists: observe, experiment, measure, record results, interpret results and share findings.

Teacher provides activities for students to develop skills in observing, classifying, inferring, measuring, predicting, interpreting data, forming hypothesis, separating and controlling variables and experimenting.

Students state five ways in which scientists work and explain why it is necessary for scientists to work in these ways.

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SPECIFIC OBJECTIVES
Students should be able to: 3. apply the scientific method in a given situation.

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

The scientific involves -

method The teacher talks through the planning and designing of an experiment to investigate a problem suggested by the Hypothesising class. Experimenting The teacher highlights the scientific method used and Controlling variables asks Recording students to record the example as it is being developed. Drawing conclusions Redesigning if necessary Communicating results.

Each learner will be presented with a problem situation (and may also get the resources to utilize), and will be required to plan and design an experiment to investigate this problem. Examples of problems 1. When green fruits are wrapped in a newspaper they ripened faster than when left unwrapped. Investigate why this is so. 2. Objects painted black dry faster than objects painted white. Plan and design an experiment to demonstrate this. 3. Iron objects close to the sea rust faster than those further inland. Plan and design an investigation to see if this is so. Solutions presented should be assessed on criteria for Investigation including plausibility, use of control and limitations. Please note that it is sufficient for the students to do the planning and design aspects only.
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(b) 4.

Safety discuss the importance of maintaining a safe environment; Home practices and household safety symbols. School laboratory rules Community road safety rules and rules on the playground. Safety symbols: corrosive, radioactive, flammable, explosive, harmful, Class discussion for road safety to identify the need to follow rules and the importance of obeying signs for the safety of self and others. Students in groups will write three (3) laboratory rules. Class discussion on importance of laboratory rules. Students may be asked to collect labels from common household containers and products and bring them to class. Students will compare the symbols found and list Have students draw a representation of an unsafe practice and the corresponding safe practice. Teacher assesses the drawing for correctness of content. Teacher will give students a matching activity using five (5) symbols with their meanings.

5.

state the meaning of common safety symbols;

CCSLC/IS/02/2006

SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES


the symbols and their meanings.

ASSESSMENT

poisonous, danger.

(c) 6.

Responses to challenges using Science and Technology Students will collect newspaper clippings that highlight identify two (2) Examples: some of the challenges experienced in the Caribbean challenges specific to a)loss of agricultural land; region. Discussion session follow to prioritise these the Caribbean; b)decrease in potable water challenges. sources; c)limited physical resources; d) costly energy supplies; e) lower agricultural yields; f) increased susceptibility of crops and livestock to diseases; g) susceptibility of structures to hurricane damage. discuss how science and technology have been utilised to solve one (1) of the challenges; Examples: a. soil conservation methods terracing and crop rotation; b. desalination, recycling waste water; c. hydroponics, tissue culture; d. wind farms, biogas, gasohol, solar devices, hydroelectricity, natural gas, bagasse; e. cloning, genetically modified organisms; f. stem cell research; g. new roof designs, building codes. The names of selected Caribbean scientists and their areas of work for example (see appendix II). Students in small groups, to research changes in technology that have been utilised to solve one of the challenges. Report on the Science and Technology involved.

Students to create collage depicting common challenges in the Caribbean. Teacher to assess the pieces for content, relevance and creativity.

7.

Teacher will assess reports using criteria for Recording and Communication

8.

describe the work of at least two (2) Caribbean scientists;

Learners, in groups, research and present a display on the work of a Caribbean scientist. Each group should research a different scientist.

Use a scoring rubric to assess display with criteria related to accuracy of content, breath of information and creative use of material.

CCSLC/IS/02/2006

SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

9.

describe the work of one (1) nonCaribbean scientists.

Suggestions: Jonas Salk, George Washington Carver, Albert Einstein, Madam Curie.

Individual learners to research non-Caribbean scientists and present the information on a table.

Use of matching-activity to relate scientists to area of work.

SUMMATIVE ASSESSMENT Generic Task


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Key skills to be assessed are Recording and Communication, Investigation and Group work. Create a portfolio of students best work by selecting (i) (ii) (iii)
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one sample from presentations and reports (5 marks) one from investigations (Planning and designing Activity) (10 marks) one reflective piece based on group work (5 marks)

Scoring Rubric (i) Recording and Communication key skills (Maximum 5 marks)

Presentation/ report accuracy of content (3 marks) Content completely accurate Content with minor errors Content with major errors Content completely inaccurate

3 marks 2 marks 1 mark 0 mark

correct use of scientific terms (2 marks) Correct use of scientific terms always Correct use of scientific terms sometimes 2 marks 1 mark

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(ii)

No use of scientific terms

0 mark

Investigation key skill (Maximum 10 marks)

Planning and designing activity hypothesis (2 marks) Testability of hypothesis is clear Testability of hypothesis is unclear Testability of hypothesis is not possible

2 marks 1 mark 0 mark

appropriate method (5 marks) Appropriate methods used always to test hypothesis Appropriate methods used mostly to test hypothesis Appropriate methods used rarely to test hypothesis Inappropriate methods used to test hypothesis 5 marks 3 - 4 marks 1 - 2 marks 0 mark

controls present (2 marks) Relevant controls stated Some controls stated are not relevant Controls either not stated or not relevant 2 marks 0 mark 1 mark

(iii)

limitation(s) stated (1 mark) Group Work key skill (Maximum 5 marks)

Reflective piece done in groups (assessed by peers and self) co-operation (1 mark) responsibility to group (2 marks)

Each individual completed his/her task to contribute to group effort 2 marks Some of the group members completed their task to contribute to group effort 1 mark None of the group members completed their task to contribute to group effort 0 mark

consensus for group decision (1 mark) respect for others (1 mark)

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MODULE 2: INVESTIGATING MATTER


This Module contains the following topics: (a) (b) (c) (d) (e) (f) Measurement; States of Matter; Water; Metals and Non-Metals; Acids and Bases; Separating Mixtures.

SPECIFIC OBJECTIVES
Students should be able to: (a) 1. Measurement state two reasons why measurement is important;

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

The importance of measurement accuracy unreliability of senses standardization

Students will place a finger, simultaneously into separate containers of warm and cold water for one minute, then place both fingers in another container of water and estimate its temperature. Teacher needs to use estimates from students to emphasize the unreliability of the senses and the need to use aids to measure.

Students are asked to write a sentence giving two reasons for the importance of measurement.

2.

explain the concepts of length, mass, volume, temperature, and time; state the SI units and instrument used to measure length, mass, volume, temperature, and time; Length - distance between two points. The units for length - metre (m), centimetre (cm) and millimetre (mm). Instrument metre rule Mass - amount of matter in an object. The units for mass - grams (g) and kilograms (kg) Instrument laboratory balances Students are given stimulus material to check for understanding of the concepts of length, mass, volume, temperature and time. For example, objects of different lengths or containers of different sizes. Student completes a table summarizing the information and teacher will check the accuracy of the information.

3.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

Volume - amount of space taken up by an object. The units for volume cubic centimetre (cm3) or millilitres (ml) Instrument measuring cylinder Time - measurement period. The units of time - seconds(s) minutes (min) and hour (hr) Instrument timers, stop clocks Temperature - how hot a substance is. The unit for temperature - degrees Celsius (C) Instrument - thermometer 4. demonstrate the correct use of measuring instruments; Review, demonstrate and allow students to practise the correct procedures for the use of the instruments listed. Use the equipment listed to measure length, mass, volume, temperature of various objects and time. Teacher develops and shares a checklist to evaluate students mastery in using the measuring devices. Teacher monitors students as various items are measured and assess using criteria for Manipulation and Measurement Skills Student completes a table recording their measurements. The teacher will assess the accuracy of the information
5.

of

compare the densities different substances.

Fluids of lesser density float on those of greater density.

Students place equal volumes of cooking oil and water into a measuring cylinder, shake, allow to stand for thirty (30) minutes. Students discuss observations and prepare laboratory report. Students are asked to give examples of devices or situations where this science concept is applied.

Teacher will assess laboratory report using criteria for Investigation Skill.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

SPECIFIC OBJECTIVES
Students should be able to: (b) 6. States of Matter explain the concept of matter; classify substances into the three states; explain how particle arrangement influence physical properties;

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

Matter - anything that has mass and occupies space (has a volume). Matter exists in three (3) states solid, liquid, and gas.

Teacher gives examples of matter and asks students to say what they believe matter is. Teacher can give students substances to describe. Students list the properties and sort the substances into three (3) groups. Students will identify the characteristics of the three groups during class discussion. Activity to demonstrate the arrangement of particles, for example, the packing of marbles in jar of varying numbers to illustrate the three states.

Students will write a sentence defining mass. Teacher assesses for correctness. Students should create posters with examples of the three states of matter. Teacher assesses accuracy of content and creativity. Assess students observations and explanations for understanding of concepts.

7.

8.

Properties Arrangement of particles Shape and volume

Solid Particles packed close together Fixed shape, definite volume Unable to move

Liquid Particles further apart No definite shape but definite volume Random movement

Gas Particles Maximum distance apart No fixed shape or volume Rapid, free Movement

Movement of particles

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SPECIFIC OBJECTIVES
Students should be able to: 9. explain diffusion and osmosis in terms of particle movement from areas of higher concentration to areas of lower concentration ;

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

Diffusion - movement of substance particles from higher to lower concentration. Osmosis - movement of water particles across a membrane from a higher water concentration to low water concentration.

The teacher explains the concept of diffusion and osmosis. Use perfume activity (or using other everyday activities) as stimulus for class discussion. Have students investigate food dye in water and record observations Ask students to investigate osmosis Place berries in a bowl and sprinkle sugar over it. Observe after a day.

Assess students observations and explanations for understanding of diffusion.

Ask students to explain the following : Red kidney beans left to soak overnight in distilled water take a shorter time to soften during cooking than beans not soaked at all.

10. of

name the processes for each change state;

Terms

freezing,

melting,

evaporation,

Condensation of water vapour on mirrors. Toilet bowl fresheners (sublimation). substances are formed. No new

Students can heat ice cubes and measure the temperature periodically at each change of state to demonstrate the processes involved when matter changes state and to identify the temperatures at which water changes states. Laboratory activity finding the boiling point of water.

Students laboratory reports should explain the processes. Assess using criteria for Investigation.

11.

identify everyday examples of changes of state. Water discuss the Water cycle: evaporation, condensation, melting

Class discussion on the examples of sublimation mothballs, smoke machine.

(c) 12.

Students can make a model to illustrate

Evaluate the accuracy of the model and

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SPECIFIC OBJECTIVES
Students should be able to: uses water; 13. of and freezing.

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

the water cycle. Provide students worksheet with leading questions to complete the following activities with water. (i) dissolve salt (ii) float paper clip (iii) describe given sample of water Students will record the results activities and give brief explanations. Teacher makes reference to previous activity that investigated melting and boiling points. or

students explanations of the processes in the cycle. Use criteria for Recording and Communication, and Investigation to assess completed worksheets from students.

carry out investigations to show the physical properties of water;

Water: colour, odour. Properties of water: melting and boiling points, surface tension of water.

14.

relate the properties of water with its uses; explain the effects of pollution on aquatic life.

Water As a solvent washing, drinking Habitat

Refer to the results of the worksheets given in the other activity.

Assess using criteria for Investigation.

15.

(a) Pollution from domestic and industrial sources (b) Deforestation and erosion. Effects of pollutants: detergents, hot water, silt (for corals), pesticide, raw sewage and fertilizer run off, waste from cruise ships, oil spills.

In groups of four (4), students research and make presentations on the effects of pollution on aquatic life in the water ways found in their surroundings, or parish or district or country. Students may collect samples and do observations or measurements of these to include in their presentation.

Presentations should be assessed using criteria from Recording and Communication.

(d)

Metals and Non-Metals

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

16.

distinguish between an element and a compound;

An element contains one type of particle (atom). A mixture contains two or more elements that can be easily separated. A compound contains two or more elements that are chemically combined.

Teacher lists the names and formulae of elements and compounds. Teacher places the substances into two groups and asks students to state the criteria used for the placements. Teacher provides mixture(s) and lead class discussion on the differences between mixtures and compounds

Students are provided with a list of substances and are asked to classify them into the three groups. Teacher checks classification for correctness.

17.

distinguish between a mixture and a compound identify the chemical symbols of commonly found elements; classify substances as metals and non-metals; relate the properties of metals and non metals to their uses. Metals: good conductors of heat and electricity, ductile, malleable, sonorous, have lustre. Nonmetals: poor conductors of heat and elctricity, dull in appearance, light, soft, brittle. Uses differ due to properties. Exceptions: silicon Na, K, Mg, Ca, Fe, Pt, Cu, Aq, Au, Zn, Hg, Al, C, Si, Pb N, O, S, F, Cl, I, He, Ne. Use the previous activity to identify the chemical symbols of elements. Students bring in five (5) labels from common household items and list as many elements as possible and their symbols. Teacher checks that students correctly match names with the symbols. Assess the justification of the grouping.

18.

19.

Provide students with examples of substances and ask them sort them in two (2) groups. Students describe the characteristics of the groups and justify the grouping. Group discussion follows to illicit and list properties of metals and non-metals. In pairs, students can compare the advantages and disadvantages of using metals and non- metals for various uses, for example, car bodies, food containers. Present findings to peers.

20.

Teacher monitors the discussions. Ask students to share their ideas on the use of metals and non-metals. Evaluate student presentation.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

mercury Group discussion on exceptions. Students could select a product and create a flyer advertising the superior quality of the material for the particular product compared to a product made of an alternative type of material. (e) 21. Acids and Bases name some common acids and bases; Examples of acids: vinegar, Ascorbic Acid, sting of ants (Formic Acid), Hydrochloric Acid (HCl), Sulphuric Acid (H2 SO4). Bases: for example Sodium Hydroxide NaOH, Sodium Bicarbonate NaHCO3, Magnesium Hydroxide Mg(OH)2 Acids - taste sour, have low pH. Most bases - insoluble in water and are soapy. Alkalis - bases soluble in water. Students should be prompted to recall the names of common acids and alkalis. List generated check by students from discussion. Teacher asks questions to check for understanding. Assess the flyer and its content for accuracy, visual impact and creativity.

22.

define acids and bases;

Students read text to list characteristics of acids and bases.

Teacher administers a test on the common names of acids and bases and their characteristics.

23.

recall the characteristics of acids and bases; use the pH scale to classify common household products; pH indicates level of acidity and alkalinity 0---------------------------7------------------------14 Acidic Neutral Basic Students are provided with common household products. pH is measured and recorded in a table. In laboratory report students should classify the products as acidic or basic. Completed worksheet with table of results assessed for accuracy.

24.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

25.

state the meaning of the term neutralization ;

Acids and Bases: neutralize to form salt and water

Cause of heartburn and indigestion: - treatment

Have students perform neutralization reactions using diluted acid and alkali with an indicator. Use indicator to test acid, base and solution formed by neutralization. Teacher can demonstrate neutralisation process using standard equipment. Neutralization reactions can be done with dilute ethanoic acid and seltzer tablets or powder.

Teacher observes and assesses the activity on use of dropper, recognizing the point of neutralization and other criteria from Manipulation and Measurement.

26. of . (f) 27.

cite examples neutralisation Separating Mixtures describe mixtures; Mixtures - substances physically combined and can be separated.

Discuss simple treatment for wasps and bees sting, and the use of lime with acid soil.

Teacher demonstration and questioning. Teacher adds sugar and water and asks students to explain observations. Prompt students to explain whether the sugar can be removed. Teacher should heat sugar with high heat until blackened. Students are prompted to explain observations and consider how or if sugar crystals can be obtained from the result. Teachers could repeat the activity using salt and note any differences.

Review students responses to ensure understanding of the definition of mixture.

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SPECIFIC OBJECTIVES
Students should be able to: 28. classify mixtures as solutions or suspensions;

CONTENT

SUGGESTED TEACHING AND LEARNING ACTIVITIES

ASSESSMENT

Definitions of solution and suspension. Emphasis on particle size.

Teacher guides students through definitions in class discussion. Students rotate through a circus of workstations with samples of mixtures and complete a classification table. Teacher demonstrations followed by student practice. Teacher shares check list for assessment with students. Students write up laboratory reports of the practical activities. Use chalk and water; inks; salt solution, oil and water.

Assess the accuracy.

classification

table

for

29.

perform simple separation techniques.

i) filtration ii) decanting iii) evaporation iv) chromatography Separation method used is dependent on the particle size, difference in density or other physical differences.

Checklist used for assessment should include proper use of equipment, safety when handling chemicals and equipment and other criteria from Manipulation and Measurement Skills. Teacher may assess reports using criteria for Investigation Skills.

SUMMATIVE ASSESSMENT Generic Task Key skills to be assessed are Investigation, and Measurement and Manipulation. (i) Give students an unknown substance (for example, an acid or a metal) and ask them to test it and then classify it as metal, non-metal, acid or base. Students should be required to identify another substance that behaves counter to the unknown substance (a non-metal or metal, base or acid). For example, provide students with an unknown substance and ask them to test the pH and then to select an appropriate substance to remove the unknown substance if it stains your clothing. The table below gives examples of substances that may be used. Known Vinegar Rust Tannic Acid (ii) Unknown Bicarbonate Citric acid Borax 10 marks Present students with a scenario or problem and ask them to plan and design an investigation to solve the problem. Example: Astronauts on a space mission, to Mars, discovered a transparent, odourless liquid without taste and decided that it was water. Design an experiment to ascertain if the substance is indeed water. Scoring Rubric

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(i)

Manipulation and Measurement key skills (Maximum 10 marks)

Practical Activity safety for self and others (2 marks) Demonstrates safety to self and others at all times Demonstrates safety to self and others sometimes Demonstrates safety to self and others rarely

2 marks 1 mark 0 mark

appropriate instrument used (2 marks) Appropriate instrument used always Appropriate instrument used sometimes Appropriate instrument used rarely 2 marks 0 mark 1 mark

accuracy of readings (3 marks) Readings always accurate Readings mostly accurate Readings rarely accurate Readings never accurate 3 marks 2 marks 1 mark 0 mark

competence in use of materials (3 marks) Competent in the use of materials always Competent in the use of materials usually Competent in the use of materials rarely Competent in the use of materials never 3 marks 2 marks 1 mark 0 marks

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Investigation key skill Planning and Designing activity hypothesis (2 marks) - Testability of hypothesis is clear - Testability of hypothesis is unclear - Testability of hypothesis is not possible appropriate method (5 marks) Appropriate methods used always to test hypothesis Appropriate methods used mostly to test hypothesis Appropriate methods used rarely to test hypothesis Inappropriate methods used to test hypothesis 5 marks 2 marks 1 mark 0 mark (Maximum 10 marks)

3 - 4 marks 1 - 2 marks 0 mark

control present (2 marks) Relevant controls stated Some controls stated are not relevant Controls either not stated or not relevant 2 marks 1 mark 0 mark

limitation(s) stated (1 mark)

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MODULE 3: UNDERSTANDING LIFE


This Module contains the following topics: (a) (b) (c) (d) (e) Living organisms; Plants; Pests and pesticides; Soils; Air.

SPECIFIC OBJECTIVES
Students should be able to: (a) 1. Living organisms describe the characteristics of living things;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Respire, excrete, move, feed, reproduce, and respond to stimuli, growth.

In small groups, ask students to identify features of a car and an animal, for example, a cat. Students should give reasons why the cat is alive and not the car. Each group reports on their list of reasons and teacher will record reasons presented and focus discussion to ascertain the characteristics. On the school compound, students in groups of four (4) will make observations of living things during a 10-minute period and compile a list. On their return to the classroom, each group should categorize the list into plants and animals giving reasons for their choices. The teacher will guide class discussion to ensure understanding of basic differences stated in the content. Teacher develops a test to assess students knowledge of characteristics of living things and the differences between plants and animals.

2.

classify living things as plants or animals;

Differences between plants and animals. Animals Plants Cannot make Make their own food their own food (green and have leaves) Can move Plants cannot move from one place from one place to to another another Generally responds Generally slowly to stimuli respond speedily to stimuli

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SPECIFIC OBJECTIVES
Students should be able to: 3. a explain the concept of cell;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Cell - basic unit of living things

Students will use puzzle pieces or toy building blocks (Leggo) to put together a shape or structure. Teacher will use this activity to guide discussions to focus on a cell as the basic unit of living things. Students draw and label a typical cell. Teacher gives students a selected narrative that discusses the functions of the major cell structures. Have students complete a matching activity that requires them to match the cell structures with their functions. Teacher checks results of the matching activity for correctness.

4.

state one function of each major cell part;

Common cell structures: cell membranecontains the cell contents, nucleuscontrols all cell functions, cytoplasm- site where all cell activities occur, vacuolestorage of substances, mitochondrionproduce energy for cell activities; In plant cell only: cell wall- provides support and shape chloroplast- site for food production

5.

differentiat between plant and animal cells; e the p describe relationshi from cells through tissues and organs to systems; Cells Systems Tissues Organs Organism

Students will be asked to observe diagrams or drawings of a typical plant and animal cell. Students will compare and record the observations.

Students construct a model of a typical plant and animal cell and label the cell parts. Teacher assesses model for correctness of labelling and accurate representation of cell.

6.

Use the building block activity from Objective 3 to explain the relationships.

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SPECIFIC OBJECTIVES
Students should be able to: 7. state at least one function of the major systems in an organism. System Digestive Excretory Nervous

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Function Breaks down food Eliminates metabolic wastes Coordinate s responses

Reproductiv e

Produces off springs

Skeletal

Transport

Provides support facilitates movement Facilitates movement of substances Facilitates exchange of gases

Some Major Organs mouth stomach, intestines kidneys, leaves, stems brain, spinal cord, sense organs flowers, testes, uterus, ovary, penis limbs

Students in groups of four (4) will research one of the major systems of plants and/or animals to find out about major organs involved and at least one function of the system and make a presentation of findings to the class.

Teacher assesses the presentation for the correct identification of organs in the system, correctly stated functions and use of visual aids.

Respiratory

stem, root, heart, blood vessels leaf, lung

(b)

Plants

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SPECIFIC OBJECTIVES
Students should be able to: 8. explain the importance of plants to humans;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES


In small groups have students identify food chains from a food web. For each food chain, students should explain how each organism is dependent on the other.

ASSESSMENT

Plants as producers of food and animals as consumers. Example: Food Chain Grass producer cow primary consumer man secondary consumer

Teacher provides students with a simple two-chain food web and asks them to explain the impact of the elimination of a named organism from the web.

9. a

draw and label a diagram of simple leaf;

External leaf parts: stalk, margin, vein, midrib, lamina.

Students provide samples of simple leaves. The teacher leads discussion on identifying the parts.

Students are asked to draw and label a diagram of a leaf. Teacher assesses drawing for accuracy, correct labels, correct label lines and appropriate title.

10.

describe the process of photosynthesis;

sunlight Carbon dioxide + Water Food + Oxygen chlorophyll

Teacher assesses the laboratory report using the Investigation and Reporting and Communication criteria.

Use simple diagram illustrating photosynthesis as shown above to stimulate discussion on the raw materials and products of photosynthesis. Students will test plant leaves for starch and investigate the need for light and chlorophyll for photosynthesis. The investigation is to be written up as a laboratory practical in the report format. N.B. Use water bath when heating alcohol.

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SPECIFIC OBJECTIVES
Students should be able to: 11. explain the importance of respiration ;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Respiration - process by which energy is released in stored food.


Food + Oxygen Energy + Water + Carbon Dioxide

Students will do a number of activities as instructed by the teacher for example: lifting objects, walking, breathing deeply. Teacher will use these activities to initiate discussion to elicit that energy is needed to carry out all activities for both plants and animals. The discussion on respiration follows.

At the end of the class, each student should write two paragraphs explaining the importance of respiration. Teacher assesses the narrative for accuracy.

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SPECIFIC OBJECTIVES
Students should be able to: 12. carry out investigatio n to compare inhaled and exhaled air. Content Carbon Dioxide Oxygen Warmth Moistur e

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES


Students will be asked to carry out the following activities. 1. Use apparatus shown below to compare the cloudiness of the limewater.

ASSESSMENT

Inhaled Air Less More Less Less

Exhaled Air More Less More More

Students will construct a table to compare the composition of inhaled and exhaled air. Teacher assesses table for accuracy of content.

2. Collect exhaled air and placed a lit candle in it to see if the candle remains burning. Repeat using ordinary air instead and compare the results. 3. Measure the surrounding temperature and record the temperature. Breathe on the bulb of a thermometer to measure the temperature of exhaled air and note differences. 4. Breathe on a mirror and note observations.

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SPECIFIC OBJECTIVES
Students should be able to: 13. compare photosynthesis and respiration

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES


Respiratio n
Food and oxygen Carbon Dioxide and water Plants and animals Energy released
Oxygen + Food Carbon dioxide + water + energy

ASSESSMENT

Photosynthes is
Raw Material Products Organism Energy General equation Carbon dioxide and water Food and oxygen Green Plants Energy stored
Carbon Dioxide +Light energy + Water Food + Oxygen

Students are prompted to recall previous lessons on photosynthesis and respiration. The teacher notes the ideas generated.

Students are asked to identify three (3) differences between photosynthesis and respiration.

Occurrenc e

During the day

All the time

14. of of

state the functions each part a flower;

Male part Stamen (anther, filament) - produces pollen Female part Pistil (stigma, style, ovary) where fertilization occurs and new fruits are formed. Petals protect reproductive parts, attract insects Sepals protect the young flower (bud) Stalk connects flower to plant Pollination transfer of pollen from anther to stigma of the same flower (self pollination) or different flower (cross pollination) of the same species.

Students are provided with half of a flower to examine. Teacher guides discussion using a diagram on the parts of the flower. Flower sample may be Bauhinia purpurea (Poor Mans Orchid), Caesalpinia pulcherrima (Pride of Barbados), Delonix regia ( Flamboyant) N.B. Hibiscus should not be used because it is not a typical flower.

Students will be asked to draw and label one half of a flower and state the function of at least two parts. Teacher assesses drawing for accuracy and correctness of functions.

15.

describe pollination;

Use stimulus material depicting animal (insect, bird) visiting a flower to lead discussion on pollination and agents of pollination.

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SPECIFIC OBJECTIVES
Students should be able to: 16. identify two agents of pollination;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Insect, bird and wind. Some insects are regarded as beneficial while others may be pests.

Students will be assessed using a completion activity similar to the example below: During_____ pollen grains transferred from the _____ to ____ of a flower. _____ grains be transferred by ______ ______. Teacher assesses for correctness. are the can or

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SPECIFIC OBJECTIVES
Students should be able to: 17. describe fertilization and seed production in plants;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Formation of pollen tube. Fertilization fusion of the male cell nucleus. flower fruit with seed new plant

The teacher uses a diagram similar to the one shown below to explain the growth of pollen tube and fertilization to form seeds.

Students should be asked to make a simple flow diagram of the processes involved in fertilization and seed formation.

18.

for n.

investigate the conditions necessary germinatio

Conditions for germination: suitable temperature, air and water.

Students set up containers with seeds of the same plant and place them under varying conditions to observe if germination will occur. Observations are made over a one week period. Students write a laboratory report to summarize their results.

Teacher assesses the laboratory report using the criteria for Recording and Communicating and Investigation.

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SPECIFIC OBJECTIVES
Students should be able to: (c) 19. Pests and pesticides identify two types of plant pests;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Types of plant pests other plants, for example, weeds, plant parasites; insects for example, caterpillar; animals, for example, rats; parasites, for example, worms. Chemical, biological and mechanical or physical.

A resource person (for example an Agriculture Officer or teacher of Agricultural Science) makes a presentation on plant pests, their control methods and the impact of these. Discussion to identify pests in homes, control methods and impact of these.

20.

describe two methods of pest control; discuss the impact of one pest control method on the environment. Soils investigate the physical properties soils; compare types of soil;

21.

Students will write a summary which describes at least two (2) pests and the pest control method. Teacher assesses for accuracy.

(d) 22.

The physical properties of soil to be covered should include particle size, water holding capacity, drainage, and air content. Sand, clay and loam. Comparison of texture, water holding capacity, drainage.

Practical activities relating to particle size, water holding capacity, drainage and air content for one type of soil.

Laboratory assessed. Recording criteria.

reports should be Investigations and and Communication

of 23.

Students in groups do comparison of soil samples relating to texture (by mixing with water and rolling into a ball,) water holding capacity, drainage and air content. The groups complete table with findings. Give students a farming scenario relating to which soil type is best suited for growing a named type of crop.

Completed table is assessed, for accuracy of comparison. Assess students reports and justifications of the proper soil type for the crop.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES


Have the students grow the selected plants in each type of soil, then compare the rate of growth in each soil type for each plant type over a two-week period.

ASSESSMENT

24.

the n

describe compositio of soil;

Soil - medium in which plants grow. Composition: water, organic matter, minerals and air. Soil profile: horizon A top soil containing micro-organisms, plant roots, with its colour usually black or dark brown due to the humus content. horizon B sub-soil horizon C rock fragments horizon D parent material or rock

Take the class of students on a nature walk or visit to a newly-cut road or use multimedia alternative, for example, slides, photographs. Have the students observe the layers of soil exposed on the bank(s) of the road within a fifteen- minute period, then have them prepare a report or story or poem or song on their findings. The focus of the report or performance piece should be on the differences among the observations from the different layers of soil observed. Students, individually or in small groups, should place the given soil sample in a bottle or jar that is two-thirds filled with water, shake the jar and its contents vigorously for about two minutes, and then allow the mixture to stand for about an hour. At the end of the hour, the students will observe the content of the undisturbed bottle or jar and present these observations in visual form.

Assess using criteria for Reporting and Communication Skills.

The drawing and written report are assessed. Students should relate their findings to the nature walk or visit observations done in a previous activity.

25.

why

explain soil is important;

Importance of soil: food production, plant growth, water retention, habitat, aesthetic appeal source of minerals. Soil conservation methods - preservation of top soil. Soil enrichment natural and artificial.

Class discussion and brainstorming session on why soil is important. Students generate list of reasons.

The teacher records generated list to provide feedback.

26. soil n

describe conservatio methods.

Present visual scenario of land with certain features and ask students to suggest methods for conserving the soil and justify the methods.

Assess choice and justification.

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SPECIFIC OBJECTIVES
Students should be able to: (d) 27. Air list the main component s of air; recall the percentage compositio of air;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Constituents of air.

Students to present findings on the components of air and their composition.

Assess the accuracy of content of chart, graph or model.

28. n 29.

nitrogen (N2), 78% oxygen (O2), 21% carbon dioxide (CO2), 0.03% and inert gases (as a group), 0.001% water vapour varied percentage Nitrogen - plant growth, fertilizer, preserve foods. Oxygen - respiration and combustion. Carbon dioxide photosynthesis, refrigerant, fire extinguishers, dry ice used for stage effects, carbonated drinks. Inert Gases - Neon for lighting. Helium for balloons. Argon for incandescent light bulbs.

A pie chart, bar chart or model is produced. The pie charts and graphs are used as stimulus for class discussion.

Discussion should result in a table stating constituent gas(es), percentage in air composition, properties and/or uses. Presentation is assessed on previously stated criteria of other presentations.

describe the uses of particular component s of air.

Organize students in small groups and have each group research the uses of one of the major components of air. Findings are presented to class.

SUMMATIVE ASSESSMENT Generic Task Key skills to be assessed are Recording and Communication. Students must prepare a presentation that: a) identifies a crop that is being threatened by pests for example coconut, papaya, sugar cane and citrus; b) identifies the pest(s); c) describe the damage done to crops; d) describe the methods being used or will be used to control the pest(s); e) suggest how the method of pest control may impact the impact the environment.

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The presentation could be in the form a video, performance piece or oral presentation. (20 marks) Scoring Rubric Presentation accuracy of content (2 marks for each part (a) to (d) (8 marks) For EACH part (a) to (d) Content completely accurate Content with minor errors Content with major errors 2 marks 1 mark 0 mark (Maximum 20 marks)

correct terms used (2 marks) Correct use of scientific terms always Correct use of scientific terms sometimes No use of scientific terms 2 marks 1 mark 0 mark

plausible suggestions made (part c) (4 marks) All suggestions plausible Most suggestions plausible Some suggestions plausible No plausible suggestions 4 marks 3 marks 1- 2 marks 0 mark

creativity (4 marks) Presentation shows originality with good use of technology & materials 4 marks Presentation shows some originality with good use of technology & materials 3 marks Presentation show some originality with little use of technology & materials 2 marks Presentation shows little originality with good use of technology & materials 1 mark Presentation shows little originality with little use of technology & materials 0 mark

relevance of data (2 marks) All data relevant Some data relevant Data not relevant 2 marks 1 mark 0 mark

MODULE 4: FOCUSING ON ME
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This Module contains the following topics: (a) (b) (c) (d) (e) Reproduction; Drugs; Diseases; Food and Me; Blood and its importance.

SPECIFIC OBJECTIVES
Students should be able to: (a) 1. Reproduction compare secondary growth in humans;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Puberty and the development of secondary sexual characteristics.

Discussion on the secondary sexual characteristics.

Students will assemble information comparing the secondary sexual characteristics of male and female. Teacher will assess the content for correctness.

2.

identify the parts of the human reproductive system (male and female);

The name and function of the parts of the human reproductive system.

Teacher may use charts, models, drawings or computer software to point out the parts of the reproductive system. Teacher leads discussion on the function of each. The biological names for the parts of the reproductive system must be used.

3.

state the function of the parts of the male and female reproductive systems;

State the function of: Female Ovary production of egg Fallopian tube carries the egg from the ovary towards the uterus.
0B

Students will be asked to label the parts of the human reproductive system and fill in the related functions on a worksheet. Assess accuracy of information on the worksheets.

Uterus where the foetus develops Cervix holds mucus plug during pregnancy

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Vagina birth canal Male Testes sperm production Urethra carries semen and urine to the outside Sperm duct passage way for sperm to the urethra Penis allows for penetration
1B

4.

describe the process of sexual reproduction in humans;

Fertilization, development of foetus and birth.

Teacher uses visual aids, a sequence of visuals and graphics, for example, flow charts to aid discussion on the process of reproduction. Students record the stages of the process. Invite a resource person to discuss contraceptive methods and some of the related myths and practices related to contraception.

Teacher uses an objective type tests to check students understanding of the process.

5.

briefly describe the principles governing different contraceptive methods;

Contraception abstinence, barrier methods, chemical methods, natural; sterilization.

Students complete a worksheet which asks that contraceptive methods be matched with the principle on which it works. Assess accuracy of responses.

6.

explain the need for pre- and postnatal care in humans;

Pre- and post- natal care: - immunization; - clinic visits; - testing for Sexually Transmitted Infections (STIs).

In pairs, students research the need for pre- and post-natal care and design a brochure explaining this.

Peer assessment of brochure using checklist developed by the teacher and students. Brochure assessed for accuracy of information, creativity and presentation and any other criteria for Recording and Communication.

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SPECIFIC OBJECTIVES
Students should be able to: 7. justify the need for screening examinations in maintaining good reproductive health; discuss the impact of pregnancy on the body of a teenager. Drugs define the term drug; discuss the effects of drugs on individuals.

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Screening examinations: breast examinations; PAP smears; prostate cancer; blood test for STIs.

Select one type of examination from the list of screening examination in the area of reproductive health and justify the use of this method. Present opinions to class.

Assess oral presentation criteria for Recording Communication Skill

using and

8.

The adverse effects of teenage pregnancy: milk production; anaemia; difficulty with birth; psychological (male also).

Teacher leads discussion on the effects of teenage pregnancy.

Students develop a poster or carton or documentary on the effects of teenage pregnancy. Assess product using the criteria for Recording and Communication.

(b) 9.

A drug - chemical substance that exerts some effect on the normal function of the body. The effects on the body and the dangers associated with drug use, misuse and abuse. Include legal and illegal drugs. Focus on the following drugs: (i) alcohol (ii) marijuana (iii) nicotine (iv) caffeine (v) cocaine (vi) amphetamines, for example, ecstasy

Teacher may facilitate a discussion on drugs from which the students may elicit a definition of drugs. Police or drug awareness personnel could give a talk to the students. Facilitate the discussion on how to resist peer and media pressure on alcohol use given the effects on the body. In the case of caffeine, the students may be encouraged to read labels to determine if the product contains caffeine (tea, coffee, soda) An empty cigarette box may be shown to the students for them to read the contents and the warning printed on the box. Students to suggest the reason(s) for putting the warning label on the box. Diseases associated with smoking could be done at this time. Students prepare and present a short speech (75 100 words) on the abuse of drugs. Teacher assesses both the written and oral presentation using criteria for Recording and Communication.

10.

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SPECIFIC OBJECTIVES
Students should be able to: (c) 11. Diseases compare the different types of diseases;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Types of diseases: (i) nutritional deficiency disease; (ii) physiological; (iii) inherited disorders; (iv) infectious. Nutritional deficiency anaemia, goitre Physiological diseases diabetes and hypertension, cancer - breast cancer, prostate cancer, leukaemia. Inherited disorders sickle cell, anaemia, haemophilia Infectious diseases STIs, ringworm, dengue fever, acute respiratory infection.

Provide information as stimulus for class discussion on types of diseases. Invite a community nurse to talk about and perhaps show photos of individuals suffering from common diseases found in their territory.

Students to construct a table with types of diseases, causes, two examples of each.

12.

explain the importance of maintaining personal hygiene;

Maintenance of personal hygiene regular washing of the hair care of teeth regular baths hygiene of genital areas importance of clean clothing

Teacher should facilitate discussion on the importance of maintaining personal hygiene.

Students should write one (1) paragraph explaining the importance of maintaining personal hygiene.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

13.

explain the importance of practicing healthy lifestyle.

Aspects of a healthy lifestyle: (i) balanced diet (ii) exercise (iii) rest (iv) personal hygiene

Teacher provides an initial index of healthy lifestyle parameters. Students use this to rate themselves. The survey results can be used for further discussion on aspects of their lifestyles that need improvement. Students may suggest specific changes that would be required. Further discussion on how the various aspects of a healthy lifestyle benefit an individual.

Students write a 250-word essay on the various aspects of healthy lifestyle. Teacher assesses content for accuracy.

(d) 14.

Food and Me discuss the importance of nutrients in food; Nutrients proteins, fats, carbohydrates, vitamins, minerals, water, fibre. Food groups- refer to Caribbean Food and Nutrition Institute (CFNI). Protein growth and repair Carbohydrates- energy supply (fibre-movement of food) Fat - energy Vitamins and Minerals facilitate metabolism Lead discussion on the importance of nutrients in food. Students are placed in groups. Each group will be assigned a nutrient and will be asked to develop a summary sheet that will include information about the nutrient, examples of foods that contain the nutrient and the importance of the nutrient. The sheet from each group can be put together to form a class booklet. Teacher may assess each groups activity using the criteria for Group Work Skills. The product of each group can be assessed using the criteria for Recording and Communication.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

15.

perform simple food tests;

Food tests: Starch iodine test Simple sugars Benedicts Test Protein test- Biuret Test Fat- grease spot

Teacher does a demonstration of food tests. Food tests include test for starch, simple sugars, protein and fat.

Students bring samples of food from a meal and perform food tests on local foods and fruits and present findings. Concentrate on accuracy. Encourage observation and recording. Assess laboratory activity using the criteria for Manipulation and Measurement and Investigation Skills.

16.

develop balanced diets for different groups of individuals depending on sex, age and job type; list different diseases or disorders which result from poor diet.

A balanced diet - contains the right kinds of foods in the proportions necessary for the body to carry out all its functions. Diet - dependent on age, sex, lifestyles, job type, for example, physical and sedentary. Unbalanced diet. Eating diseases or disorders Obesity Malnutrition Anorexia

Students in groups develop balanced diets for different groups of individuals depending on age, sex and job type. Presentations to class follow.

Assess presentations for accuracy of content, audience impact, interest.

17.

Using multimedia materials, for example, video tapes, audio recordings, as stimulus for discussion on causes and effects of disorders.

Students prepare a report of one hundred (100) words on one of the diseases or disorders. Assess the report for accuracy

(e) 18.

Blood and its importance identify the components of blood; Red and white blood cells, platelets, plasma. Use multimedia, for example, videotape, slides, audio recordings and films, with the composition of blood and circulation to initiate discussion.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

19.

describe the functions of blood; describe the components of the circulatory system and their functions; identify the blood groups;

Transport of oxygen, carbon dioxide, digested material, waste products, hormones, heat, and defence of the body (fight infections, clotting). Heart as pump. Arteries thick wall to withstand the pressure Veins large lumen, thin walls and presence of valves to prevent back flow of blood

Students read text or assigned material and summarize the components of blood and the functions in their own words. Teacher uses diagrams or multimedia showing the various types of blood vessels. Multimedia may be slides, computer generated diagram or films. Students are asked to note the differences among the vessel types. If possible, teacher does a quick survey of the various blood groups of students. Teacher uses this as stimulus to discuss the various blood groups.

Students design a matching activity on blood components and function. Assess accuracy of content, impact, use of technology. In groups, build model of circulatory systems with annotated labels. Assess the models for accuracy, correct labels and other criteria from Recording and Communication Skills.

20.

21.

Blood groups A, B, O and AB;

22.

discuss the impact of blood groups on transfusion.

Precaution in transfusions Universal donor and recipient

Students read text or assigned material on blood groups, universal donors and recipient.

Students write a paragraph explaining the importance of finding out blood groups for the purpose of transfusion. Teacher assesses the product for accuracy of content.

SUMMATIVE ASSESSMENT Generic Task Key skills to be assessed are Recording and Communication, and Group Work (i) Have students complete a test developed by the teacher. The test should be designed so that it comprehensively measures the knowledge and awareness relating to reproduction, growth and development, food, drugs and diseases. The test must assess the Recording and Communication skills (10 marks) (ii) Select three (3) samples of students best work from the following:

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Model, poster, presentation and speech. (10 marks) Scoring Rubric (i) Recording and Communication key skills (Maximum 10 marks)

The Class test

This should be a ten item objective type test. It should comprise two (2) items from each of the following topics (ii) reproduction growth and development food drugs diseases Recording and Communication key skills

Poster, Speech Maximum 5 marks accuracy of content (3 marks) (iii) Content completely accurate Content with minor errors Content with major errors 2 marks 1 mark 0 mark

creativity (1 mark) correct term (1 mark) Group Work should be assessed by peers and self

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Model, presentation co-operation (1 mark) responsibility (2 marks)

(Maximum 5 marks)

Each individual completed his/her task to contribute to group effort Some of the group members completed their task to contribute to group effort None of the group members completed their task to contribute to group effort

2 marks 1 mark 0 mark

consensus for group decision (1 mark) respect for others (1 mark)

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MODULE 5: EXPLORING ENERGY


This Module contains the following topics: (a) (b) (c) (d) (e) (f) Forms of energy; Energy conversions; Energy sources; Electricity; Magnets; Heat energy

SPECIFIC OBJECTIVES
Students should be able to: (a) 1. Forms of energy state at least three forms of energy; explain concept of energy; identify the form of energy present in a named object or situation. The main forms of energy

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

electrical kinetic nuclear sound potential chemical

Present students with various situations and ask them to identify the energy present. Students may work in groups.

2.

In small groups, students will develop a game to assist students with remembering the various forms of energy. Criteria for Group Work can be used to assess students as they plan the design of the game. The teacher assesses the game produced using a rubric. Criteria should include accuracy of content, creativity and visual impact.

3.

light heat solar

(b)

Energy conversions

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

3.

predict the energy conversions (changes) occurring in given situations;

Recall that energy is neither created nor destroyed, but is changed from one form to another. Energy conversions - some energy is wasted or lost (heat). Efficiency of the energy converters. Energy - needed for all activities and is stored, must be converted, helps with transportation, industry and entertainment.

Teacher uses photographs, samples and or models of appliances and/or labour saving devices to begin discussions. Discussion should elicit the types of energy used and given out.

Students will create flow charts or other graphic organizers to illustrate energy changes in named appliances or devices A rubric may be used as the assessment tool. Criteria should include accuracy of content, creativity and visual impact.

4.

discuss the impact of energy conversions on our way of life. Energy sources classify energy sources as renewable and non-renewable;

Work in groups to research the impact of energy conversions on our way of life. Produce written project document and share findings in a presentation.

Oral presentations or project documents should be assessed using rubrics or checklists. Content, creativity and impact on audience should be included. Group Work skills can be assessed using the suggested criteria.

(c) 5.

Renewable energy sources, for examples, sun, wind, hydroelectricity, geothermal, biogas and wood. Non-renewable energy sources. Fossil fuels, for example, coal, oil and gas.

Teacher leads a brainstorming session to check for prior knowledge on renewable and non-renewable energy. Students to work in small groups and use available resources (textbook, Internet) to research either renewable or nonrenewable energy sources.

Information gathered can be used to produce a model of the equipment needed to use source of energy, for example, solar cooker, and wind turbine water heater, fact book or resources for lecture. Criteria for Recording and Communication skills can be used for assessment. Groups will submit a report of points to be used in their debate presentations. The written report and presentation can be assessed for correctness and using the criteria for Recording and Communicating.

6.

compare the feasibility of alternative energy sources;

Advantages of alternative energy sources readily available, lower production cost, low emission of pollutants and inexhaustible. Disadvantages of alternative source of energy initial cost of equipment high, require large land space, for example, wind.

Students can be organized into groups and the groups paired to form opposing pairs to debate the use of an assigned alternative energy forms.

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Sun, wind, hydroelectricity, geothermal, biogas, gasohol , bagasse and wood.

7.

define the term fossil fuel;

Fossil fuel - made from slowly decayed plants and animals decayed over many years that is used to provide energy.

Students to use their knowledge of fuels and a dictionary definition of fossil to generate a definition of the term fossil fuels. Teacher to use students responses to fashion a working definition of fossil fuels. Class discussion on the effects of burning fossil fuels. Divide class into groups and ask each group to research the effects of burning fossil fuels and prepare a one page report or essay on findings. Teacher assesses group report or essay for correctness of content.

8.

discuss the effects of fossil fuels on the environment;

Burning of fossil fuels - production of carbon dioxide and green house effect.

9.

discuss the need to conserve energy.

High energy cost, limited resources in the Caribbean, the finite sources of energy, cost of production.

Present students with the following scenario: The Government has declared that homes that have implemented energy conservation measures will receive monetary incentives. Teacher prompts students to identify the measures can be taken to receive the incentive.

Students can be asked to add three other practices that would help with energy conservation outside of the home. Teacher checks list for appropriateness.

(d)

Electricity

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

10.

classify items as either conductors or insulators;

Conductors for example, copper and aluminium. Insulators for example, plastic and wood.

The students prepare a collage displaying common household items as conductors or insulators Assist students to construct simple circuits. Students use various materials to close the circuits to check conductivity, for example, wood, a piece of concrete, foil, charcoal, plastic, rubber. The investigation is written up in report form. Research the use of insulators in the home, especially the kitchen. Prepare a flyer for circulation at a seminar on safety in the kitchen.

Teacher assesses the laboratory work using the criteria for Reporting and Communication and for Investigation. Both collage and flyer should be assessed using a checklist. Assess flyer on content, accuracy of information and appeal.

11. and man; 12.

discuss the usefulness of conductors insulators to

Usefulness of conductors route electricity, cooking, transfer heat, cooking utensils. Insulators- prevents electrocution, handle cookware, prevent cookware, fire control.

Guided discussion. Stimulus material, for example, print media or photographs may be used to stimulate discussion.

Students complete a pen and paper test to assess the objectives on conductors and insulators. Teacher assesses for correctness.

explain the safety rules to be followed when dealing with electricity and electrical mains;

Care when interacting with electrical devices. ensuring that hands are free of moisture make sure the main switch is off when doing work using rubber soled boots wearing protective clothing child safety outlet caps.

Students to research or brainstorm measures on home rules that would protect against harm when dealing with electricity. Students use information to make a booklet.

Assess booklet. Emphasis should be placed on content, appeal and accuracy of information.

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SPECIFIC OBJECTIVES
Students should be able to: 13. explain the concept of electricity and terms used in dealing with electricity; compare parallel and series circuit;

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Electricity - energy from the flow of charged particles. Joules (J), kilojoules (kJ), voltage, volt (V), resistance, power, watt (W), current, ampere (A), circuit parallel alternative path for current series single path for current

Brainstorming or discussion to ascertain students knowledge.

14.

Students will be given examples of parallel and series circuit diagrams to compare and note their observations. Teacher will move around class and provide guidance. Students will assemble circuits and check for functionality. Students write up the laboratory activity.

Teacher assesses the points of comparison as recorded by students for correctness. Teacher may also assess students as they set up the circuits for Manipulation and Measurement skills. The discussion in the laboratory report is assessed using the criteria for Investigation skills.

15.

discuss the dangers of overloading an electrical circuit; list safety devices used to prevent electrical disasters; read electrical meter to determine energy usage;

Power outages, electrical fires, malfunctioning outlets, damage to electrical appliances.

Class discussion on dangers overloading electrical circuits

of

16.

Fuses, circuit breakers, surge protectors, UPS, line conditioners

Teachers use diagrams to demonstrate how safety devices work.

17.

Read analogue and digital meters

Take initial reading of meters and read again everyday for one week. Students can then calculate usage and present results graphically.

Teacher should check table and calculations for correctness. Assess the graph using criteria for Recording and Communication including: suitable title accuracy correct axes suitability of the scale

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SPECIFIC OBJECTIVES
Students should be able to:

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Activity should also be assessed using criteria from Investigation. 18. calculate the cost of electricity usage. Cost per kilowatt hour Fuel charge where applicable Collect related bills and teacher guides determination of usage and the calculation of cost. Teacher asks students to calculate various quantities, for example, usage (kilowatt hours), fuel charge (where applicable), total bill.

(e) 19.

Magnets describe the basic properties of magnets; Magnets - two magnetic poles. Like poles repel and unlike poles attract. Magnets attract metals that contain iron. Uses decoration (refrigerator), in speakers. Provide students with magnets and have students describe their observations. Provide students with objects, for example, paper clips, staples, bottle caps, plastic lids, to cause them to interact with the magnets. Students then record their observations. Student uses bar magnet and iron filings to observe magnetic field From the activity, students will list the properties of magnets. Teacher assesses list for correctness.

20.

define magnetic field;

Magnetic field

21.

describe the basic features of an electromagnet;

Can be turned off and on Varying strength Made of wire coils

Electromagnets are to be constructed by students using a AA battery, copper wires and a nail. The electromagnet should be used to pick up paper clips and other objects. Teacher asks students to predict ways of increasing the strength of the magnet. Students then test their recommendations by increasing the size or number of objects.

Students should compare an electromagnet and a regular magnet. Teacher checks the points of comparison for accuracy.

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SPECIFIC OBJECTIVES
Students should be able to: 22. state the uses of electromagnets.

CONTENT

SUGGESTED TEACHING & LEARNING ACTIVITIES

ASSESSMENT

Lift iron, steel bars, scrap iron and sheets, in relays (electro magnetically operated switches), magnetized the tape during recording.

Teacher may use diagrams to show how electromagnets work.

Teacher may administer a test to assess students knowledge of magnets and electromagnets.

(f) 22.

Heat energy classify heat energy transfers as examples of conduction, convection and radiation; Conduction - transfer of heat from the source through a medium such as the metal base of a saucepan. Convection - transfer of heat by fluid movement. Radiation - movement of heat from a source through space. Students are organized into groups and complete a practical on conduction, convection and radiation. Write up the practical activity using group results. Students work in groups to prepare potatoes by boiling, grilling and by using microwave. Each group should choose one method of cooking. Compare the results. Write up the practical activity using group results. Students and teachers to critique and offer suggestions. The discussion of the laboratory report is assessed using teachergenerated checklist for correctness and using criteria from Investigation Skills.

23.

discuss the importance of the three types of heat energy transfer to man.

Examples may include cooking, sunbathing, drying clothes, heating substances.

Discussion on the type of heat transfer and the suitability for cooking and other everyday activities. Teacher may prompt discussion by giving examples of heat transfer in everyday life, for example, people may hug to stay warm; cooking food. Students are asked to explain how the heat is transferred. Teacher may give additional examples to lead discussion on heat transfer and its importance.

Students make a list of ways that heat transfer is important and teacher checks for correctness.

SUMMATIVE ASSESSMENT

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Generic Task Key skill to be assessed is Investigation. The teacher must assess a portfolio which contains three samples of students best work from their investigations. Sources of samples may come from (i) An investigative activity on series and parallel circuits (4 marks) - Activity demonstrates that current is the same in series circuit but voltage varies across components 1 mark - Correct connections of components in series 1 mark - Activity demonstrates that voltage is the same in parallel circuit but current varies through components 1 mark - Correct connections of components in parallel 1 mark A report on a heat transfer activity using the three (3) methods of heat transfer (4 marks allocated for each method (Total 12 marks) For EACH method - Activity demonstrates method of heat transfer 1 mark - Activity identifies good and bad materials of heat transfer 2 marks - Activity identifies at LEAST ONE USE that man makes of the method 1 mark A laboratory report on a meter reading activity identify relationships and patterns Identifies all relationships and patterns Identifies some relationships and patterns Does not identify any relationships and patterns (4 marks) (2 marks) 2 marks 0 mark (1 mark) (1 mark) 1 mark

(ii)

(iii)

make logical inferences conclusion related to aim

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RESOURCES
Beckett, D. and Gallagher, R. Braithwaite, W. and Harris. T. Dalgety, F., Draper, C. and Sang, D. Gallagher, R. and Ingram, P. Milner, B., Martin, J. and Evans, P. Pople, S. Steward, J., Williams, E. West, S. and New Coordinated Science Biology, Oxford University Press, Oxford, 2001. Integrated Science for Jamaica Books 1,2,3., MacMillian Education Oxford, 2003. Integrated Science for Caribbean Schools, Books 1, 2, 3., Heinemann Educational Publishers, Oxford, 2002. New Coordinated Science Chemistry, Oxford University Press, Oxford, 2001. Core Science 1, 2 Cambridge University Press, Cambridge, 2000 (reprinted) 1st published 1998. New Coordinated Science Physics, Oxford University Press, Oxford, 2001. New Integrated Science for the Caribbean Books 1, 2, 3., Pearson Education Limited Essex, 2000. Exploring Science Books 7, 8 and 9, Pearson Education Limited, 2002

Levesley, M., et al

CDS AND DVDS


Levesley, M., et al Exploring Science 7, 8 and 9, Pearson Education Limited, 2002

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APPENDIX I

LEARNING GRID
CURRICULUM LEARNING GRID KEY COMPETENCY Ability to communicate orally and in writing Ref. No. Eng. 1 Eng. 2 Eng. 3 Eng. 4 Eng. 5 Mathematical literacy Eng. 6 Math. 1 Math. 2 Math. 3 Math. 4 Math. 5 Math. 6 Math. 7 Math. 8 Math. 9 Math. 10 Math. 11 Math. 12 Math. 13 Math. 14 Math. 15 Math. 16 Key skills and abilities Learners will be able to: communicate information, orally and in writing read and interpret information at the literal and inferential levels evaluate information read and viewed source relevant information respond appropriately to information read and viewed write appropriately for a variety of purposes add, multiply, subtract and divide use calculator to perform basic mathematical operations convert fractions to percentages and percentages to fractions calculate profit, loss, percentage profit or loss, discount and discount price, installment and deposit calculate the amount of an investment after a period of time determine the cost of posting letters and parcels, locally, regionally and globally convert major international currencies into local and regional currencies calculate salaries and commissions calculate utility bills complete income tax forms make and use tally charts extract information from pictographs, bar charts and frequency tables determine range, mean, median and mode use data to make predictions estimate the size of standard units of length and mass make reasonable estimates of areas and volumes Eng. Subjects of the Curriculum Mod. Math. Int. Sc. Lang. Soc. Stud.

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CURRICULUM LEARNING GRID KEY COMPETENCY Ability to function in a foreign language Ref. No. Mod. Lg. 1 Mod. Lg. 2 Mod. Lg. 3 Mod. Lg. 4 Science Literacy Int. Sc. 1 Int. Sc. 2 Int. Sc. 3 Int. Sc. 4 Int. Sc. 5 Int. Sc. 6 Soc. St. 1 Soc. St. 2 Soc. St. 3 Soc. St. 4 Soc. St. 5 Soc. St. 6 Soc. St. 7 Soc. St. 8 Soc. St. 9 Soc. St. 10 Soc. St. 11 Soc. St. 12 Soc. St. 13 Soc. St. 14 Soc. St. 15 Technological Literacy TL 1 Key skills and abilities Learners will be able to: convert short, meaningful conversation into Spanish or French respond appropriately to brief instructions given in Spanish or French read, understand and respond appropriately to material written in Spanish or French have meaningful dialogue with a native speaker of Spanish or French use appropriate equipment to measure length, weight, density, volume and temperature observe precautions related to the use of drugs observe precautions related to diseases including sexually transmitted diseases take care of bodily organs including skin, breast, testes, lungs and teeth adhere to a nutritionally- balance diet care for the natural environment cope with stressful situations behave in a socially-acceptable manner use strategies to manage conflict differentiate between fact and opinion relate positively to family, friends and groups conduct a healthy life-style cope with domestic and social problems apply for a job or create a business complete all types of forms including job application forms interpret and use information pertaining to the rights and responsibilities of workers observe desirable consumer practices contribute to national goals and aspirations prepare a budget cope with changes brought about by globalization and trade liberalization cope with peer pressure resulting from the youth culture use modern technologies to conduct research and solve problems Subjects of the Curriculum Mod. Math. Int. Sc. Lang.

Eng.

Soc. Stud.

Social and citizenship skills

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CURRICULUM LEARNING GRID KEY COMPETENCY Ref. No. TL 2 TL 3 TL 4 Key skills and abilities Learners will be able to: use modern technologies to conduct consumer transactions use computer technology to access and evaluate information cope with the changes brought along by the use of new technologies in medicine, agriculture, transportation, manufacturing, energy and communication Subjects of the Curriculum Mod. Math. Int. Sc. Lang.

Eng.

Soc. Stud.

KEY TO GRID Eng = English Literacy Mod. Lang. = Modern Languages Math. = Mathematics Int. Sc. = Integrated Science Soc. Stud. = Social Studies TL = Technological

indicates the subject that specifically engages the learner in the development of the competency indicates the related subjects that engage the learner in the development of the competency

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APPENDIX II

CARIBBEAN SCIENTISTS AND THEIR AREA OF WORK


Names Dr. Avril Siung Chung Dr. Compton Seaforth Cheryl Bowes Dr. Maura Imbert Prof. Nazeer Ahman Dr. Arleigh Petters Dr. Avery August Dr. Aeron Lewis Dr. Robert Trench Dr. Frantz Smith Richard Hil Dr. Thomas P. Lecky Drs. Marley West and Calvin Lockhart Dr. Errol Morrison Dr. Oliver Headley Prof. Ramsey McDonald Saunders Dr. Jeffrey W. Dellimore Sources: 1. 2. Birth Territory Trinidad and Tobago Trinidad and Tobago Trinidad and Tobago Trinidad and Tobago Guyana Belize Belize Belize Belize Belize Jamaica Jamaica Jamaica Jamaica Barbados Area(s) of work Oyster production and Marine pollution Identified the toxic substance in ackees Security products from herbs and other plants Caribbean plants for insecticides and pesticides Social Science Physics/Mathematics MIT Cancer research Physics Oceanography UNESCO Young Scientist Award 2005 Naturalist Birds of Jamaica/Making Saltfish New Species of cattle called Jamaica Hope Drugs canasol from cannabs in marijuana to treat glaucoma and casamol to treat asthma Diabetes Solar energy devices Processing of optical signals by the brain/machine to correct abnormal curvature of the backbone. Behaviour of red blood cells under special conditions

St. Vincent and the Grenadines

Andy Bailfy and Michael Bradshaw Scientists at Work Longman (1999) Anthony Johnson Great Jamaican Scientists, Book I, Teejay Ltd. (2000)

Western Zone Office 2006/03/13

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