COMMONWEALTH OF THE BAHAMAS MINISTRY OF EDUCATION PRIMARY SCIENCE CURRICULUM GUIDELINES GRADES 1-2 DEPARTMENT OF EDUCATION JUNE 2010 GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS PRIMARY SCIENCE CURRICULUM GUIDELINES A COMPONENT OF EDUCATION DEVELOPMENT PROGRAMME PRODUCED BY THE SCIENCE & TECHNOLOGY SECTION DEPARTMENT OF EDUCATION JUNE 2010 MINISTRY OF EDUCATION PRIMARY SCIENCE CURR ICULUM GUIDELINES GRADES 1 – 2 (REVISED 2010) TABLE OF C ONTENTS SECTION A SECTION D Message from the Minister of Education ii Perspectives That Enrich Instruction 108 Message from the Director of Education iii Inquiry-based Learning 109 Acknowledgements iv Constructivism 110 Bloom’s Taxonomy 111 SECTION B Science Process 112 Vision, Mission Statement – Ministry of Education 2 Use of the Scientific Method 114 Rationale, Overreaching Goal, Sub-Goals, Objectives 3 Cooperative Learning Technique 115 Scope and Sequence 4 Student–Centred vs. Teacher-Centred Learning 116 Unit /Topic Allocation 14 Multiple Intelligences and Learning Styles 117 Standards and Bench-Marks 33 Assessment Strategies/ The Assessment Process 119 Learner Outcomes 51 Information Technology Linkages/Literacy Skills 123 Definition of Terms 60 Laboratory Safety/ Science Safety 127 Rubrics 130 SECTION C SECTION E The Curriculum/ Scope of Work Appendices: Teaching and Leaning Strategies 136 Grade 1 62 Sample Glossary: Grades 1 – 2 139 Grade 2 91 SECTION F References 141 SECTIO N A Primary Science Curriculum 2010 i MESSAGE FROM MINIS TER OF EDUCATION Primary Science Curriculum 2010 ii MESSAGE FROM ACTING ASSISTA NT DIRECTOR OF EDUCATION (SCIENCE AND TECHN OLOGY SECTION) What helps students to develop a scientific outlook, are the processes to which they are exposed in the classroom. Science, therefore, should not be merely a study of finite answers but rather an application of processes that aid in discovering and learning about the world in which we live. If our education system is to keep pace with scientific advancement, our students must be exposed to an effective and comprehensive science education programme which presents opportunities for them to become actively involved in experiments, discovery and at the same time obtain the requisite knowledge, skills and attitudes necessary to compete both locally and globally in a scientific and technological society. For this to be realized, the development and implementation of model science curricula, strengthening the capacity of teachers and providing adequate science instructional supplies and facilities are paramount. Science teachers are therefore challenged to inspire, stimulate divergen t thinking and provide the means for students to investigate based on what they know as well as what they wish to discover. With each of us giving of and performing at our best, our students should be able to achieve our goal, which is, to develop competent citizens to provide an efficient and effective workforce needed to advance scientific careers and professions so as to improve the quality of life for all. Primary Science Curriculum 2010 iii The development and production of the Revised Primary Science Curriculum Guidelines were made possible through the collaborative efforts of many. Our thanks and gratitude are extended to Mrs. Leanora Archer, Deputy Director of Education (Curriculum and Development) for her support and pointed guidance; Mr. Hamblin Newbold for assisting with the editing of this document; the contributions of the Science Standards and Benchmarks by Dr. Linda Davis who provided a point of reference that assisted in aligning the Primary Science Curriculum Guidelines with Science Standards Globally. Dr. Karen St. Cyr (Coordinator of Regional and International Projects) for her support and collaborative efforts in the integration of Garden-Base Learning. The following persons are singled out for special commendations for the part they played in bringing to fruition this curriculum revision exercise: • Mrs. Barbara Dorsett, Acting Education Officer for Primary Science, for her commitment and dedication as Chairperson of the Curriculum Production Team. • Ms. Portia Sweeting, Director of Education of Bahamas National Trust, who began the process as Facilitator during the initial fact-finding activities for the curriculum. • The High School Science Team led by Ms. Louise Barry, Education Officer for High School Sciences. • Charlotte Brown, Dorothy Rolle, Terry Deveaux, Joan Knowles, Ronique Curry, Vernay Henfield, Vanessa Turnquest, Carolyn Dorsett, Marcia Musgrove, Danielle Braithwaite, Joyce Darville, Sheena Williams, Marsha Bartlett, Bernadette Beneby and Nicola Bowe, Konya Bascom, members of the Curriculum Production Team, for their input and support. • The Primary Science Co-ordinators and Curriculum Workshop groups on Abaco, Andros, Bimini, Cat Island, Eleuthera, Exuma, Grand Bahama, Long Island and New Providence for their suggestions and input to the Data Collection exercise. • Ms. Patrice Kemp for her clerical expertise. • Ms. Portia Sweeting, Danielle Brathwaite, Charlotte Brown, Maxine Missick and the Science Coordinators on New Providence for assisting with the editing of this document. Primary Science Curriculum 2010 iv SECTION B Primary Science Curriculum 2010 1 VISION To ensure that all persons in the Commonwealth of The Bahamas develop physically, mentally, socially and spiritually in order to function responsibly and productively in an increasingly dynamic, technological and complex society. MISSION STATEMENT To provide opportunities for all persons in The Bahamas to receive the education and training that will equip them with the necessary knowledge, skills, beliefs and attitudes required for work and life in a democratic society, guided by Christian values. BROAD OBJECTIVES The team responsible for effecting the necessary revisions to the Primary Science Curriculum holds the view that the curriculum should achieve two broad objectives: • Provide courses of study that challenge participants to acquire interdisciplinary skills and academic standards consistent with emerging global workforce requisites while simultaneously promoting self-confidence, character strengthening, creativity and personal initiative. • Improve the use of technology in the teaching/learning process. Primary Science Curriculum 2010 2 RATIONALE To provide opportunities that expose and engage students in The Bahamas in acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problem-solving and organizational skills. In so doing, students will be able to participate in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for its sustainability. OVERARCHING GOAL To empower individuals to become critical thinkers, problem-solvers, visionaries, and scientifically and technologically literate citizens who appreciate, interpret and conserve the natural and physical environment. SUB-GOALS • To enable students to solve problems using the scientific method. • To provide experiences which will help students develop analytical and evaluative skills thus enabling them to become critical thinkers. • To assist students in the application of scientific knowledge and principles to stimulate their creative expressions. • To expose individuals to scientific knowledge and technological advances so they will be able to function effectively in the world in which they live. • To enable students to formulate, present and defend arguments based on facts. • To promote an appreciation for the safe and sustainable use of resources. OBJECTIVES • Correctly and safely use materials and scientific equipment. • Identify problems and apply the scientific method to solve them. • Collect, interpret and process data to generate information. • Communicate information. • Recognize scientific relationships. • Apply scientific principles and concepts to daily life in order to make responsible and wise decisions. • Apply scientific and technological principles and concepts to daily life in order to make responsible and wise decisions. • Pursue new scientific knowledge. • Design, conduct and evaluate scientific investigations. • Demonstrate critical thinking by responding to “what if” scenarios (situation analysis). • Appreciate and utilize environmental conservation strategies. Primary Science Curriculum 2010 3 SCOPE AND SEQUENCE and UNIT/ TOPIC A LLOCATION Primary Science Curriculum 2010 4 PRIMARY SCIENCE CURRICULUM SCOPE AND SEQUENCE STR AND 1: LIFE SCIENCE GRADES: 1-6 Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships with the environment. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Characteristics of Characteristics of Characteristics of Characteristics of Characteristics of Characteristics of Organisms Organisms Organisms Organisms Organisms Organisms 1. A1 Observe human models 1. A1 Conduct research about 1. A1 Observe a variety of 1. A1 Compare Vertebrates and 1. A1 Communicate traits 1. A1 Observe and describe and Identify body parts. animals in the organisms to determine Invertebrates. common to all the structure of a cell in (external only) environment. which are vertebrates. invertebrates using organisms (plant/animal). 1. A2 Observe/investigate 1. A2 Investigate and record technology/pictures/ 1. A2 Observe human models 1. A2 Observe/explain what a animals to classify them traits common to all specimens. 1. A2 Compare plant and to identify sense organs. habitat is. according to their invertebrates. animal cells. characteristics. 1. A2 Observe a variety of 1. A3 Experiment to describe 1. A3 Explore selected functions of sense 1. A3 Observe organisms to 1. A3 Classify invertebrates invertebrates (models/ 1. A3 Observe plant and habitats to observe and organs. describe the traits common based on body parts and visuals) to identify their animal cell parts and examine a variety of to vertebrates. covering. characteristics. record their functions. animals. (mollusks, crustaceans 1. A4 Observe models and 1. A4 Observe a variety of 1. A4 Observe the main traits of and stinging cell animals) 1. A4 Classify four types of compare growth 1. A4 Compare body organisms to describe and insects and spiders. fungi by their traits. development in humans. identify vertebrate vectors. coverings of animals. 1. A3 Observe organisms 1. A5 Experiment with 1. A5 Observe a variety of 1. A5 Compare insects and (visuals/models) to identify 1. A5 Observe/investigate a 1. A5 Observe animal parts to organisms to compare manipulatives to spiders using models. vertebrate and variety of invertebrates predict how they mammals to birds and demonstrate habits invertebrate vectors. and classify them as which support good function/move. reptiles to fish and 1. A6 Compare the life cycles of sponges, echinoderms amphibians. health. mosquitoes and 1. A4 Analyze the impact of and worms. 1. A6 Predict and infer 1. A6 Infer how body parts and cockroaches. vectors on the society 1. A6 Infer results from poor what animals need for body coverings of and infer ways to 1. A6 Compare the traits of health habits. survival. vertebrates help them 1. A7 Analyze how insects use eliminate them. sponges, echinoderms survive. mimicry and camouflage and worms. 1. A7 Describe the basic 1. A7 Compare animal habitats 1. A7 Experiment with specimens for survival. 1. A5 Investigate the behaviour needs of living things. using visuals/field areas. of animal body coverings to of animals and infer their (plants/animals) determine their function. adaptive method. 1. A8 Investigate/explain the 1. A8 Experiment with materials uses of plants and which imitate mouth parts animals. of animals to determine their diet. Primary Science Curriculum 2010 5 LL II FF EE LL II FF EE STRAND 1: LIFE SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Living Systems Living Systems Living Systems Living Systems Living Systems Living Systems 1. B1 Classify living and 1. B1 Observe organisms to 1. B1 Use visuals to observe 1. B1 Observe the parts and 1. B1 Observe models to identify 1. B1 Observe parts of the nonliving things. identify the basic parts the parts of the digestive explain the function of parts of the skeletal circulatory system and of the human skeleton. system. the respiratory system. system. communicate its function. 1. B2 Classify plants and animals according to 1. B2 Research to explain 1. B2 Observe and identify the 1. B2 Communicate the 1. B2 Communicate the 1. B2 Observe the main parts of four chambers of the their traits/ functions of the skeletal importance of the function of the digestive the nervous system and system. heart and its function. characteristics. skeleton using system. communicate its 1. B3 Observe the Immune 1. B3 Compare traits/ models/visuals. importance. 1. B3 Predict and communicate system and communicate characteristics of 1. B3 Experiment to explain how the importance of the its function/importance. plants and animals. 1. B3 Compare skeletons of food is broken down as it 1. B3 Identify the main parts muscular system. various animals. passes through the and the importance of 1. B4 Predict risk factors to digestive system. the nervous system. 1. B4 Compare skeletal and health and communicate muscular systems. 1. B4 Observe and record a how these risks may be variety of muscles in 1. B4 Infer how proper nutrition 1. B4 Infer risk factors to health reduced. 1. B5 Infer how poor eating the body using is related to good health. and communicate how habits affect health. 1. B5 Infer how negative habits visuals/models. these risks may be affect the immune 1. B5 Observe/Predict reduced. 1. B6 Experiment to explain the system. 1. B5 Infer and communicate appropriate exercises process of photosynthesis. the importance of and food choice to 1. B5 Analyze safety 1. B6 Use specimen of 1. B7 Classify and record muscles in the body. develop a healthy lifestyle. procedures for natural flowers to observe and indigenous plants of The label the parts and disasters. 1. B6 Infer how poor health 1. B6 Observe the six main Bahamas and their uses. explain their function. habits affect personal food groups, and explain 1. B6 Compare seed and non- 1. B8 Hypothesize/Investigate the 1. B7 Research to communicate and family health. the nutrients found in seed plants. medicinal value of plants. the life cycle of a flower. each group. 1. B7 Predict the basic needs 1. B7 Classify plants with 1. B9 Predict ways to conserve 1. B8 Compare the growth of plants for survival. 1. B7 Identify health resources, flowers and plants with plants. patterns of plants. and communicate their cones according to their 1. B8 Observe a live plant to function. traits. record its parts. 1. B8 Compare monocots and 1. B8 Observe plants to identify dicots. their parts. 1. B9 Experiment and describe seed germination. Primary Science Curriculum 2010 6 LL II FF EE LL II FF EE STRAND 1: LIFE SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Structure and Functions in Living Systems Living Systems Living Systems Living Systems Living Systems Living Systems 1. B9 Classify and compare a 1. B9 Experiment with plant 1. B10 Observe and describe 1. B9 Observe a variety of variety of fruit seeds. parts and describe their indigenous flowering plants to conclude their functions. plants in The Bahamas. adaptive methods for survival. 1. B10 Experiment with seeds to 1. B10 Experiment to discover communicate various the needs of plants for growth patterns. growth. Organisms and the Organisms and the Organisms and the Organisms and the Organisms and the Organisms and the Environment Environment Environment Environment Environment Environment 1. C1 Observe and infer 1. C1 Observe pictures/ 1. C1 Observe living and 1. C1 Observe/Investigate food 1. C1 Infer why plants, 1. C1 Research to define where plants/animals models to identify plant nonliving things in a chains and food webs in decomposers and “biomes”. live. and animal habitats. garden (ecosystem). ecosystems and animals (organisms) are Infer how these communicate their found in ecosystem. 1. C2 Infer/Investigate why 1. C2 Compare homes of habitats help the 1. C2 Observe a variety of function. plants/animals live in animals. animals and plants. model gardens 1. C2 Compare the 1. C2 Compare food chains and certain biomes. (pictures/real) to ,,,,,,,,,,,relationship among food webs. 1. C3 Compare weather 1. C3 Research and predict 1. C2 Predict how habitats can communicate and producers, consumers factors and organisms in ways in which plants be harmed and compare types of gardens. and decomposers. 1. C3 Communicate the several biomes. and animals help each protected. (e.g. vegetable/ flower) relationship of predator, 1. C3 Observe/Research plants other. prey and scavenger. and animals that live in 1. C4 Predict the results of 1. C3 Research to observe 1. C3 Experiment with seeds the pine forests, coral natural disasters on the 1. C4 Predict/Research what are 1. C4 Observe environment what are vectors. to create several reefs and mangroves. environment. resources. to infer what are vectors, containerized gardens. where they live, and 1. C4 Predict where specific 1. C4 Hypothesize the effect on 1. C5 Analyze the effects of their effect on humans. vectors live. 1. C4 Use ruler/tape to measure organisms when a pine 1. C5 Analyze why water, human activities on the growth of seedlings/ forest is damaged. energy and electricity are environment. 1. C5 Infer how vectors can record growth 1. C5 Observe/Investigate resources. be eliminated. development. organisms in coral reefs and communicate their 1. C6 Infer ways to use importance. resources wisely. Primary Science Curriculum 2010 7 LL II FF EE LL II FF EE STRAND 1: LIFE SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Organisms and the Organisms and the Organisms and the Organisms and the Organisms and the Organisms and the Environment Environment Environment Environment Environment Environment 1. C5 Observe rocky and 1. C6 Observe and investigate 1. C7 Predict the importance of 1. C6 Classify organisms sandy shores to identify the four types of preserving National parks. (plants and animals) as living and nonliving parts. mangroves. endangered or extinct. 1. C6 Observe a variety of 1. C7 Communicate the 1. C7 Infer ways to avoid ecosystems to identify importance of mangroves plants/animals from home of conch, grouper, to our Islands. becoming endangered. lobster and hutia. 1. C7 Infer what threats affect endangered animals (e.g. grouper). 1. C8 Communicate the laws that protect endangered animals (e.g. grouper). Primary Science Curriculum 2010 8 LL II FF EE LL II FF EE PRIMARY SCIENCE CURRICULUM SCOPE AND S EQUENCE STRAND 2: EARTH AND SPACE SCIENCE GRADES: 1-6 Fundamental concepts and principles of Earth and space science are related to the origin, Structure and physical phenomena of the Earth and the Universe. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Properties and Structure of Properties and Structure of Properties and Structure of Properties and Structure of Properties and Structure of Properties and Structure of Earth’s Systems Earth’s Systems Earth’s Systems Earth’s Systems Earth’s Systems Earth’s Systems 2. A1 Infer what the earth is 2. A1 Observe rocks and 2. A1 Investigate to identify 2. A1 Identify and describe the 2. A1 Predict resources found in 2. A1 Identify and compare made up of (e.g. land minerals to identify Earth’s resources three layers of the earth. the ocean. the layers of the Earth. water and air). their traits. 2. A2 Observe Earth’s natural 2. A2 Experiment to describe the 2. A2 Predict which pollutants 2. A2 Infer what natural 2. A2 Observe/Explain land 2. A2 Compare a variety resources and their uses. effects of weathering and affect the ocean and how resources are and forms found on earth. of rocks. 2. A3 Infer the importance of erosion on earth. pollution affects marine where they are located. (e.g. hills, mountains, natural resources to the life. 2. A3 Observe the valleys) 2. A3 Compare rocks and survival of people. 2. A3 Investigate to identify environment to minerals. Ocean resources. 2. A3 Infer the importance of compare weathering 2. A3 Research and observe 2. A4 Experiment to show conserving the ocean. and erosion. several bodies of water 2. A4 Experiment to the various types of 2. A4 Investigate the on Earth (e.g. ponds, communicate some pollution. movement of the ocean 2. A4 Infer what are fossils and 2. A4 Observe the lakes, oceans). uses of rocks and water and how it is compare types of fossils. environment to minerals. 2. A5 Analyze the sources of air, affected by the moon. distinguish between 2. A4 Investigate appropriate water, and land pollution. 2. A5 Analyze the process of air, land and water ways to care for the 2. A5 Infer what is ocean fossil formation. 2. A6 Infer ways to prevent pollution. earth. pollution. pollution/examine its effect on organisms in the 2. A6 Hypothesize how 2. A5 Predict ways to prevent 2. A5 Experiment to explain 2. A7 Investigate the role ocean. scientists know which pollution. how hills are formed. of students as fossils are the oldest. 2. A6 Classify resources as environmental stewards. renewable or 2. A8 Predict ways to care for nonrenewable. Earth’s resources. Primary Science Curriculum 2010 9 EE AA RR TT HH AA NN DD SS PP AA CC EE EE AA RR TT HH AA NN DD SS PP AA CC EE STRAND 2: EARTH AND SPACE SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Changes in the Earth Changes in the Earth Changes in the Earth Changes in the Earth Changes in the Earth Changes in the Earth and Sky and Sky and Sky and Sky and Sky and Sky 2. B1 Explain how seasons 2. B1 Predict weather 2. B1 Experiment to explain the 2. B1 Predict “What is 2. B1 Research to define 2. B1 Observe tools that affect weather. conditions by observing water cycle and its meteorology?” “atmosphere”. measure factors of the sky. relationship to weather weather. 2. B2 Predict and record and climate. 2. B2 Observe layers in the 2. B2 Analyze layers of the weather conditions 2. B2 Observe the immediate earth’s atmosphere. atmosphere. 2. B2 Observe and describe using basic weather environment and 2. B2 Interpret diagrams to factors that make up instruments. communicate the kinds explain the changes that 2. B3 Experiment to show the 2. B3 Analyze conditions that weather. of weather experienced occur at each phase of the properties of air. change weather. 2. B3 Investigate career and in The Bahamas. water cycle. 2. B3 Compare traits/ service opportunities 2. B4 Predict and communicate 2. B4 Infer how weather changes characteristics of related to weather. 2. B3 Observe weather 2. B3 Experiment to describe the elements which affect people. storms/hurricanes. instruments and their how clouds are formed. contribute to weather. uses. 2. B5 Experiment with weather 2. B4 Measure weather 2. B4 Research and classify 2. B5 Compare weather and instruments to describe conditions using a 2. B4 Hypothesize the different clouds according to their climate. their function. barometer, a ways in which weather traits. (rain gauge, wind sock) hydrometer and an affects people. 2. B6 Experiment with weather anemometer. 2. B5 Analyze weather instruments to determine conditions associated their use. (thermometer 2. B5 Interpret and record with different types of wind vane) weather data. clouds. 2. B7 Analyze the sun’s effect on 2. B6 Compare weather and Earth. climate. Primary Science Curriculum 2010 10 EE AA RR TT HH AA NN DD SS PP AA CC EE EE AA RR TT HH AA NN DD SS PP AA CC EE STR AND 2: EARTH AND SPACE SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Universe and the Solar Universe and the Solar Universe and the Solar Universe and the Solar Universe and the Solar Universe and the Solar System System System System System System 2. C1 Observe objects in the 2. C1 Describe the 2. C1 Experiment to explain the 2. C1 Research to communicate 2. C1 Observe and communicate 2. C1 Compare the solar system. differences between sun’s position in relation the order of the eight the make-up of the Solar atmosphere of the the moon and Earth. to the Earth. planets. System. planets. 2. C2 Distinguish between day and night. 2. C2 Identify the source of 2. C2 Experiment to describe 2. C2 Research to classify the 2. C2 Investigate to compare 2. C2 Hypothesize which moonlight. the motion of the Earth planets as inner and outer planets. planets are susceptible around the sun. planets. to life. 2. C3 Analyze changes in the 2. C3 Compare rotation and moon. 2. C3 Experiment to explain the 2. C3 Compare the inner revolution. 2. C3 Observe equipment terms orbit, revolve and planets and the outer used to study objects 2. C4 Infer what a rotate. planets. 2. C4 Communicate how the sun in space. constellation is. benefits the earth and 2. C4 Predict what causes 2. C4 Create a scale model of other planets. 2. C4 Analyze distances 2. C5 Identify and compare seasons. the distances between between planets. common constellations. planets. 2. C5 Compare and analyze 2. C5 Investigate to explain objects in space. 2. C5 Analyze safety seasonal changes. − asteroids, comets, precautions for meteors and meteoroids. astronauts in space. Primary Science Curriculum 2010 11 EE EE PRIMARY SCIENCE CURRICULUM SCOPE AND SEQUENCE STRAND 3: PHYSICAL SCIENCE GRADES: 1-6 Fundamental concepts and principles of phy sical science include the study and analysis of the nature and properties of living and non-living matter and energy. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Properties and Changes in Properties and Changes in Properties and Changes in Properties and Changes in Properties and Changes in Properties and Changes in Matter Matter Matter Matter Matter Matter 3. A1 Classify objects 3. A1 Analyze forms and 3. A1 Experiment with materials 3. A1 Investigate, using a variety 3. A1 Classify matter as a 3. A1 Analyze physical according to their properties of matter. to identify matter as of materials to identify substance or a mixture. properties in matter. physical properties such solids, liquids and gases. properties of matter. as size, color and 3. A2 Observe tools used to 3. A2 Compare substances 3. A2 Experiment to explain shape. measure matter. 3. A2 Compare characteristics 3. A2 Investigate physical and mixtures. physical changes in of solids, liquids and changes in matter. materials. 3. A2 Experiment to identify 3. A3 Experiment to gases to classify them. 3. A3 Experiment to explain how matter changes: determine what is 3. A3 Compare physical how mixtures can be 3. A3 Experiment and record state, size, color and volume. 3. A3 Investigate how matter properties and physical separated. chemical changes in shape. changes from one form changes in matter. substances. 3. A4 Observe a variety of to another. 3. A4 Experiment to explain 3. A3 Compare physical solids to communicate 3. A4 Use a balance to measure what is a solution. 3. A4 Measure and graph changes in matter. which is lighter or 3. A4 Examine objects to and record the mass of physical properties of heavier. communicate the physical objects. 3. A5 Compare solutes and matter. properties of matter. solvent. 3. A5 Compare the weights of 3. A5 Experiment with 3. A5 Observe chemicals that solids using a 3. A5 Compare forms and measuring instruments 3. A6 Experiment to separate will cause changes in balance/scale. properties of matter using (graduates or measuring solutes. matter. measuring utensils. cups) to measure the volume of matter (varied 3. A7 Compare mixtures and 3. A6 Compare physical and 3. A6 Experiment to discover materials). solutions. chemical changes in the length, volume and matter. mass of objects using metric units. 12 Primary Science Curriculum 2010 PP HH YY SS II CC AA LL PP HH YY SS II CC AA LL STRAND 3: PHYSICAL SCIENCE GRADES: 1-6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Forces and Energy Forces and Energy Forces and Energy Forces and Energy Forces and Energy Forces and Energy 3. B1 Compare pushes and 3. B1 Infer why the sun is the 3. B1 Experiment to discover 3. B1 Experiment with materials 3. B1 Investigate Energy and 3. B1 Experiment with pulls. greatest source of the sources of energy. to conclude what is force, compare various forms of magnets to abate the energy on Earth. work and motion. Energy. poles and the magnetic 3. B2 Experiment to 3. B2 Experiment to define field. identify poles of a 3. B2 Identify other sources of fuels. 3. B2 Measure and record pulls 3. B2 Experiment to explain magnet. light besides the sun. using a spring scale. what is work. 3. B2 Experiment to record 3. B3 Investigate traits of the 3. B3 Experiment to the relationships 3. B3 Experiment to find out sun and communicate communicate how fossil 3. B3 Use charts to interpret 3. B3 Compare potential and between motion, speed which objects its importance. fuels are formed. data recorded on pushes kinetic energy. and direction. (materials) a magnet and pulls. will attract/repel. 3. B4 Infer why water is a 3. B4 Analyze the uses of 3. B4 Infer how heat affects 3. B3 Experiment to show source of energy/ energy from fossil fuels. 3. B4 Analyze work and infer temperature. how a simple circuit explain its use. how it is related to force. works. 3. B5 Predict which materials will 3. B5 Investigate how energy 3. B5 Experiment to explain transfer electricity. 3. B5 Experiment to explain what changes. 3. B4 Observe objects and the wind as a source of a simple machine is. materials to discover energy. 3. B6 Experiment with magnets 3. B6 Analyze the impact of the effects of friction on 3. B6 Predict what would to observe the properties 3. B6 Observe objects as technology on forms of them. happen if there were of varied materials. wedges or inclined energy. no water on Earth. planes. 3. B5 Experiment to identify 3. B7 Investigate the term 3. B7 Investigate compound/ pulleys, wheels and 3. B7 Hypothesize ways in conservation and explain 3. B7 Communicate what is complex machines that axels. which we can conserve its importance. energy conservation. use the lever and screw water. to help us do work. 3. B6 Analyze how forces 3. B8 Analyze and share ways Technology affect everyday living. 3. B8 Experiment with to conserve energy. 1. Describe ways technology is 3. B8 Communicate the magnets and explain used to explore the ocean. importance of conserving 3. B7 Experiment to conclude what they do. energy. how pulleys, wheels 3. B9 Classify materials and axels make work according to their easier. magnetic force. Primary Science Curriculum 2010 13 PP HH YY SS II CC AA LL PP HH YY SS II CC AA LL UNIT/ TOPIC ALLOCATION GRA DE: 1 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. HUMAN BODY – SENSE ORGANS a. Body Parts 30 mins. __45 mins. __60 mins. b. Function of Body Parts 30 mins. __45 mins. __60 mins. c. Sense Organs 30 mins. __45 mins. __60 mins. d. Function of Sense Organs 30 mins. __45 mins. __60 mins. e. Stages of Human Development 30 mins. __45 mins. __60 mins. f. Physical Changes in Human Development 30 mins. __45 mins. __60 mins. g. Keeping Healthy 30 mins. __45 mins. __60 mins. h. Keeping Clean 30 mins. __45 mins. __60 mins. Living and Nonliving things 2. WHAT ARE LIVING THINGS? a. Needs of Living Things 30 mins. __45 mins. __60 mins. b. Uses of Plants and Animals 2x30 mins. __45 mins. __60 mins. c. Animals as Pets and Animals That Help People Work 30 mins. __45 mins. __60 mins. 3. LIVING AND NONLIVING THINGS a. Living and nonliving things 30 mins. __45 mins. __60 mins. b. Similarities of Living and Nonliving Things 30 mins. __45 mins. __60 mins. c. Plants and Animals 30 mins. __45 mins. __60 mins. d. Homes of Plants and Animals 30 mins. __45 mins. __60 mins. e. Plants Parts 30 mins. __45 mins. __60 mins. f. Animal Parts 30 mins. __45 mins. __60 mins. g. Plants and Animals Help Each Other 30 mins. __45 mins. __60 mins. h. Harmful Animals-Vectors 30 mins. __45 mins. __60 mins. 14 Primary Science Curriculum 2010 UNIT/ TOPIC ALLOCATION GRADE: 1 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and structure of Earth’s 4. THE EARTH Systems a. Our Earth 30 mins. __45 mins. __60 mins. b. Landform – Hills and Valleys 30 mins. __45 mins. __60 mins. c. Landforms – Plains and Mountains 30 mins. __45 mins. __60 mins. d. Natural Resources 30 mins. __45 mins. __60 mins. e. Saving Natural Resources 30 mins. __45 mins. __60 mins. f. Uses of Water 30 mins. __45 mins. __60 mins. 5. WEATHER AND SEASONS a. Different Types of Weather 30 mins. __45 mins. __60 mins. b. Weather Changes 30 mins. __45 mins. __60 mins. c. Weather Instruments 30 mins. __45 mins. __60 mins. d. Types of Clouds 30 mins. __45 mins. __60 mins. e. Seasons 30 mins. __45 mins. __60 mins. Universe and the Solar System 6. CHANGES IN THE SKY a. The Sun 30 mins. __45 mins. __60 mins. b. Looking at the Sky 30 mins. __45 mins. __60 mins. c. Day and Night 30 mins. __45 mins. __60 mins. PHYSICAL SCIENCE 7. PROPERTIES AND CHANGES IN MATTER a. Matter 30 mins. __45 mins. __60 mins. b. Physical Properties of matter 30 mins. __45 mins. __60 mins. c. Physical Changes in Matter 30 mins. __45 mins. __60 mins. 8. FORCES AND ENERGY a. Push and Pull 30 mins. __45 mins. __60 mins. b. Using Magnets 30 mins. __45 mins. __60 mins. c. Attract and Repel 30 mins. __45 mins. __60 mins. Primary Science Curriculum 2010 15 UNIT/ TOPIC ALLOCATION GRA DE: 2 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. ANIMALS a. Animals in the Environment 30 mins. __45 mins. __60 mins. b. Body Coverings and Parts 30 mins. __45 mins. __60 mins. c. How Animals Move 30 mins. __45 mins. __60 mins. d. What Animals need to Survive 30 mins. __45 mins. __60 mins. e. How Animals Get Food 30 mins. __45 mins. __60 mins. f. Animal Habitats 30 mins. __45 mins. __60 mins. Structure and Function of Living 2. THE HUMAN BODY Systems a. The Skeleton 2x30 mins. __45 mins. __60 mins. b. The Muscles 2x30 mins. __45 mins. __60 mins. c. Keeping Your Bones and Muscles Healthy 30 mins. __45 mins. __60 mins. 3. PLANTS a. What plants Need to Grow 30 mins. __45 mins. __60 mins. b. Parts of the Plant 30 mins. __45 mins. __60 mins. c. Seeds 30 mins. __45 mins. __60 mins. Organisms and the Environment 4. HABITATS a. Land Habitats – Schoolyard, Backyard 30 mins. __45 mins. __60 mins. b. Water Habitats – Pond, Lake, Seashore, Ocean 30 mins. __45 mins. __60 mins. c. Caring for Habitats 30 mins. __45 mins. __60 mins. d. Eliminating the Habitats of Vectors 30 mins. __45 mins. __60 mins. 16 Primary Science Curriculum 2010 UNIT/ TOPIC ALLOCATION G RADE: 2 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and Structure of Earth 5. EARTH’S RESOURCES a. Rocks and Minerals 30 mins. __45 mins. __60 mins. b. Uses of Rocks and Minerals 30 mins. __45 mins. __60 mins. Changes in the Earth and Sky 6. WEATHER CHANGES a. Weather in The Bahamas 30 mins. __45 mins. __60 mins. b. Weather Instruments 30 mins. __45 mins. __60 mins. c. How Weather Affects People 2x30 mins. __45 mins. __60 mins. Universe and the Solar System 7. CHANGES IN THE SKY 1. The Moon and its Changes 2x30 mins. __45 mins. __60 mins. 2. Constellations 2x30 mins. __45 mins. __60 mins. PHYSICAL SCIENCE Properties and Changes in Matter 8. MEASURING MATTER 5. What is Matter? 30 mins. __45 mins. __60 mins. 6. Measuring Length and Mass 2x30 mins. __45 mins. __60 mins. 7. How Much Can Things Hold? 2x30 mins. __45 mins. __60 mins. Forces and Energy 9. SOURCES OF ENERGY a. The Sun’s Energy 30 mins. __45 mins. __60 mins. b. Wind Energy 30 mins. __45 mins. __60 mins. c. Energy from the Water 30 mins. __45 mins. __60 mins. d. Magnets 2x30 mins. __45 mins. __60 mins. Primary Science Curriculum 2010 17 UNIT/ TOPIC ALLOCATION GR ADE: 3 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. VERTEBRATES a. Definition/Characteristics/Traits __30 mins.  45 mins. __60 mins. b. Vectors __30 mins.  45 mins. __60 mins. c. Mammals and Birds __30 mins.  45 mins. __60 mins. d. Reptiles, Fish, Amphibians __30 mins.  45 mins. __60 mins. e. Body Parts/Function of Fish __30 mins.  45 mins. __60 mins. f. Body Parts-Survival __30 mins.  45 mins. __60 mins. 2. DIGESTIVE SYSTEM a. Parts of the Digestive System __30 mins.  45 mins. __60 mins. b. Process of Digestion/Function __30 mins.  45 mins. __60 mins. c. Proper Nutrition/Exercise __30 mins.  45 mins. __60 mins. d. Food Groups __30 mins.  45 mins. __60 mins. e. Health Resources __30 mins.  45 mins. __60 mins. Structure and Function 3. PLANT PARTS AND FUNCTION d. Plant Parts/Function __30 mins.  45 mins. __60 mins. e. Function of Seeds __30 mins.  45 mins. __60 mins. f. Seed Growth Patterns __30 mins.  45 mins. __60 mins. Organisms and the Environment 4. ECOSYSTEMS i. Living/non-living organisms in a garden __30 mins.  45 mins. __60 mins. j. Types of Gardens __30 mins.  45 mins. __60 mins. k. Experiment with seeds – Containerized with Seeds __30 mins.  45 mins. __60 mins. l. Rocky and Sandy Shores __30 mins.  45 mins. __60 mins. m. The Grouper – Coral Reefs (Home) __30 mins.  45 mins. __60 mins. n. The Grouper – Protection/Laws __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 18 UNIT/ TOP IC ALLOCATION GR ADE: 3 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and structure of Earth 5. Earth Materials Systems a. Earth’s Natural Resources – Uses __30 mins.  45 mins. __60 mins. b. Sources of air, water and land pollution __30 mins.  45 mins. __60 mins. c. Pollution prevention __30 mins.  45 mins. __60 mins. d. Environmental stewards – Care of Earth’s Resources __30 mins.  45 mins. __60 mins. Changes in Earth and Sky 6. EARTH’S AIR AND WATER a. The Water Cycle __30 mins.  45 mins. __60 mins. b. How Clouds Form – Classify/Traits __30 mins.  45 mins. __60 mins. c. Weather Conditions – Types of Clouds __30 mins.  45 mins. __60 mins. Universe and the Solar System 7. THE EARTH a. The Earth – Relation to Sun __30 mins.  45 mins. __60 mins. b. Motion of Earth __30 mins.  45 mins. __60 mins. 8. SEASONS a. Types of Seasons __30 mins.  45 mins. __60 mins. b. Causes of Seasons __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 19 UNIT/ TOPIC ALLOCATION GR ADE: 3 SECTION STRAND TOPICS DURATION (Hours) PHYSICAL SCIENCE Properties and changes in matter 9. MATTER a. States of Matter (solid, liquid, gas) __30 mins.  45 mins. __60 mins. b. Properties of Matter __30 mins.  45 mins. __60 mins. c. Changes in Matter __30 mins.  45 mins. __60 mins. d. Measuring Matter __30 mins.  45 mins. __60 mins. Forces and Energy 10. MATTER cont’d. a. Sources and Forms of Energy/Uses __30 mins.  45 mins. __60 mins. b. Define fuels __30 mins.  45 mins. __60 mins. c. How Fossil Fuels Form __30 mins.  45 mins. __60 mins. d. Transfer of Electricity __30 mins.  45 mins. __60 mins. e. Magnets – Objects Repel/Attract __30 mins.  45 mins. __60 mins. f. Magnets – Uses __30 mins.  45 mins. __60 mins. g. Conservation __30 mins.  45 mins. __60 mins. h. Ways to Conserve __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 20 UNIT/ TOPIC ALLOCATION G RADE: 4 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. INVERTEBRATES a. Vertebrates and Invertebrates __30 mins.  45 mins. __60 mins. b. Traits of Invertebrates __30 mins.  45 mins. __60 mins. c. Invertebrate Groups __30 mins.  45 mins. __60 mins. d. Traits of Insects and Spiders __30 mins.  45 mins. __60 mins. e. Life Cycle of Insects (mosquito and cockroach) __30 mins.  45 mins. __60 mins. f. Animal Adaptations (mimicry and camouflage) __30 mins.  45 mins. __60 mins. Structure and Function in Living 2. THE HUMAN BODY AND HYGIENE Systems a. The Respiratory System __30 mins.  45 mins. __60 mins. b. The Nervous System __30 mins.  45 mins. __60 mins. c. Risk Factors to Health __30 mins.  45 mins. __60 mins. d. Safety Procedures for Natural Disasters __30 mins.  45 mins. __60 mins. 3. PLANTS a. Seed and Non-seed Plants __30 mins.  45 mins. __60 mins. b. Seed Plants __30 mins.  45 mins. __60 mins. c. Monocots and Dicots __30 mins.  45 mins. __60 mins. d. Seed Germination __30 mins.  45 mins. __60 mins. e. Indigenous Plants __30 mins.  45 mins. __60 mins. Organisms and The Environment 4. CONSERVING ECOSYSTEMS a. Food Chain and Web __30 mins.  45 mins. __60 mins. b. Relationships in Ecosystems (producers, consumers and __30 mins.  45 mins. __60 mins. decomposers) c. Pine Forests, Coral Reefs, Mangroves __30 mins.  45 mins. __60 mins. d. Four Types of Mangroves __30 mins.  45 mins. __60 mins. e. Importance of Mangroves __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 21 UNIT/ TOPIC ALLOCATION GRADE: 4 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and Structure of Earth 5. CHANGES ON EARTH a. The earth’s Layers __30 mins.  45 mins. __60 mins. b. Weathering and Erosion __30 mins.  45 mins. __60 mins. c. Causes of Weathering __30 mins.  45 mins. __60 mins. d. Ocean Resources __30 mins.  45 mins. __60 mins. e. Movement of Ocean Water __30 mins.  45 mins. __60 mins. f. Ocean Pollution __30 mins.  45 mins. __60 mins. Changes in Earth and Sky 6. WEATHER a. Meteorology __30 mins.  45 mins. __60 mins. b. The Earth’s Atmosphere __30 mins.  45 mins. __60 mins. c. Properties of Air __30 mins.  45 mins. __60 mins. d. Elements of Weather __30 mins.  45 mins. __60 mins. e. Weather and Climate __30 mins.  45 mins. __60 mins. f. Measuring Weather Conditions (temperature and wind __30 mins.  45 mins. __60 mins. direction) g. The Sun’s effect on Earth __30 mins.  45 mins. __60 mins. Universe and The Solar System 7. EXPLORING THE PLANTS a. The Planets __30 mins.  45 mins. __60 mins. b. The Inner and Outer Planets __30 mins.  45 mins. __60 mins. c. Scale Model of Planets __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 22 UNIT/ TOPIC ALLOCATION GRADE: 4 SECTION STRAND TOPICS DURATION (Hours) PHYSICAL SCIENCE Properties and Changes in Matter 8. MATTER CHANGES a. Properties of Matter __30 mins.  45 mins. __60 mins. b. Physical Changes in Matter __30 mins.  45 mins. __60 mins. c. Physical Properties and Physical Changes in Matter __30 mins.  45 mins. __60 mins. d. Measuring Matter (mass and volume) __30 mins.  45 mins. __60 mins. Forces and Energy 9. MAKING WORK EASIER a. Force, Work and Motion __30 mins.  45 mins. __60 mins. b. Measuring Force (pushes and pulls) __30 mins.  45 mins. __60 mins. c. Simple Machines __30 mins.  45 mins. __60 mins. d. Wedges and Inclined Planes __30 mins.  45 mins. __60 mins. e. Energy Conservation __30 mins.  45 mins. __60 mins. 10. TECHNOLOGY a. Technology in the Ocean __30 mins.  45 mins. __60 mins. Primary Science Curriculum 2010 23 UNIT/ TOPIC ALLOCATION GRA DE: 5 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. INVERTEBRATES Crustaceans a. Common traits of invertebrates __30 mins. __45 mins. 60 mins. b. Characteristics and identification of crustaceans __30 mins. __45 mins. 60 mins. c. Impact on the Bahamian economy and laws that preserve the __30 mins. __45 mins. 60 mins. spiny lobster 2. Mollusks a. Characteristics, identification and classification of mollusks __30 mins. __45 mins. 60 mins. and the queen conch in our economy b. Stinging Cell Animals __30 mins. __45 mins. 60 mins. 3. Vectors (Insect) a. Definition, identification and characteristics __30 mins. __45 mins. 60 mins. b. Diseases, treatment and elimination of vectors __30 mins. __45 mins. 60 mins. 4. How Animals meet their needs a. Instincts and Learned behavior __30 mins. __45 mins. 60 mins. b. Animals that migrate and hibernate __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 24 UNIT/ TOPIC ALLOCATION GRADE: 5 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Structure and Function in Living 5. HEALTH Systems. a. Skeletal System __30 mins. __45 mins. 60 mins. b. Muscular System __30 mins. __45 mins. 60 mins. c. Personality, relationships and self concepts __30 mins. __45 mins. 60 mins. d. Investigating eating habits, disorders and their affect on __30 mins. __45 mins. 60 mins. growth and development Structure and Function of Living 6. PLANTS Systems. a. Photosynthesis __30 mins. __45 mins. 60 mins. b. Indigenous and Medicinal Plants __30 mins. __45 mins. 60 mins. c. Plant Conservation __30 mins. __45 mins. 60 mins. Organisms and the Environment 7. ECOLOGY a. Ecosystems and the interdependence of living and nonliving __30 mins. __45 mins. 60 mins. elements b. Predator, prey and scavengers as it relates to food chains and __30 mins. __45 mins. 60 mins. webs c. Water, fisheries and electricity as resources __30 mins. __45 mins. 60 mins. d. Preserving national parks of The Bahamas __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 25 UNIT/ TOPIC ALLOCATION GR ADE: 5 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and Structure of Earth’s 8. EARTH Systems a. Resources of the earth and oceans __30 mins. __45 mins. 60 mins. b. Pollutants, their affect on marine life, prevention and __30 mins. __45 mins. 60 mins. conservation of the oceans 9. FOSSILS a. Description, formation and types of fossils __30 mins. __45 mins. 60 mins. 10. THE ATMOSPHERE a. Layers of the atmosphere __30 mins. __45 mins. 60 mins. b. Conditions that change weather and its effect on people __30 mins. __45 mins. 60 mins. c. Measuring weather using a rain gauge and windsock __30 mins. __45 mins. 60 mins. Universe and the Solar System 6. SOLAR SYSTEM a. What is the solar system? __30 mins. __45 mins. 60 mins. b. Rotation and revolution __30 mins. __45 mins. 60 mins. c. The sun and other stars __30 mins. __45 mins. 60 mins. d. Benefits of the sun on the earth and other planets __30 mins. __45 mins. 60 mins. e. Other objects in space __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 26 UNIT/ TOPIC ALLOCATION GRA DE: 5 SECTION STRAND TOPICS DURATION (Hours) PHYSICAL SCIENCE Properties and Changes in Matter 7. INVESTIGATING MATTER a. Classification of matter __30 mins. __45 mins. 60 mins. b. Substances and mixtures __30 mins. __45 mins. 60 mins. c. Solutes and solvents __30 mins. __45 mins. 60 mins. Forces and Energy 8. ENERGY a. Potential and Kinetic Energy __30 mins. __45 mins. 60 mins. b. Effects of forces on the motion of objects __30 mins. __45 mins. 60 mins. c. Heat and temperature as forms of energy __30 mins. __45 mins. 60 mins. d. Technology and forms of energy __30 mins. __45 mins. 60 mins. e. Simple machines, the lever and screw __30 mins. __45 mins. 60 mins. f. Conservation of energy __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 27 UNIT/ TOPIC ALLOCATION GRA DE: 6 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Characteristics of Organisms 1. THE CELL a. Parts and Functions __30 mins. __45 mins. 60 mins. b. Compare plant and animal cell __30 mins. __45 mins. 60 mins. 2. FUNGI a. Classify four types Harmful and helpful fungi __30 mins. __45 mins. 60 mins. b. Harmful and helpful fungi __30 mins. __45 mins. 60 mins. c. Growth of fungi __30 mins. __45 mins. 60 mins. 3. INVERTEBRATES a. Traits of sponges __30 mins. __45 mins. 60 mins. b. Traits of echinoderms __30 mins. __45 mins. 60 mins. c. Kinds of worms __30 mins. __45 mins. 60 mins. Structure and Functions in Living 4. CIRCULATORY SYSTEM Systems a. Parts of the Circulatory System and labels of the heart __30 mins. __45 mins. 60 mins. b. Function of the heart and blood vessels. __30 mins. __45 mins. 60 mins. c. Risk factors that affect the Circulatory System __30 mins. __45 mins. 60 mins. 5. IMMUNE SYSTEM a. Functions and parts of the immune system __30 mins. __45 mins. 60 mins. b. Negative affects on the immune system __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 28 UNIT/ TO PIC ALLOCATION G RADE: 6 SECTION STRAND TOPICS DURATION (Hours) LIFE SCIENCE Structure and Functions in Living 6. FROM FLOWER TO FRUIT Systems a. Parts and Functions of a flower __30 mins. __45 mins. 60 mins. b. Life cycle of a flower __30 mins. __45 mins. 60 mins. c. Plant growth and responses __30 mins. __45 mins. 60 mins. d. Plant adaptation __30 mins. __45 mins. 60 mins. Organisms and the environment 7. BIOMES a. Define biomes and infer why organisms live in certain __30 mins. __45 mins. 60 mins. biomes b. Compare and contrast different biomes __30 mins. __45 mins. 60 mins. 8. ENVIRONMENTAL CHANGES CAUSING ENDANGERMENT OR EXTINCTION a. Compare natural resources on the environment. __30 mins. __45 mins. 60 mins. b. The effects of human activities on the environment __30 mins. __45 mins. 60 mins. c. Endangered animals __30 mins. __45 mins. 60 mins. EARTH SCIENCE Properties and Structure of Earth 9. WEATHERING AND EROSION a. Forces of weathering and erosion __30 mins. __45 mins. 60 mins. b. Wind, rain, heat, wave action, ice, snow, gravity. __30 mins. __45 mins. 60 mins. c. Earthquakes, Volcanoes __30 mins. __45 mins. 60 mins. d. Natural resources on Earth __30 mins. __45 mins. 60 mins. e. Renewable and non renewable resources __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 29 UNIT/ TOPIC ALLOCATION GRA DE: 6 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and Structure of Earth 10. POLLUTION a. Air Pollution __30 mins. __45 mins. 60 mins. b. Land Pollution __30 mins. __45 mins. 60 mins. c. Water Pollution __30 mins. __45 mins. 60 mins. 11. OIL, COAL AND NATURAL GAS a. Compare coal, oil and natural gas __30 mins. __45 mins. 60 mins. b. Advantages and Disadvantages of fossil fuels __30 mins. __45 mins. 60 mins. c. Petroleum and Natural Gas __30 mins. __45 mins. 60 mins. Changes in Earth and Sky 12. PREDICTING WEATHER a. Factors of weather __30 mins. __45 mins. 60 mins. b. Weather Instruments __30 mins. __45 mins. 60 mins. c. Weather/Climate __30 mins. __45 mins. 60 mins. 13. STORMS a. Compare traits of storms __30 mins. __45 mins. 60 mins. b. Safety precautions during storms __30 mins. __45 mins. 60 mins. Universe and the Solar System 14. a. Surface and atmosphere of planets __30 mins. __45 mins. 60 mins. b. planets susceptible to life __30 mins. __45 mins. 60 mins. c. space equipment __30 mins. __45 mins. 60 mins. d. vehicles to explore space __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 30 UNIT/ TOPIC ALLOCATION GRA DE: 6 SECTION STRAND TOPICS DURATION (Hours) PHYSICAL SCIENCE Properties and Changes in Matter 15. PHYSICAL PROPERTIES AND CHANGES a. What are physical changes in matter __30 mins. __45 mins. 60 mins. b. Use equipment to measure physical properties __30 mins. __45 mins. 60 mins. 16. CHEMICAL PROPERTIES a. Record chemical changes in matter __30 mins. __45 mins. 60 mins. b. Define/State chemicals that cause changes in matter __30 mins. __45 mins. 60 mins. c. Compare physical and chemical changes in matter __30 mins. __45 mins. 60 mins. 17. MAGNETISM a. Locate poles and magnetic field __30 mins. __45 mins. 60 mins. Forces and Energy 18. MOTION AND FORCES a. Define motion/The relationship between motion, speed and __30 mins. __45 mins. 60 mins. direction 19. A SIMPLE CIRCUIT a. How a simple circuit works __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 31 UNIT/ TOPIC ALLOCATION GRA DE: 6 SECTION STRAND TOPICS DURATION (Hours) PHYSICAL SCIENCE Forces and Energy 20. FRICTION a. The effects of friction on certain materials __30 mins. __45 mins. 60 mins. 21. PULLEYS AND WHEEL AND AXEL a. How simple machines make work easier __30 mins. __45 mins. 60 mins. 22. DEFINE ENERGY CONSERVATION a. Write ways that energy can be conserved __30 mins. __45 mins. 60 mins. Primary Science Curriculum 2010 32 STAND ARDS AN D BENCH MARKS Primary Science Curriculum 2010 33 Standards & Benchmarks—Science & Technology (Grade 1 - Grade 6) Summary of Science & Technology Standards 1. **Understands basic features of the Earth 2. **Understands basic Earth processes 3. **Understands essential ideas about the composition and structure of the universe and the Earth’s place in it 4. **Knows about the diversity and unity that characterize life 5. **Knows the general structure, organization and functions of cells in organisms 6. **Understands how species depend on one another and on the environment for survival 7. **Understands basic concepts about the structure and properties of matter 8. **Understands energy types, sources and conversions, and their relationship to heat and temperature 9. **Understands motion and the principles that explain it 10. **Understands the nature of scientific knowledge and inquiry STANDARD **UNDERSTANDS BASIC FEATURES OF THE EARTH Benchmarks Grade 1 • ***knows that Earth has several land forms (e.g. identifies hills, mountains, valleys and flatlands) • *** knows that Earth has several bodies of water (e.g. identifies lakes, rivers and oceans, describes the characteristics of water) • ***knows that soil is comprised of various materials (e.g. classifies soil according to its physical characteristics, identifies the living and non-living materials found in soil) • ***knows that there are different types of rocks (***e.g. classifies rocks by their colour, shape and size) • ***knows the characteristics of air • *describes local natural habitats (e.g. ocean, lakes, trees) a The single asterisk (*) indicates that the following item has been adopted/adapted from the Ontario Model accessed at http://www.edu.gov.on.ca/eng/document/curricul/kinder/kinder.html b The two asterisks (**) indicate that the following item has been adopted/adapted from the McRel Model: Kendall, J. S. & Marzano, R. J. (1997) Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, Co: Mid-continent Regional Educational Laboratory, Inc. c The three asterisks (***) indicate that the following item has been adopted/adapted from the Commonwealth of The Bahamas, Ministry of Education, 1997 Primary Science Curriculum Guidelines. Primary Science Curriculum 2010 34 Grade 2 • **knows that Earth materials consist of solid rocks, soils, liquid water, and the gases of the atmosphere (***e.g. identifies features of the Earth, names landforms, identifies bodies of water) • ***explains how rocks are alike and different (e.g. classifies rocks as sedimentary, igneous, and metamorphic) • ***identifies bodies of water on the Earth • ***understands that soil is comprised of various materials (e.g. concludes that different kinds of plants, animals, and rocks, make up different kinds of soil; describes different kinds of soil their composition and formation) • ***describes changes in the sky as related to the sun, moon and stars Grade 3 • ***understands the sun’s importance to living things on the Earth • ***understands how the movements of the Earth cause day, night and the seasons (***e.g. describes the way in which the sun seems to move across the sky each day, examines the relationship between how often the earth rotates and the length of day, describes the position of the sun in the sky at sunrise, noon and sunset) • ***knows the composition of air (e.g. identifies the gas in the air that living organisms need, explains how one can tell that air is soil and water) • ***understands that there are various types and forms of water on the Earth (e.g. identifies places where fresh water, salt water, icebergs and glaciers are found) Grade 4 • ***understands that natural forces can change the land (e.g. describes the effects of water and wind on rocks and soil; describes the forces of erosion, a volcano, an earthquake; demonstrates an understanding of the factors— minerals, temperatures, forces— involved in the composition and formation of rocks) • **knows that water can be a liquid or a solid and can be made to change from one form to the other, but the amount of water stays the same • **knows that short-term weather conditions (e.g. temperature, rain, snow) can change daily, and weather patterns change over the seasons Grade 5 • **knows that water is an importance resource (e.g. ***lists two resources that come from the oceans, ***explains why lakes and ponds are important, categorizes the various uses of water, uses the physical properties of water to describe or illustrate the water cycle, compares and contrasts fresh water and salt water environments, describes human impacts on the Earth's water resources) • **knows the major differences between fresh and ocean waters • **knows that air is a substance that surrounds us, takes up space, and moves around us as wind Primary Science Curriculum 2010 35 Grade 6 • **knows that clouds and fog are made of tiny droplets of water • **knows that water can change from one state to another (solid, liquid, gas) through various processes (e.g. freezing, condensation, precipitation, evaporation) • **knows that night and day are caused by the Earth’s rotation on its axis • **knows that the Sun provides the light and heat necessary to maintain the temperature of the Earth STANDARD **UNDERSTANDS BASIC EARTH PROCESSES Benchmarks Grade 1 • *identifies patterns and cycles in the natural world (e.g. pattern of petals on a flower; life cycle of a butterfly) • *describes some natural occurrences, using his/her own observations (e.g. sprouting of seeds; opening of buds; ***weather conditions as sunny, cloudy, rainy, snowy, windy, hot, warm, cold) • *demonstrates an understanding of changes that occur in daily and seasonal cycles and of how these changes affect the characteristics, behaviour, and location of living things • *investigates changes that occur in a daily cycle and in a seasonal cycle (e.g. ***identifies spring, summer, autumn and winter as the four seasons) • *describes how living things, including humans, adapt to and prepare for daily and seasonal changes Grade 2 • *demonstrates an awareness of the forms in which water and air are present in the environment, and describes ways in which living things are affected by water and air (***e.g. describes weather changes and how they affect people, identifies seasons and how they affect what people wear) • *investigates the visible effects of air and water in the environment • *describes ways in which clean air and water are vital for meeting the needs of humans and other living things • **knows that rocks come in many different shapes and sizes (e.g. boulders, pebbles, sand) Grade 3 • *demonstrates an understanding of the similarities and differences between various soils and the effects of moving water on soils • *investigates the components of various soils, and describes the effects of moving water on these soils • *recognizes the dependence of humans and other living things on soil and recognizes its importance as a source of materials for making useful objects • understands the concept of weather (***e.g. defines the term weather, defines the temperature and wind direction, describes weather conditions, classifies clouds according to how they look and the weather conditions with which they are associated) Primary Science Curriculum 2010 36 Grade 4 • **knows that smaller rocks come from the breakage and weathering of bedrock and larger rocks • **knows that rock is composed of different combinations of minerals • *demonstrates an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape • *investigates, tests and compares the physical properties of rocks and minerals and investigates the factors that cause erosion of the landscape • *describes the effects of human activity (e.g. land development, building of dams, mine development, erosion-preventing measures) on physical features of the landscape, and examines the use of rocks and minerals in making consumer products Grade 5 • **knows the composition and properties of soils (e.g. components of soil such as weathered rock, living organisms, products of plants and animals; properties of soil such as colour, texture, capacity to retain water, ability to support plant growth) • *demonstrates an understanding of the major climatic factors and patterns associated with weather (e.g. describes the key features of a variety of weather conditions, identifies factors responsible for weather systems locally and globally) • *investigates the major climatic factors associated with weather, and designs, constructs and tests a variety of instruments for recording various features of the weather (e.g. identifies and measures the factors that influence local weather, uses instruments to measure local weather conditions) • *examines how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions (e.g. describes the consequences of extreme weather conditions) Grade 6 • *demonstrates an understanding of the patterns of change observable on Earth as a result of the movement of the different bodies in the solar system (e.g. solar and lunar eclipses, tides, phases of the moon, position of the constellations) and of the physical characteristics of the different components of the solar system; • *investigates, using models and simulations, the relationship between the Sun, Earth, and Moon, the patterns of change observable on earth that result from the movement of these bodies, and the physical characteristics of the different components of the solar system (e.g. the Sun and planets, inner planets and outer planets) • *describes technological and scientific advances that enable humans to study space, and explain how these advances have affected the quality of life on earth (e.g. lists the contributions that space exploration has made to everyday life) • **knows how features on the Earth’s surface are constantly changed by a combination of slow and rapid processes (e.g. weathering, erosion, and deposition of sediment caused by waves, wind, water, and ice; sudden changes in the landscape caused by landslides, volcanic eruptions, and earthquakes) • **knows that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time Primary Science Curriculum 2010 37 STANDARD **UNDERSTANDS ESSENTIAL IDEAS ABOUT THE COMPOSITION AND STRUCTURE OF THE UNIVERSE AND THE EARTH’S PLACE IN IT Benchmarks Grade 1 • ***knows the basic composition and structure of the universe (e.g. identifies the basic characteristics of the sun, observes that the earth gets light and warmth from the sun, identifies the moon and stars as objects in the night time sky, explains what causes day and night) Grade 2 • **knows basic patterns of the Sun and Moon (e.g. the Sun appears every day, and the Moon appears sometimes at night and sometimes during the day; the Sun and Moon appear to move from east to west across the sky; the Moon appears to change shape over the course of a month) Grade 3 • **knows that the stars are innumerable, unevenly dispersed, and of unequal brightness Grade 4 • **knows that telescopes magnify distant objects in the sky (e.g. the Moon, planets) and dramatically increase the number of stars we can see (***e.g. understands the usefulness of telescopes in studying space Grade 5 • **knows that the Earth is one of several planets that orbit the Sun, and the Moon orbits around the Earth (***e.g. identifies the position of earth relative to the sun, the moon and other planets, describes the movements of earth, discusses the relationship between a planet’s orbit and the length of its year) Grade 6 • **knows that the patterns of stars in the sky stay the same, although they appear to slowly move from east to west across the sky nightly, and different stars can be seen in different seasons (***e.g. lists the inner and outer planets of the solar system, describes and compares planets of the solar system, names the three types of bodies in the solar system) • **knows that planets look like stars, but over time they appear to wander among the constellations (***e.g. relates the motions of a planet to a concept of night and day, describes and compares the major characteristics of the planets of the solar system) • **knows that astronomical objects in space are massive in size and are separated from one another by vast distances (e.g., many stars are more massive than our Sun but so distant they look like points of light, ***identifies the distance of the Sun from Earth, ***explains why the Sun appears much brighter from earth than do other stars, ***analyses how a day on a planet can be longer than a year on another planet) Primary Science Curriculum 2010 38 STANDARD **KNOWS ABOUT THE DIVERSITY AND UNITY THAT CHARACTERIZE LIFE Benchmarks Grade 1 • *knows the basic needs of animals and plants (e.g., the need for food, air, and water, ***identifies conditions that animals and plants need to grow) • *investigates the characteristics and needs of animals and plants (***e.g. describes ways in which plants are alike and different, classifies things as living or non-living: growth, reproduction, and movement, measures and records plant growth--metric) • *demonstrates awareness that animals and plants depend on their environment to meet their basic needs (***e.g. identifies foods that come from plants, identifies foods from plants that must be processed before they are eaten, identifies animals that are used as a source of food, identifies animals that are used for clothing) • *describes the requirements for good health for humans (***e.g. determines the requirements of healthy plants and healthy animals, describes habits that maintain good health, lists common illness caused by pests and vectors) Grade 2 • *demonstrates an understanding of the similarities and differences among various types of animals and the ways in which animals adapt to different environmental conditions (***e.g., explains how animal body parts and other adaptations help them to live in their habitats) • *investigates physical and behavioural characteristics and the process of growth of different types of animals • *identifies ways in which humans can affect other animals Grade 3 • **knows that plants and animals need certain resources for energy and growth (e.g. food, water, light, air) • *demonstrates an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow (e.g. describes structures that enable different plants to survive in different environments, compares and contrasts different types of plant life cycles) • *investigates the requirements of plants and the effects of changes in environmental conditions on plants (e.g. describes how plants take in water, nutrients and light and the effect of these factors on them) • *describes ways in which plants are important to other living things, and the effects of human activities on plants (e.g. suggests reasons for the endangerment or extinction of plant species, explain how animals interact with one another) • **knows that some kinds of organisms that once lived on Earth have completely disappeared (e.g. dinosaurs, trilobites, mammoths, giant tree ferns, horsetail trees) • **knows that plants and animals have features that help them live in different environments (e.g. compares and contrasts different types of animal life cycles, compares and contrasts plant and animal life cycles, describes structures that enable animals to survive in different environments) Primary Science Curriculum 2010 39 Grade 4 • ***distinguishes between living and non-living things (e.g. states characteristics) • ***classifies different types of animals (e.g. distinguishes between vertebrates and invertebrates) • ***classifies different types of plants (e.g. identifies seed plants, flowering plants, traits of conifers, non-seed plants) • ***identifies living organisms that are neither plants or animals Grade 5 • **knows different ways in which living things can be grouped (e.g. plants/animals; pets/non-pets; edible plants/non-edible plants) and purposes of different groupings • **knows that fossils of past life can be compared to one another and to living organisms to observe their similarities and differences Grade 6 • **knows that plants and animals progress through life cycles of birth, growth and development, reproduction and death; the details of these life cycles are different for different organisms • **knows that the transfer of energy (e.g. through the consumption of food) is essential to all living organisms • **knows the organization of simple food chains and food webs (e.g. green plants make their own food with sunlight, water, and air; some animals eat the plants; some animals eat the animals that eat the plants) • *demonstrates an understanding of ways in which classification systems are used to understand the diversity of living things and the interrelationships among living things • *investigates classification systems and some of the processes of life common to all animals (e.g. growth, reproduction, movement, response, and adaptation) • *describes ways in which classification systems can be used in everyday life STANDARD **KNOWS THE GENERAL STRUCTURE, ORGANISATION AND FUNCTIONS OF CELLS IN ORGANISMS Benchmarks Grade 1 • ***knows the importance and functions of the eyes, ears, tongue, skin, nose as sense organs • ***knows the four main internal organs (e.g. identifies the heart, lungs, brain, and stomach) • understands the connection between health and welfare (***describes habits that maintain good health) • identifies the stages in the life cycle of a plant and of a pet or other animal • demonstrates how plants and other organic material can be recycled back into the environment Primary Science Curriculum 2010 40 Grade 2 • *describes changes in the appearance and activity of an animal as it goes through a complete life cycle (e.g., mealworm) • *compares the life cycles of some animals that have similar life cycles (e.g. bee and butterfly) and some that have different life cycles (e.g., gerbil and butterfly) • **knows that plants and animals closely resemble their parents • *identifies constant traits (e.g. number of legs) and changing traits (e.g., weight) in animals as they grow, and compares the appearance of young and mature animals of the same species • *investigates physical and behavioural characteristics and the process of growth of different types of animals • ***evaluates the importance of the five senses (e.g. describes their basic structure and function of the organs involved in hearing and speech, relates the nature of sound to hearing, describes ways to protect his/her hearing and speech organs from damage) Grade 3 • **knows that differences exist among individuals of the same kind of plant or animal • **knows that animals require air, water, food, and shelter; plants require air, water, nutrients, and light • *demonstrates an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow • *identifies the major parts of plants (e.g. seeds, stem, pistil) and describes their basic functions • *describes, using his/her observations, the changes that plants undergo in a complete life cycle (e.g. from the germination of a seed to the production of flowers or fruit) • *compares the life cycles of different kinds of plants (e.g. plants that grow from bulbs or from seeds) • *identifies traits that remain constant in some plants as they grow (e.g. leaf shape, leaf size, flower colour) Grade 4 • understands that all living things are composed of cells • identifies the characteristics of various single-celled organisms • knows that dietary habits and behaviour are related to an organism's health • knows that the life processes of an organism are related to its use of nutrients, water, and oxygen • describes the changing requirements of organisms as they grow Grade 5 • *demonstrates an understanding of the structure and function of the respiratory, circulatory, digestive, excretory, and nervous systems, and the interactions of organs within each system • *investigates the structure and function of the major organs of the respiratory, circulatory, digestive, excretory, and nervous systems • *demonstrates an understanding of factors that contribute to good health Primary Science Curriculum 2010 41 Grade 6 • **knows that many characteristics of an organism are inherited from the parents of the organism (e.g., eye colour in human beings, fruit or flower colour in plants), and other characteristics result from an individual’s interactions with the environment (e.g. people’s table manners, ability to ride a bicycle) • **knows that each plant or animal has different structures which serve different functions in growth, survival, and reproduction (e.g., humans have distinct structures of the body for walking, holding, seeing, and talking) • identifies the similarities and differences in plant and animal cells • analyses the effects of micro-organisms on other organisms • describes the human body's various defences against harmful micro-organisms STANDARD **UNDERSTANDS HOW SPECIES DEPEND ON ONE ANOTHER AND ON THE ENVIRONMENT FOR SURVIVAL Benchmarks Grade 1 • *demonstrates awareness of the need for recycling (e.g. ***describes ways in which people can protect the places where plants and animals live (reuse, recycle) • *demonstrates an understanding of and care for the natural world • ***describes ways in which people can harm the places where plants and animals live (pollution, encroachment) • ***describes ways in which plant and animal habitats depend on each other Grade 2 • **knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals • *knows the concepts of a habitat and community Grade 3 • *knows the factors that could affect habitats and communities of plants and animals (e.g. ***identifies sources of air and water pollution and how it can be eliminated, explains how recycling is related to conservation) • *investigates the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat • *describes ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats Grade 4 • ***defines natural resources and gives examples • ***identifies ways to avoid pollution • *understands the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals (e.g., ***describes ways in Primary Science Curriculum 2010 42 which groups of animals live in a neighbourhood) • *investigates the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat • *describes ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats. Grade 5 • **knows that the behaviour of individual organisms is influenced by internal cues (e.g. hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues • **knows that an organism’s patterns of behaviour are related to the nature of that organism’s environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment) • ***understands the concept of an ecosystem (e.g. explains the interdependence of living and non-living parts of an ecosystem, identifies the three different groups in an ecosystem, lists the importance of producers, consumers and decomposers to the ecosystem, explains how living things in an ecosystem form a community) Grade 6 • **knows that changes in the environment can have different effects on different organisms (e.g. some organisms move in, others move out; some organisms survive and reproduce, others die) • **knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental (***e.g., defines the term pollution, defines the term conservation, lists ways to conserve our national resources) STANDARD **UNDERSTANDS BASIC CONCEPTS ABOUT THE STRUCTURE AND PROPERTIES OF MATTER Benchmarks Grade 1 • *distinguishes between objects and materials (e.g. scissors are objects and they can be made of metal and/or plastic), and identifies and describes the properties of some materials (e.g. flexibility of plastic, hardness of wood) • *investigates the properties of materials and makes appropriate use of materials when designing and making objects (***e.g., identifies materials that are used to make mixtures, describes how things change when you mix them) • *describes the function of specific materials in manufactured objects that he/she and others use in daily life Grade 2 • *demonstrates an understanding of the properties of familiar liquids (e.g. vinegar, detergent, water, oil) and solids (e.g., sugar, salt, sand), and of interactions between liquids and between liquids and solids Primary Science Curriculum 2010 43 • *investigates the properties of and interactions between liquids and between liquids and solids, and identifies the types of objects or materials that can be used to contain liquids and solids (e.g. a plastic bowl will hold a liquid or a solid but a paper towel will only hold a dry solid) • *identifies and describes ways in which we use our knowledge of liquids and solids in making useful objects and in living in our environment (***e.g., evaluates the importance of the five senses, estimates the length mass and volume of objects, compares relative sizes of objects, measures the length, mass and volume of different objects) • **knows that different objects are made up of many different types of materials (e.g., cloth, paper, wood, metal) and have many different observable properties (e.g. colour, size, shape, weight; ***describes and classifies objects by size shape colour, weight, texture, and weight, ***compares objects using size, shape, colour, weight, texture) Grade 3 • **knows that things can be done to materials to change some of their properties (e.g., heating, freezing, mixing, cutting, dissolving, bending), but not all materials respond the same way to what is done to them (***e.g., compares some characteristics of solids, liquids and gases, classifies solids, liquids and gases that are used daily) • *demonstrates an understanding of the properties of materials that can be magnetised or charged and of how materials are affected by magnets or static electric charges • *identifies and describes, using his/her observations, ways in which static electric charges are made in everyday materials, as well as different types of interactions that take place both between charged materials and between magnetised materials • *identifies familiar uses of magnets and gives examples of static electric charges that are created in the home or at school Grade 4 • *demonstrates understanding that certain materials can transmit, reflect, or absorb light or sound • *investigates materials that transmit, reflect, or absorb light or sound and uses the findings in designing objects and choosing materials from which to construct them • *explains why materials that transmit, reflect, or absorb light and/or sound are used in a variety of consumer products Grade 5 • *demonstrates an understanding of the three states of matter and of changes in state (***e.g., identifies the three states of matter, explains the physical properties of matter, explains the physical changes in matter) • *investigates common changes of state (e.g., melting, freezing, condensing, evaporating) and makes informed choices about materials when finding solutions to problems in designing and constructing objects • *identifies the properties that make different materials useful in everyday products and discusses the environmental impact of their use Primary Science Curriculum 2010 44 Grade 6 • **knows that objects can be classified according to their properties (e.g., magnetism, conductivity, density, solubility) • **knows that materials may be composed of parts that are too small to be seen without magnification • **knows that properties such as length, weight, temperature, and volume can be measured using appropriate tools (e.g., rulers, balances, thermometers, graduated cylinders) • **knows that materials have different states (solid, liquid, gas), and some common materials such as water can be changed from one state to another by heating or cooling • **knows that the mass of a material remains constant whether it is together, in parts, or in a different state • *demonstrates an understanding of the properties of air (e.g., air and other gases have mass) and explains how these can be applied to the principles of flight • *investigates the principles of flight and determines the effect of the properties of air on materials when designing and constructing flying devices • *identifies design features (of products or structures) that make use of the properties of air, and gives examples of technological innovations that have helped inventors to create or improve flying devices STANDARD **UNDERSTANDS ENERGY TYPES, SOURCES, AND CONVERSIONS, AND THEIR RELATIONSHIP TO HEAT AND TEMPERATURE Benchmarks Grade 1 • *demonstrates an understanding of ways in which energy is used in daily life (***e.g., identifies sources of heat, identifies sources of light) • *investigates some common devices and systems that use energy and ways in which these can be controlled manually • describes different uses of energy at home, at school and in the community, and suggests ways in which energy can be conserved (***e.g., identifies ways that heat changes things: melting, cooking) Grade 2 • *demonstrates an understanding of the movement of air and of water as sources of energy • *designs and constructs devices that are propelled by moving air or moving water • *identifies wind and moving water as renewable sources of energy and determines the advantages and disadvantages of using them • **knows that the Sun supplies heat and light to Earth Grade 3 • **knows that heat can be produced in many ways (e.g., burning, rubbing, mixing substances together; ***identifies the sources of heat energy; ***identifies materials through which heat moves quickly) • **knows that electricity in circuits can produce light, heat, sound, and magnetic effects Primary Science Curriculum 2010 45 • *demonstrates an understanding of how movement is caused by forces and by energy that is stored and then released (***e.g., describes the direction in which heat moves; compares the ways light behaves as it passes through materials; describes how sound energy moves) • *investigates how different forces affect the operation of everyday devices, and designs and constructs devices that use a form of energy to create controlled movement (***e.g., identifies what causes sound energy) • identifies objects, devices, and systems in everyday life that are affected by forces and movement and explains in what ways they are useful to us (***e.g., identifies forms of energy and describes one use of each form) Grade 4 • *demonstrates an understanding of the characteristics and properties of light and sound (***e.g., gives the definition of sound and vibrate; explains the causes of sound; explains how sound travels; defines the term light; gives examples of sources of light; describes how light travels) • *investigates different ways in which light and sound are produced and transmitted, and designs and makes devices that use these forms of energy • *identifies technological innovations related to light and sound energy and how they are used and controlled at home and in the community, and determines how the quality of life has been affected by these innovations Grade 5 • *demonstrates an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources • *designs and constructs devices that use a form of energy to meet a specific need or want, and investigates how the energy is transferred to a specified output • *evaluates the reasons for conserving natural resources and identifies possible ways of conserving energy Grade 6 • **knows that heat is often produced as a by-product when one form of energy is converted to another form (e.g., heat is produced by mechanical and electrical machines) • **knows that heat can move from one object to another by conduction and that some materials conduct heat better than others (***e.g., defines the term static electricity; describes how objects become negatively charged; describes what happens during an electric discharge) • **knows the organisation of a simple electrical circuit (e.g., battery or generator, wire, a complete loop through which the electrical current can pass; ***defines the term electric current, ***compares conductors and insulators, ***makes electrical circuits) • *demonstrates understanding that electrical energy can be transformed into other forms of energy • *designs and constructs a variety of electrical circuits and investigates ways in which electrical energy is transformed into other forms of energy • *identifies uses of electricity in the home and community and evaluates the impact of these uses on both our quality of life and the environment Primary Science Curriculum 2010 46 STANDARD **UNDERSTANDS MOTION AND THE PRINCIPLES THAT EXPLAIN IT Benchmarks Grade 1 • *demonstrates awareness that structures have distinctive characteristics • *designs and makes structures that meet a specific need • *demonstrates understanding of the characteristics of different structures and of ways in which they are made, and recognises and uses some systems in the home or at school Grade 2 • *describes the position and movement of objects, and demonstrates an understanding of how simple mechanisms enable an object to move (***e.g., identifies and describes simple machines and explains their uses; describes forces used to move objects; identifies types of forces) • *designs and makes simple mechanisms, and investigates their characteristics • *recognises that different mechanisms and systems move in different ways, and that the different types of movement determine the design and the method of production of these mechanisms and systems • **knows that the position and motion of an object can be changed by pushing or pulling Grade 3 • **knows that vibrating objects produce sound • **knows that light travels in a straight line until it strikes an object • **knows that the position of an object can be described by locating it relative to another object or the background • **knows that things move in many different ways (e.g., straight line, zigzag, vibration, circular motion) • *demonstrates an understanding of the factors that affect the stability of objects • *designs and makes structures that include mechanisms and that can support and move a load, and investigate the forces acting on them • *describes, using their observations, systems involving mechanisms and structures, and explain how these systems meet specific needs and how they have been made • **knows that magnets can be used to make some things move without being touched (e.g., classifies materials as magnetic or non-magnetic; demonstrates the properties of magnetic attraction and repulsion; describes various kinds of magnets and their force fields; creates a magnet) • **knows that things near the Earth fall to the ground unless something holds them up Grade 4 • *demonstrates an understanding of the characteristics of pulleys and gears • *designs and makes pulley systems and gear systems, and investigates how motion is transferred from one system to another • *identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems Primary Science Curriculum 2010 47 Grade 5 • *demonstrates an understanding of the effect of forces acting on different structures and mechanisms (***e.g., defines the term force; describes the ways force can affect the motion of an object) • *designs and makes load-bearing structures and different mechanisms, and investigates the forces acting on them (***e.g., explains how a machine makes doing a task easier) • *evaluates the design of systems that include structures and mechanisms, and identifies modifications to improve their effectiveness • **knows that electrically charged material pulls on all other materials and can attract or repel other charged materials (***e.g., describes the conditions under which electric charges produce a magnetic field; defines the term electromagnetism; makes electromagnets; describes how a magnet can produce an electric current; identifies the charges of protons and electrons in atoms) • **knows that magnets attract and repel each other and attract certain kinds of other materials (e.g., iron, steel) Grade 6 • **knows that the pitch of a sound depends on the frequency of the vibration producing it • **knows that light can be reflected, refracted, or absorbed • **knows that an object’s motion can be described by tracing and measuring its position over time • **knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction (***e.g., defines term buoyant force; defines the term inertia; explains that a force is needed to overcome inertia) • **knows the relationship between the strength of a force and its effect on an object (e.g., the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force) • *demonstrates an understanding of different kinds of motion-linear, rotational, reciprocating, oscillating (***e.g., defines the term motion, differentiates between three types of motion) • *designs and makes mechanical devices, and investigates how mechanisms change one type of motion into another and transfer energy from one form to another • *identifies modifications to improve the design and method of production of systems that have mechanisms that move in different ways • **knows that the Earth’s gravity pulls any object toward it without touching it (***e.g., defines the term gravity; defines the term weight in relation to gravity; compares and contrasts magnetic force and the force of gravity) Primary Science Curriculum 2010 48 STANDARD **UNDERSTANDS THE NATURE OF SCIENTIFIC KNOWLEDGE AND INQUIRY Benchmarks Grade 1 • *identifies familiar technological items and describes their use in daily life (e.g., telephone, videocassette recorder) • *uses familiar technology appropriately (e.g., overhead projectors, cassette recorders, computers) • *makes things using a variety of tools and techniques (e.g., hammer, screwdriver, glue, stapler) Grade 2 • **knows that learning can come from careful observations and simple experiments • **knows that tools (e.g., thermometers, magnifiers, rulers, balances) can be used to gather information and extend the senses • **knows ways that technology is used at home and school (e.g., paging systems, telephones, VCR’s) • **knows that most things are made of parts and they may not work if some parts are missing • **knows that when parts are put together, they can do things that they couldn’t do by themselves • **understands how some elements or components of simple systems work together (e.g., parts of a bicycle) Grade 3 • **knows that in science it is helpful to work with a team and share findings with others • **knows that scientific investigations generally work the same way in different places and normally produce results that can be duplicated • **knows that new tools and ways of doing things affect all aspects of life, and may have positive or negative effects on other people • **knows that objects occur in nature; but people can also design and make objects (e.g., to solve a problem, to improve the quality of life) • **knows that tools can be used to observe, measure, make things, and do things better or more easily • **knows that people are always inventing new ways to solve problems and get work done (e.g., computer is a machine that helps people work and play) • **creates and tests a simple linear system (e.g., a production line process for making sandwiches) Grade 4 • **knows that technologies often have costs as well as benefits and can have an enormous effect on people and other living things • **knows areas in which technology has improved human lives (e.g., transportation, communication, nutrition, sanitation, health care, entertainment) Primary Science Curriculum 2010 49 Grade 5 • **knows that new inventions often lead to other new inventions and ways of doing things • **categorises items into groups of natural objects and designed objects • **identifies a simple problem that can be solved using technology • **knows that people have invented and used tools throughout history to solve problems and improve ways of doing things • **knows that when things are made up of many parts, the parts usually affect one another • **knows that things that are made of parts may not work well if a part is missing, broken, worn out, mismatched, or misconnected • **identifies the relationships between elements (i.e., components, such as people or parts) in systems Grade 6 • **knows that scientific investigations involve asking and answering a question and comparing the answer to what scientists already know about the world • **knows that scientists use different kinds of investigations (e.g., naturalistic observation of things or events, data collection, controlled experiments), depending on the questions they are trying to answer • **plans and conducts simple investigations (e.g., makes systematic observations, conducts simple experiments to answer questions) • **uses simple equipment and tools to gather scientific data and extend the senses (e.g., rulers, thermometers, magnifiers, microscopes, calculators) • **knows that good scientific explanations are based on evidence (observations) and scientific knowledge • **knows that scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations • **knows that scientists review and ask questions about the results of other scientists’ work • **knows that different people may interpret the same set of observations differently • **knows constraints that must be considered when designing a solution to a problem (e.g., cost, materials, time, space, safety, scientific laws, engineering principles, construction techniques, appearance, environmental impact, what will happen if the solution fails) • **implements proposed solutions using appropriate tools, techniques, and quantitative measurements • **evaluates a product or design (e.g., considers how well the product or design met the challenge to solve a problem; considers the ability of the product or design to meet constraints), and makes modifications based on results • **assembles, disassembles, and tests systems (e.g., in logo programming, using paper and pencil designs) • **knows that although the same scientific investigation may give slightly different results when it is carried out by different persons, or at different times or places, the general evidence collected from the investigation should be replicable by others • **knows that people of all ages, backgrounds, and groups have made contributions to science and technology throughout history • **knows that although people using scientific inquiry have learned much about the objects, events, and phenomena in nature, science is an ongoing process and will never be finished • **knows that scientists and engineers often work in teams to accomplish a task Primary Science Curriculum 2010 50 LEARNER OUTCOMES GRADE S: 1 – 6 GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Identify body parts (external) Identify a variety of animals Define the term vertebrates. Distinguish between Describe traits common to Identify and describe parts of humans. in your environment. vertebrates and all invertebrates. of the cell and their invertebrates. functions. Describe the functions of Group animals by body Classify vertebrates Describe traits common to Describe the characteristics Differentiate between plant external body parts. coverings and parts. according to their all invertebrates. common to crustaceans. and animal cell (legs, arms, torso, head) characteristics. (microscope). Infer and identify the five Describe how animals move Describe the traits common Identify five invertebrate Identify invertebrates that Observe plant and animal sense organs in the human from place to place. to vertebrates. groups. are crustaceans. cell parts and record their body. functions. Describe the functions of Identify things animals need Identify and describe vectors Identify the main traits of Explain the impact of Use specimen or pictures to the five sense organs. for survival. that are vertebrates. insects and spiders. crustaceans on the classify four types of fungi Bahamian economy. by their traits. Explain how the senses Describe ways that animals Compare mammals to birds. Compare traits of insects and Research the laws that Distinguish between work together to tell us get food. spiders. govern the preservation and harmful and helpful fungi. about our surroundings/ conservation of the spiny environment/ world. lobster. Identify the stages in human Define the term habitat. Compare reptiles, fish and Describe the life cycle of Explain the characteristics of Compare and contrast the development. amphibians. mosquitoes and cockroaches. mollusks. growth of fungi to the growth of plants. Describe physical changes Compare animal habitats. Observe and describe body Investigate how insects use Identify invertebrates that Research and describe traits that occur at each stage of parts of fish and their mimicry and camouflage are mollusks. common to all sponges. development. functions. Compare physical abilities of Identify the parts of the Infer how body parts of Identify the main parts of Classify mollusks as no shell, Describe the traits of infants, children, and adults skeleton. vertebrates help them the respiratory system. one shell and two shell echinoderms. survive. types. Describe habits that help Explain the functions of the Observe visuals or models to Demonstrate the importance Explain the impact of the Research to distinguish people stay healthy. skeleton. identify the parts of the of the respiratory system. queen conch on the between different kinds of digestive system. Bahamian economy worms. Primary Science Curriculum 2010 51 L I F E S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Identify foods that help to Describe the location of the Experiment to communicate Identify the main parts and Analyze ways to preserve Examine a variety of keep the body healthy. skeleton in the body. how food is broken down. the importance of the and conserve the queen invertebrates and classify Nervous System. conch. them as sponges, echinoderms and worms. Infer what happens if your Identify muscles in the Investigate to explain the Identify risk factors to Explain the characteristics of Identify parts of the body is not kept clean. body. functions of the digestive health and how they may be stinging-cell animals. Circulatory System. system. reduced. Identify the things living Explain the function Infer how proper nutrition Identify safety procedures Identify invertebrates that Discuss and label a simple things need to stay alive. of muscles. is related to good health. for natural disasters. are stinging-cell animals. diagram of a heart. Identify and describe ways Demonstrate how muscles Investigate appropriate Investigate plants with seeds Define the term vector. Investigate and describe the people use plants and work. exercises and food to and without seeds. function of the heart. animals. develop a healthy lifestyle. Name animals that are Explain how healthy habits Identify the seven main food Classify plants with flowers Identify invertebrate Research and identify the sources of food, clothing and affect your bones and groups, and explain the and plants with cones. vectors. blood vessels in the shoes. muscles. nutrients found in each circulatory system. group. Name plants that people eat. Experiment to tell what Identify health resources. Compare monocots and Describe characteristics of Investigate and identify risk plants need to grow. dicots. invertebrate vectors. factors to health and how (insects) these may affect the circulatory system. Identify animals used as pets Observe plants to identify Observe plants to identify Predict which of two seeds Explain how vectors affect Research and describe the and animals that help people plant parts. parts using hand lens. will germinate first. the health and well-being of functions of the Immune work. Bahamians. System. Classify living and nonliving Identify seeds from various Experiment with plant parts Compare the growth rate of Describe diseases caused by Explain how negative habits things. plants. and describe their functions. two plant specimens. invertebrate vectors and affect the Immune System. their treatments. Compare living and Classify seeds according to Investigate to describe the Identify and describe Discuss ways to eliminate Identify risk factors to nonliving things. color, size and shape. function of seed parts. indigenous flowering plants vectors. health and how these risks in The Bahamas. may be reduced. Identify the two main Compare seeds from various Experiment with seeds to Define food chain and web. Explain instincts that help Observe specimens of flowers groups of living things. plants. describe its growth patterns. animals meet their needs. to identify the parts of a flower, and explain its function. Primary Science Curriculum 2010 52 L I F E S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Compare traits of plants and Identify plants and animals Investigate to describe the Distinguish between Explain two examples of Research and explain the life animals. that live in the schoolyard. function of seed parts. producers, consumers and learned behaviour. cycle of a flower. (plant) decomposers. Identify places where plants Identify plants and animals Experiment with seeds to Create a food chain and Differentiate between Predict and experiment to and animals live. that live in their backyard. describe its growth patterns. web. Identify plants and instinct and learned discover the needs of plants animals that live in the pine behaviour. for growth. forests, coral reefs and mangroves. Explain how plant parts help Identify plants and animals Investigate living and non- Hypothesize the effect on Identify animals that Investigate and compare the them to live in different that live in ponds and lakes. living things in a garden organisms when a pine migrate and hibernate. growth patterns of different places. ecosystem. forest is damaged. plants. Explain how body parts and Identify plants and animals Observe a variety of model Explain how a coral reef Identify parts of the skeletal Experiment to show how coverings help animals live that live on the seashore and gardens (visuals) or real to differs from other system. plants respond to their where they do. in the ocean. identify types of gardens. ecosystems. environment. (Vegetable, flower). Describe ways plants and Describe ways that people Experiment with seeds to Explain the importance of Explain the function of the Explore a variety of plants to animals help each other. can harm habitats. create a containerized coral reefs. skeletal system. conclude their adaptive vegetable garden. method for survival. Infer what are vectors and Describe ways that people Use ruler to measure the Identify the four types of Explain why different parts Investigate to define a where they live. can protect and preserve growth of seedlings. mangroves. of the bone are important. biome. habitats. Discuss ways to prevent Identify vectors and discuss Investigate the rocky and Communicate characteristics Infer how proper nutrition Research and infer why breeding. why they are harmful. sandy shores to identify of each type of mangrove/ and exercise are related to organisms live in certain living and non-living parts. Identify organisms found in good skeletal health. biomes. this ecosystem. Identify places where specific Observe and classify plants Infer the importance of Explain the functions of the Compare and contrast the vectors live/ Explain why and animals of rocky and mangroves. muscular system. tropical rain forest to the they live in these places. sandy shores’ using hand deciduous forest. lens. Describe ways to eliminate Compare a vegetable garden Identify parts of the Research and compare the the habitats of vectors. and garden/farm. Compare muscular system and explain results of natural disasters rocky and sandy shores. its function. on the environment. Primary Science Curriculum 2010 53 L I F E S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Observe a coral reef Classify muscles as skeletal, Communicate and ecosystem to identify the smooth and cardiac. summarize the effects of home of the grouper. human activities on the environment. Research information on the Explain why muscles must Research and identify grouper to explain why they work in pairs. animals (organisms) in The are endangered. Bahamas that are endangered. Investigate to infer what Demonstrate how skeletal threats affect the grouper. and muscular systems work together. Research and discuss laws Infer how proper nutrition, that protect the grouper. rest and sleep are related to good muscular health. Describe how personality, relationship and self- concept affect mental and emotional health. Investigate eating habits, disorders and how they affect health. Explain how good eating habits enhance healthy growth and development. Describe the process photosynthesis. Identify indigenous plants of The Bahamas. Identify medicinal plants and their uses. Primary Science Curriculum 2010 54 L I F E S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Describe ways to conserve plants. Define ecosystem. Explain the interdependence of living and nonliving elements of an ecosystem. Identify three different groups (predator/prey and scavenger) in an ecosystem. Explain components of food chains and food webs. Define resources. Identify water, fisheries and electricity as resources. Describe ways to conserve resources. Define preservation. Explain the importance of preserving national parks. Primary Science Curriculum 2010 55 L I F E S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Recognize that earth is made Compare and contrast rocks Investigate to identify Identify the three layers of Define earth resources. Identify and compare the up of land, water and air. and minerals. Earth’s natural resources and the Earth. layers of the earth. their uses. Differentiate among bodies Classify rocks and minerals Communicate the Describe the Earth’s layers. Identify ocean resources. Infer what natural resources of water on earth. according to color, size and importance of natural are and where they are shape. resources to the survival of located. people. Compare and contrast a Explain some uses of rocks. Investigate the sources of Describe weathering and Identify pollutants and Classify resources as variety of landforms. air, water, and land erosion. explain how they affect renewable or nonrenewable. pollution. marine life. Investigate how hills are Explain some uses of Investigate to discover ways Identify the causes of Suggest strategies that avoid Investigate the environment formed. minerals. to prevent pollution. weathering. polluting the ocean. to distinguish between air, land and water pollution, List examples of natural Describe weather in The Communicate the role of Identify ocean resources. Explain ways to conserve Research and compare coal, resources. Bahamas. students as environmental the ocean. oil and natural gas. stewards. Explain how reducing, Identify instruments used to Research ways to explain to Investigate the movement of Define fossil. Research to compare/explain reusing and recycling can measure weather conditions. care for earth’s resources. the ocean water and how it advantages and save natural resources. is affected by the moon. disadvantages of fossil fuels. Identify ways water can be Describe ways weather Explain the water cycle and Infer what is ocean Describe the process of fossil Research and identify used. affects people. its relationship to weather pollution/ examine its effect formation. factors of weather. and climate. on organisms in the ocean. Explain the different types Explain precautions that can Interpret diagrams to Define Meteorology. Distinguish between types Manipulate/look at pictures of weather. be taken before and during explain changes that occur of fossils. of models of weather bad weather conditions for at each phase of the water instruments to identify them safety. cycle. and explain how they work. Observe and record weather Describe the differences Experiment to describe how Describe the Earth’s Define atmosphere. Explain the difference changes using weather between the moon and clouds are formed. atmosphere. between weather and instruments. Earth. climate. Observe clouds and their Analyze the source of Classify clouds according to Investigate the properties of Describe the layers of the Observe the environment and changes. moonlight. their traits. air. atmosphere. visuals to differentiate between weathering and erosion. Primary Science Curriculum 2010 56 E A R T H S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Name the different seasons. Describe changes in the Investigate to describe Describe the elements of Identify conditions that Research and identify the moon. weather conditions Weather. change weather. forces that cause weathering associated with different and erosion. types of clouds. Identify weather conditions Define the term constellation. Experiment with models to Distinguish between Describe how weather Research to compare the associated with each season. demonstrate Earth’s position weather and climate. changes affect people. traits/characteristics of in relation to the sun. storms. Identify and describe the Examine common Experiment to describe the Measure water at various Measure rainfall using a rain Investigate and record safety sun and other stars. constellations. motion of the earth around temperatures. gauge. precautions during a storm. the sun. Discuss the importance of Experiment to explain the Measure wind direction. Measure the speed of the Collect data to compare and the sun. terms orbit, revolve and wind using a windsock. contrast the surface and rotate. atmosphere of the planets. Name natural objects seen in Interpret visuals to show Demonstrate the sun’s effect Explain what the solar Hypothesize which planets the daytime and nighttime various seasons. on Earth. system is. are susceptible to life. sky. Explain the difference Investigate to discover what Record the order of the Identify bodies in the solar Research to identify between day and night. causes seasons. eight planets. system. equipment used to study objects in space. Classify the planets as inner Differentiate between Investigate and identify and outer planets. rotation and revolution of pictures of vehicles used to planets. explore the universe safely. Distinguish between inner Record the differences and outer planets. between the years on each planet. Create a scale model of the Explain how the sun distances between planets. benefits the earth and other planets. Identify other stars. Identify and describe other objects in space. Primary Science Curriculum 2010 57 E A R T H S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Classify objects according to Define the term matter. Experiment with Observe and identify Explain how matter is Manipulate objects to their physical properties manipulatives to identify properties of matter. classified. identify physical properties. such as size, colour, shape matter as solids, liquids and and texture. gases. Experiment to identify how Describe characteristics of Investigate concrete models Investigate physical changes Differentiate between Predict and experiment to matter changes state, size, solids, liquids and gases. to compare some in matter. substances and mixtures. explain physical changes in colour, shape and texture. characteristics of solids, objects. liquids and gasses. Manipulate equipment used to measure physical properties of matter. Experiment to describe Classify objects into groups Classify models into solids, Compare physical properties Define solution. Experiment and record physical changes in matter. of solids, liquids and gases. liquids and gasses. and physical changes in chemical changes in objects matter. and substances. Compare pushes and pulls. Examine and identify the Experiment to show how Measure the mass of objects. Identify solutes and solvents Investigate chemicals to tools used to measure matter changes from one in substances. identify some that will cause matter. form to another. changes in matter. Observe and identify poles Estimate the length and Investigate objects to Measure the volume of Define energy. Research to distinguish of a magnet. mass of objects. observe the physical different matter. between a physical change properties of matter, forms and a chemical change. and properties of Matter. Experiment to find out Measure the length and Experiment to discover the Define force, work and Differentiate between Experiment to compare and which objects (materials) a mass of objects. length, volume and mass of motion potential and kinetic energy. measure matter. magnet will attract/repel. objects. Predict how much various Interpret the metric table to Compare the force of Describe the effects of forces Experiment with magnets to size containers can hold. identify metric units used to pushing and pulling. on the motion of an object. locate the poles and the measure length, volume and magnetic field. mass. Experiment to discover how Experiment with a graduate Measure pulls using a spring Identify forms of energy. Manipulate objects to infer much various size containers to measure the volume of scale. the relationships between can hold. liquids and solids. motion, speed and direction. Primary Science Curriculum 2010 58 P H Y S I C A L S C I E N C E GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Identify the forms of energy Investigate to discover the Interpret data recorded on Explain the differences Experiment to explain how a provided by the sun. sources of energy. pushes and pulls. between heat and simple circuit works. temperature. Describe the uses of energy Research information to Investigate work and infer Explain how energy can be Investigate objects and provided by the sun. define fuels. how (work) it is related to changed into other forms. materials to discover the force. effects of friction on them. Describe the uses of energy Investigate to discover how Conclude what a simple Discuss the impact of Research to identify pulleys provided by wind. fossil fuels are formed. machine is. technology on forms of and wheel and axle. energy. Describe the uses of energy Interpret information on the Identify various objects as Define simple machines. Experiment to conclude how provided by water. uses of energy from fossil wedges or inclined planes. pulleys and wheel and axles fuels. make work easier. Predict which objects are Investigate the different Communicate how wedges Identify compound machines Investigate and describe attracted to magnets. forms of energy. are related to inclined that use the lever and screw ways in which energy can be planes. to help us do work. conserved. Discuss energy conservation. Explain the importance of conserving energy. Experiment to discover Communicate the various Describe ways technology is which objects are attracted forms of energy and their used to explore the ocean. to magnets. uses. Classify objects according to Experiment to discover basic whether or not they are characteristics of light, heat, attracted to magnets. sound and electricity. Experiment with magnets to Research information to discover which objects identify objects that transfer attract or repel. electricity. Research information on magnets and their uses. Investigate and interpret pictures to identify conservation. Analyze and share ways to conserve energy. Primary Science Curriculum 2010 59 P H Y S I C A L S C I E N C E Overarching Goal This indicates the ultimate outcome of the Primary Science Curriculum document. Sub-Goals These six sub-goals are based on the three strands which form the framework for the curriculum. Scope and Sequence This is a table outlining objectives for each grade level showing the progression and overview of the work to be accomplished. Scope of Work It develops curriculum objectives with suggested content, activities, assessment and resources to facilitate and enhance the teaching/learning process. Strand The sections within a particular content area that may be clustered by topic or process. E.g. Life Science – Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships with the environment. Objectives They are derived from goals. They specify in measurable and observable terms the content, skill and attitudes to be leaned by each student. Objectives are written in terms of what the student is expected to achieve. Assessment Ongoing processes which measure student understanding of specific learning targets or objectives. Instruments used to collect data and evaluate student performance. Rubric A prescribed set of instructions, criteria or rules that indicate the critical elements of a learning task. Concept A general idea derived or inferred from specific instances or occurrences. Skills Targeted proficiencies; technical actions and strategies. Primary Science Curriculum 2010 60 SECT ION C The Curr iculum / Scope of Work Primary Science Curriculum 2010 61 F undamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify body parts (external) Our bodies are made up of many 1. Use large classroom mirrors and Caribbean Primary Science Bk. 1 I. Using a human model of humans. different parts. Each part has a hand mirrors to observe external − Number the body parts special job to do. On the outside, parts of the body – say the parts Harcourt Science Bk. 2 − Direct students to name the our bodies are separated into the orally as they are identified. numbered body parts/ Attach following obvious parts, - head, First Steps in Science correct word to numbered parts. Attach word cards (external body torso, arms, legs, feet, hands, nose, Illustrative Human Body Chart parts) on the correct parts of the ears, eyes, lips, toes, and fingers. Human Body Model human model (three dimension or flat). http://www.kidskonnect.com/conte Glue external body parts in the nt/view correct positions on an outline of a student (boy or girl). www.kidszone.com Use the worksheet to have students write the body part next to the part Harcourt Health and Fitness Bk. 1 in the corresponding diagram. Sing/Demonstrate the Song “Head and Shoulders, Knees and Toes.” Primary Science Curriculum 2010 62 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Describe the functions of Each major part of the body has a 2. Assign two body parts to each  http://www.teachervision.fen.co II. Present the body collages external body parts. specific function. The legs are used student to research their function. m/anatomy/lesson-plan constructed, and explain functions (legs, arms, torso, head) for locomotion, like walking, Have students READ researched of selected body parts. e.g. The running, jumping and swimming. information. Discuss and Harcourt Health and Fitness Bk. 1 TORSO/BODY TRUNK is used to The arms are used for holding demonstrate why body parts are bend and twist our bodies around. things, lifting, pushing and pressing. important. Human Body Puzzle The torso or body trunk (the area Present parts of human body (cut between the head and legs) is used Play “Body Match Game” – Students out pieces). Give students specific to bend and twist our bodies around. match the external body parts with time to put puzzle together The head contains the brain which correct functions. correctly. is the “control center” of the body. It tells us what we see, hear, smell, “Body Collage” (Students will trace taste and touch. their body outline) and use collage materials to enhance some body parts. Create short sentences and poems about body parts and functions. Students will have their body outline traced and used. Primary Science Curriculum 2010 63 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body - Sense Organs STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Infer and identify the five Human beings and other living 1. Observe human models and infer Science Horizon Kindergarten I. On a flat Human Model, students sense organs in the human things (organisms) are able to tell which parts of the human body are Edition. attach the correct card on the sense body. what is going on in their organs. organ. surroundings/environment by using School House Press Blind fold students and allow them their sense organs. Level A to taste sample foods which are Human beings have five sense a. Sweet organs. They are: Harcourt Science Teacher’s Edition b. Salty 1. nose Bk. 1 c. Sour 2. eyes − Have students identify which 3. ears Science Horizon Big Shared Book- body part detected the taste. 4. tongue Kindergarten 5. skin Draw or make a chart with a picture of an eye, ear, nose, tongue and www.scientificpsychic.com/workbo hand. Write words or hold up ok pictures that match each of the sense organs that are represented by the www.visualdictionaryonline.com eye – (sight, vision), ear – (hearing, auditory), nose – (smell, scent), www.neuroscienceforkids.com tongue – (taste) and hand/skin – (touch, feeling). Harcourt Health and Fitness Bk. 1 For example: under the: I. Eye: (light bulb, sun, flashlight) II. Ear: (piano, music) III. Nose: (garbage, perfume, air freshner, skunk) IV. Tongue: (ice cream, hotdog, apple) V. Hand/skin: (glove, pencil, book) Primary Science Curriculum 2010 64 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body - Sense Organs STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Describe the functions of the We use our sense organs to observe, 2. SENSORY STATIONS – Set up Science Horizon Kindergarten IIa. The students will be given organ five sense organs. explore and learn about things tables with hands-on materials for Edition parts (cut out pieces) and organ around us. The nose is used for students to touch, smell, taste, hear function sentences. Match the smelling. The eyes are used for sight and see. School House Press correct organ part with the or seeing. The ears are used for − Some possible station items: Level A correct (function) – sentence hearing.  HEARING: bells, whistles, strip. Glue them on the paper The tongue is used for tasting and drums, spoons to tap. Harcourt Science Teacher’s Edition provided. the skin is used for touch or feeling.  TOUCH: sandpaper, play Bk. 1 dough, finger paint, ice. Create a model on one of the  VISION/SIGHT: magnifying www.scientificpsychic.com/workbo sense organs. Write about it and lens, prism, colored water. ok present it to class  SMELL: vanilla, perfume, spices, chocolate. www.visualdictionaryonline.com  TASTE: jelly beans, fruit slices, crackers, dill pickles, salty chips. www.neuroscienceforkids.com Harcourt Health and Fitness Bk. 1 Primary Science Curriculum 2010 65 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body - Sense Organs STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Explain how the senses work Our sight, hearing, smell, taste and 3. In small groups play “Sensory Science Horizon Kindergarten Edition III. Create a Sense Organ/Function together to tell us about our touch are senses. These senses help Concentration Game” and Booklet. (Research pictures, School House Press surroundings/environment/ to keep us safe by making us aware “Sensory, Sensory Pile On Game”. words, which will match with Level A world. of changes around us or of danger Sense Organs. Write a sentence that may occur. Our senses work Harcourt Science Teacher’s Edition about each Sense Organ. together to tell us about the outside Bk. 1 world. www.scientificpsychic.com/workbook www.visualdictionaryonline.com www.neuroscienceforkids.com Harcourt Health and Fitness Bk. 1 4. Identify the stages in human Humans begin life as babies. A 4a. Students make a pictorial Science Horizons IV. Give each student four different development. young baby is called an infant. The representation of themselves Bk. 1 shapes. Write a different stage on infant continues to grow into a from infant to five years. Label each shape. Put the shapes in the young child, a teenager, and then an the pictures. Harcourt Science correct order by attaching string adult. 4b. Give the students four picture Bk. 2 to pre-punched holes on each An adult is a fully grown person. cards showing the different shape. As we grow the size and shape of stages of human development. Harcourt Health and Fitness Bk. 1 Infant our bodies change. Paste the picture card on a sheet in the correct order to show the stages in human Young Child development. Discuss each stage. Teenager Adult Primary Science Curriculum 2010 66 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 5. Describe physical changes Infants are small, have no teeth and 5a. Give each student a paper with Harcourt Science V & VI. Complete a worksheet. Ways that occur at each stage of sleep a lot. They cannot care for the headings: How I Look Now Bk. 2 You Grow. Read the title of development. themselves. Young children can and How I May Look When I each box. Then write or talk, walk and run. They begin to Grow Up Your Health Harcourt Brace draw how humans grow and care for themselves. Teenagers Bk. 1 change. grow very fast and can do most How I Look Now How I May Look things for themselves. Teenagers When I Grow Up Focus on Science 1. How babies Look and Act become adults. Adults are able to Level B care for themselves. They do not get taller but change as they grow Harcourt Health and Fitness Bk. 1 2. Things Young Children Do older. 3. How Teenagers Look and Act Draw a picture of yourself now. Draw what you may look like when you grow up. 4. How Adults Change 5b. Make a growth chart. Measure the height of students on the growth chart. Distribute magazines to students. Have them cut and paste pictures of infants, children, and adults participating in different activities. 6. Compare physical abilities of infants, children, and adults. Primary Science Curriculum 2010 67 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: Human Body STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 7. Describe habits that help Healthy means being well. For our 7a. Students work in cooperative Science Horizons VII. Make a web with Staying Healthy people stay healthy. bodies to grow strong and healthy groups to dramatize ways that BK. 1 in the middle. Draw and write we can eat healthy foods, get will help them grow strong and four things you do to stay enough rest and exercise. Meat, healthy. Focus On Science Level B healthy. fish, and milk, fruits, vegetables, and 7b. Distribute magazines. Have breads are good foods. students cut out pictures of Your Health Activity Book Harcourt Exercise means moving your body. people exercising and discuss why Brace You should exercise each day. exercise is important for good Rest means to stop moving. You rest health. Harcourt Health and Fitness Bk. 1 when you sit or sleep. 8. Identify foods that help to 8. Work in cooperative groups to VIII. Complete a worksheet “Snack keep the body healthy. choose foods that will keep them Choices”. Anna tries to eat healthy from a box of assorted healthful snacks when she comes foods. Make a list of the foods. home from school. Which snacks Share with the class. should Anna choose? Color and circle the healthful foods. 9. Infer what happens if your If we do not keep our bodies clean 9a. Demonstrate several actions to the IX. Create a poster to show how the body is not kept clean. we can become sick. Sick means not class. Discuss how the actions are body can be kept clean. healthy. Germs can sometimes unhealthy. E.g. bathing, washing hands, make us sick. 9b. Draw a picture to show how brushing teeth. Germs are tiny living things. staying clean keeps you healthy. Keeping clean helps to get rid of Write a sentence to tell about it. germs. Primary Science Curriculum 2010 68 L I F E S C I E N C E F undamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: WHAT ARE LIVING THINGS? STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify the things living Plants need light, water, air, warmth 1a. Plant seeds and investigate what Harcourt Science X. Make a drawing of plants and things need to stay alive. and nutrients from the soil to grow. plants need to grow. Share what Bk. 1 animals in a garden on poster Animals need air, food, water and a you see. board. place to live. 1b. Make an animal home using Science Horizons Make a list to tell what things the different materials. Place small Bk. 1 plants need and what things animals in the home. Observe animals need to survive. how your home gives animals www.pbskids.org/eekoworld/parent food, water and shelter. steachers/lessonsk_2html Plant Needs Animal Needs 1c. Draw pictures of a favorite animal and tell what the animal needs in order to grow and live. 2. Identify and describe ways Some animals use plants for food, to 2. & 3. Students will work in pairs to Harcourt Science XI, XII & XIII. Create a class book of people use plants and hide or to make a home for their investigate things people use from Bk. 1 plants and animals that are used as animals. young. People use plants (beets, plants and animals using picture food, medicine, clothing, furniture 3. Name animals that are cauliflower, cabbage, lettuce, corn) cards. Science Horizons shoes, shelter, etc. sources of food, clothing and and animals for food (fish, chicken, i. Classify the cards. Sort them Bk. 1 shoes. cow) clothing and shelter. Plants into groups. are also used to beautify our ii. Share your groups with the www.pbskids.org/eekoworld/parent surroundings and as medicine. class. steachers/lessonsk_2html 4. Name plants that people eat. People eat the meat of some animals 4. Students will work in cooperative and use their skin and other body groups to make pictures or parts to make clothing and shoes. models of different fruits and Some animals such as dogs and cats vegetable that they eat. Make a are used as pets. Other animals can fruit and vegetable stall and have be used to help people do work. the groups label and place their picture or drawing in it. Primary Science Curriculum 2010 69 L I F E S C I E N C E F undamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: WHAT ARE LIVING THINGS? STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 5. Identify animals used as pets Animals are an important part of 5. Have the students observe pictures www.kidszone.com XIIII. Draw a picture of an animal and animals that help people our lives. Pets become members of of animals at work and animals helping someone. Write about work. our families and bring used as pets. Harcourt Science how the animal you drew is companionship and a sense of a. Name the animals in each Bk. 1 helping the person. security to our homes. picture. Some animals that help people work b. Discuss how the animals are Science Horizons Have students bring in photos are: being used. Bk. 1 of their pets and use them to - herding dogs, sled dogs, horses, describe their relationship with mules, cows (pulling carts), www.pbskids.org/eekoworld/parent their pets. explosive, bomb or drug sniffing steachers/lessonsk_2html dogs, scent tracking dogs, for security; search and rescue dogs, elephants (transportation and moving objects), etc... Primary Science Curriculum 2010 70 L I F E S C I E N C E F undamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Classify living and nonliving Plants and animals are living things. 1a. Distribute boxes of materials with Harcourt Science I & II a. Draw a picture of a living things. They need food, air, and water. pictures of living things and Bk. 1 thing and a nonliving thing. They can move, grow and produce pictures and items of non-living b. Write about two traits about other living things. things. Have the students sort Science Horizons what you drew. Nonliving things do not need food, the pictures and items into two Bk. 1 air, or water. They do not grow. groups: Living and Nonliving. Have students collect examples of Some nonliving things behave like Use the pictures and items to www.schoolscience.rice.edu/science living things and non-living things in living things but they need help. make a collage. /curricula/printpreviewlearningexpe the schoolyard, bring to class and For example, wind moves clouds 1b. Give each student an object. rienceonly.cfm categorize them as living or across the sky. Answer the following questions. nonliving. Only living things can carry out a. Do I need food? actions without being helped. b. Do I need air? c. Do I need water? d. Do I produce young? e. Am I Living? 2. Compare living and nonliving 2. Have the students observe a things. picture of a baby and a picture of a doll. Discuss how they are the same and how they are different. 3. Identify the two main groups 3. Distribute magazines. Have the III & IV. Complete a Venn diagram. of living things. students cut out pictures of plants Label one side as plants and and animals. Make a class chart the other side as animals. of plants and animals. Write two ways plants and animals are alike and two ways they are different. Primary Science Curriculum 2010 71 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Compare traits of plants and Plants and animals need food. Most 4a. Have the students choose a plant www.hden.k12wi.us/k8/firfor.htm IV. Have students play “What’s My animals. plants make their own food. and an animal to observe for a Trait” Game. Animals must find their food. length of time. On a weekly Harcourt Science Distribute pictures and trait strips Animals move from place to place. basis, have them draw any Bk. 1 of plants and animals. Plants do not. They can only move changes they observe in the some of their parts. living things. Science Horizons Have students work in groups to 4b. Take a nature walk with your Bk. 1 align the trait to the plant or class. Look for plants and animal and explain why they animals. Record what you see on made their choices. your nature walk. Primary Science Curriculum 2010 72 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify places where plants Plants can be found living almost 1a. Rain Forest in a jar Harcourt Science I. Divide a poster paper in half. Draw and animals live. everywhere. Some plants live in Procedure: Bk. 1 the plants and animals that you wet and shady places such as a i. Put pebbles, soil, and plants in would find living in two different forest. Some live in very dry places a jar. Science Horizons places. Label the plants and such as the desert. Some plants live ii. Water the plants. Put the lid Bk. 1 animals in your drawings. where there is ice and snow, and on the jar. others may live in the ocean. iii. Put the jar to get some light. Focus On Science Animals can also be found living in iv. Wait one day. Observe. How Level B different places. Some animals live is this like a Rain Forest? in caves, holes in the ground, in the 1b. Make a Bird Feeder ocean, under stones, in trees and on Procedure: the bodies of other animals. i. Cut the top off a plastic jug. Punch holes on both sides. ii. Tie string through the holes. iii. Pour some birdseed inside. Hang outdoors. iv. Observe birds that eat the seeds. 1c. An Animal Home Procedure: i. Put soil, twigs, rocks, water and a small animal in a box. ii. Observe how the animal uses its home. iii. Draw what you see. Close the lid. Primary Science Curriculum 2010 73 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Explain how plant parts help The parts of a plant help it to live 2a. Plant Parts Science Horizons Bk. 1 II. Complete a Worksheet. them to live in different where it does. Some plants have i. Observe a plant with flowers. A. Match each word with a plant places. different types of leaves, stems, and Look at the parts of the plant. www.hden.k12wi.us/ks/firfor.htm part: (observe a picture of a roots that help them survive in Draw what you see. plant) different environments. ii. Look at the parts of another Harcourt Science cone flower leaf Animals have body parts and plant. Draw what you see. Bk. 1 stem root seed coverings that help them live where iii. Compare the plants. Tell B. Write briefly about these places they make their homes. about their parts. A World of Science where plants live: 2b. Desert Leaves Bk. 1 Desert, forest, pond Materials: 2 paper clips, water, wax paper, 2 paper towel leaf shapes. Procedure: i. Make both leaf shapes damp. Put one shape on wax paper. Fold the paper over. Clip it. ii. Put both leaves in the sunlight. Check them after an hour. iii. Which leaf holds water longer? Draw a conclusion. 2c. Collect different leaves and make leaf rubbings. 2d. How are birds’ beaks different? Materials: 2 sticks, 2 clothespins, glue, straw pieces Primary Science Curriculum 2010 74 L I F E S C I E N C E F undamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Procedure: a. Glue two sticks to a clothespin. Pretend it is a long beak. b. Get another clothespin. Pretend it is a short beak. c. Pick up a straw with the long beak and then the short beak. Which beak would be better for crushing seeds? 3. Explain how body parts and Science Horizons Bk. 1 III. Draw a picture of an insect in a coverings help animals live garden. Write or illustrate two www.hden.k12wi.us/ks/firfor.htm where they do. ideas about how the insect uses it Harcourt Science Bk. 1 legs. A World of Science Bk. 1 Focus on Science Level B 4. Describe ways plants and Plants and animals live together and 4a. How Seeds Stick to Animals Harcourt Science Bk. 2 IV. Give each student a pattern of a animals help each other. help each other. Plants need Materials: plant and a pattern of an animal. animals to carry seeds and to make Styrofoam ball, glue, velcro, Harcourt Science Bk. 1 On the plant pattern write two the soil better. cotton, sandpaper ways plants help animals. Animals need plants for food, Procedure: www.kidszone.com On the animal pattern write two shelter and protection. a. Observe pictures of seeds or ways animals help plants. seeds on plants. How might www.pbskids.org/eekoworld/parent these seeds stick to animals? steachers/lessonsk_2html b. Plan a model of a seed that sticks. Choose materials to glue to the ball. Primary Science Curriculum 2010 75 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: LIVING AND NONLIVING THINGS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT c. Investigate your materials. Which ones stick to the cotton? The cotton is like animals’ fur. 4b. Go outside with your class. Observe the animals and plants in one area. Record the different ways small animals use the plants. e.g. food, shelter, etc. 5. Infer what are vectors and Animals that spread diseases are 5 & 6a. Students will work in Vectors handouts – Ministry of V & VI. Construct a model of a vector. where they live. called vectors. cooperative groups to make Health and the Environment/Vector On a sheet of paper: Rats, cockroaches, mosquitoes and models of vectors and where they Control Section a. tell where your vector lives. houseflies are vectors. live. b. tell what you could do to stop Vectors live in places where they i. Tell why you think vectors School Health and Family Life this vector from are able to find food, shelter and the would like living in these Education Curriculum Module – breeding/laying eggs. right conditions for laying their places. Reducing Pests and Insect Vectors. eggs. These places are usually dirty ii. Tell what they can do to help and filled with garbage. prevent vectors from breeding. 5 & 6b. Take a tour of the schoolyard. 6. Discuss ways to prevent Observe and record anything that breeding. may contribute to the development of vectors. Discuss what they can do to help prevent vectors. Primary Science Curriculum 2010 76 L I F E S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Recognize that earth is made The earth is the planet we live on. 1a. Create a 3-D clay model of Earth’s A Globe/World Map I. Create a pamphlet providing facts up of land, water and air. Earth is ball (sphere). Earth’s surface is exterior. www.scign.jpl.nasa.gov/learn/plate/ about the earth’s structure. covered with water and land. Most of htm the earth is covered with water. A 1b. Play vocabulary charade. blanket of air called the atmosphere www.enotes.com>science surrounds the earth. (Air is a mixture Fact Finder of gasses.) Harcourt Science Bk. 1 Science Horizons Bk. 1 2. Differentiate among bodies Most of the Earth is covered with 2a. Field Trip: Visit an area where a Harcourt Science Bk. 1 II. Study body of water pictures. of water on earth. water, much of which is saltwater. pond/lake can be observed. Cut and paste the correct name of Water that is not salty is called Discuss similarities and Science Horizons Bk. 1 each body of water under each freshwater. differences. picture. Complete a vocabulary An ocean is a large body of saltwater. www.harcourtschools.com/activity/t wheel. Saltwater is also found in many ponds 2b. Give each student a sheet of ypes_of_land_z/ in The Bahamas like the ponds in Cat construction paper. Draw a shape Island, Exuma and Long Island. of an island on the paper. On a www.hcbe.net/ito?powerpoints/soci Streams, rivers, and lakes are bodies of separate sheet of paper draw, alstudies/files freshwater. colour and cut out four different A stream is a small body of moving bodies of water. Paste and label water. bodies of water on your island. A river is a large body of moving water. A lake is a still body of water with land all around it. Primary Science Curriculum 2010 77 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Compare and contrast a The surface of the Earth has many 3. Distribute modeling clay. Allow www.kidsgeo.com/...forkids/0031- III. Look through magazines. Cut variety of landforms. special folds or wrinkles called students to make models of two whatarelandforms.php out pictures of different landforms. different landforms. Record on a landforms. Make a collage with Landforms include hills, valleys, chart how they are alike and how www.kidsgeo.com/...kids/0032- the pictures. mountains and flatlands. they are different. understandinglandforms Write two sentences to tell how A hill is a raised area or mound of the landforms are alike and how land. they are different. A valley is a low place between mountains or hills. Use a triangle Venn to compare A plain is a flatland. four landforms. A mountain is the highest kind of land. 4. Investigate how hills are 4a. Students work in groups to www.edu.pe.ca/southernkings/hills IV. Draw a picture of a hill. Then formed. investigate how to make a model mc.htm draw a picture of yourself on the of a hill using sand, soil and water hill. Write sentences to tell about in a pan. your picture. 4b. Visit a hill. Discuss how it may have formed. 5. List examples of natural Everyday we use materials that come 5a. Distribute materials to make a Harcourt Science Bk. 1 V. Divide a paper into three sections. resources. from the Earth. chart. Draw and label a picture of a A natural resource is anything that Things I Saw Outside www.answers.com/.../what_are_so natural resource on each section. people can use. Water, air, rocks, animals plants me_of_the_Bahamas_natural_resour Then write a sentence under each soil, plants and animals are natural water land ces picture. resources. We can take care of Go outside and observe everything natural resources by planting new around you. Draw and label the trees, keeping the air and water things that belong in the chart. clean. Share your chart with the class. 5b. Use the “Jig Saw” Strategy. Primary Science Curriculum 2010 78 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 6. Explain how reducing, People can reduce the use of 6a. Tree Planting. Have the students www.nrdc,org/thisgreenlife/0802.as VI. You want to take care of reusing and recycling can resources by using only the amount assist with identifying an area in p resources in your school. Create save natural resources. that is needed. Resources can also the school to plant a tree. Discuss a plan. (Tell each thing you be reused. To reuse is to use the importance of trees. The Story of Stuff would do. Tell why each thing something over and over again. b. Working in groups, give each would help.) Also, recycling materials will help group a box of items and three www.kids.niehs.nib.gov/recycle.ht Tell at least four things you them last longer. Things such as bags labeled can, plastic and paper. m would do and describe how each newspaper, glass, plastic and cans Students will sort the items in the one would help take care of the can be recycled. Recycling box and place them into the www.epa.gov/osw/conserve/rrr/recy resources in your school. resources is to take something that correct bag to be recycled. cle.htm was used for one thing to make Continue the activity throughout something new. the day. c. Recycling: Display on a bulletin board titled “Recycling”. Provide word cards. Label: newspaper, glass, plastic and cans. Have students cut out and post newspaper articles or pictures of recyclable materials under the labels. d. Make a personal compost bin. Primary Science Curriculum 2010 79 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 6a. What covers most of the Earth? Harcourt Science Bk. 1 VI & VII. Students divide a sheet of Materials: construction paper into three world map, blue circles, brown www.utm.edu/departments/cece/old sections, labeling each section circles -site/esamk2.shtml with the name of a body of water. Procedure: Draw a picture of each showing 1. Look at the map. its unique characteristics. Write 2. Cover water with blue circles a sentence about each picture. 3. Cover land with brown circles. Use data collected from What 4. Count the blue circles. covers most of the earth? To 5. On a sheet of paper record create a pictograph. which colour you used more of and what covers most of the Earth. 6b. Moving Water. Cut a cardboard tube in half the long way. Put the halves on a tray. Put something under one end of one half. Pour water into each half. Observe. Infer how the land’s shape makes rivers or streams flow quickly or slowly. 6c. Students will make a flap book to tell how the ocean is different from another body of water. Primary Science Curriculum 2010 80 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Procedure: a. Have students fold a sheet of drawing paper in halves, first horizontally and then vertically. b. On the right side of the inner sheet, have them cut a flap that can be folded back to reveal the inner part of the back cover. c. Write facts about the ocean and another body of water. Tell how they are different. 7. Identify ways water can be People use water for drinking, 8. Can Water Cool You? VIII. Cut and paste pictures of people used. cleaning, cooking, washing, and for Materials: using water. Explain each other purposes. thermometers, small towels, timer picture. Procedure: Wrap one thermometer in a damp Provide pictures depicting towel. Wrap another in a dry situations where water is towel. Check them after 10 needed. Write these situations minutes. Which is cooler? How on cards. Have students explain can you use water to keep your what is happening and tell how body cool? water can be used to correct the problem. Primary Science Curriculum 2010 81 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: WEATHER AND SEASONS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain the different types of Weather is what the air outside is 1 & 2a. Daily Weather. Harcourt Science Bk. 1 I & II. Create a flip chart to show four weather. like. The weather may be warm, Observe the changes in weather different weather conditions. cool, snowy, windy, rainy, cloudy or each day for a week. Science Horizons Bk. 1 Use basic weather instruments to sunny. Weather can change. Make a chart. Record what you further explain which weather see using basic weather symbols. www.totaltrainingsols.com/grade1/g conditions will be measure. One way to measure weather is to Daily Weather rade1.htm (Example: A thermometer will find the temperature. Mon. Tues. Wed. Thurs. Fri. measure the temperature.) Temperature measures how hot or cold something is. Draw or write what you observed A thermometer is a tool for and record it on the chart. 2. Observe and record weather measuring temperature. We can 1 &2b. Observing Weather. changes using weather also measure the wind. A wind Look out the window. Observe instruments. vane can tell us the direction of the the sky. Observe what people are wind. wearing. What can you tell about the weather? Repeat each day for a week. Make a chart to show weather data. 3. Observe clouds and their Clouds help us to decide what type 3a. How Clouds Form www.n.att.com/wired/fil/pages/listcl III. Fold a construction paper in half. changes. of weather to expect. Light, fluffy Materials: oudssu1.html Cut out a cloud shape. Open the clouds often mean nice, sunny jar with lid, very warm water, ice paper. weather. Thick, gray clouds often cubes bring rain or snow. Procedure: i. The teacher put the warm water in the jar. On one half of the paper draw ii. Turn the jar lid upside down clouds you would see on a sunny on the jar. Observe. day. On the other half draw iii. Place ice on the lid. Observe. clouds you would see on a rainy Infer how clouds form. day. Primary Science Curriculum 2010 82 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: WEATHER AND SEASONS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3b. Cloud Journal. Keep a journal of clouds and the weather. Each morning, draw the clouds you see. Predict what the weather will be like. 4. Name the different seasons. A season is a time of year. The 4a. Make a “Four Seasons” poster. Harcourt Science Bk. 1 IV & V. Give each student a circle seasons are spring, summer, fall and Fold a big sheet of paper into four wheel divided into four winter. Weather changes when a parts. Label each part for a www.brain.popjr.com/science//weat sections. Write the name of a new season comes. different season. Add pictures of her/seasons/grownups.weml season on each section. Then In spring, the weather gets warm, things you like to do in each draw how a tree would look the rain falls and plants begin to season. Talk about how the during each season of the grow. weather changes. year. In summer the weather can be hot, 4b. Seasonal Fashion Show. plants grow leaves and flowers. Hold a seasonal fashion show In fall the weather gets cool. Some with the students. Students can trees lose their leaves. In winter the bring in outfits that they wear weather can be cold and snow falls. during the different seasons and Many plants have no leaves. model them. Discuss why their In The Bahamas, the weather is outfits are appropriate for each usually warm and sunny most of the season. 5. Identify weather conditions year. 5a. Dress up a Tree for a Season. www.first- associated with each season. Divide students in cooperative school.ws/activities/crafts/colors/dre groups. Give each group a tree sstree.htm template and a set of materials to place on the tree. Primary Science Curriculum 2010 83 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: WEATHER AND SEASONS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT E.g. Summer Tree – decorate with fruit cut outs or sticker. Winter Tree – glue cotton balls on the tree and glue some under it for a winter effect. 5b. Swim! Ask the students: Why do you swim in summer and not in winter? Put a cup of water under a lamp. (Caution teacher the lamp may be hot) Put another cup of water in a shady place. Which cup of water warms up faster? Discuss. Remind students not to touch the lamp. Primary Science Curriculum 2010 84 E A R T H S C I E N C E Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: CHANGES IN THE SKY STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify and describe the sun A star is an object in the sky that 1 & 2. Make a model of the sun and Harcourt Science Bk. 1 I, II & III. Make a sun and stars flip and other stars. gives off light. some other stars. Write one way book. Draw a picture of the sun 2. Discuss the importance of the The sun is a star. It is the closest the sun helps living things. Science Horizons Bk. 1 and clouds on Earth during the sun. star to Earth. The sun lights the sky Use the other stars to make a day. Write one sentence about it. each day. It is made up of very hot pattern. www.hspscience.com On another page draw a picture gases and heats the earth. Some of the stars and moon at night. stars seem to make patterns in the Write a sentence about it. 3. Name natural objects seen in sky. In the daytime sky, you may 3. The Sky. III. Complete a Worksheet. Finish the daytime and nighttime see clouds and the sun. In the night Make a chart to record what you the chart. Look at the day sky sky. time sky, you may see stars, planets, see in the sky during the day and and the night sky. Write what and the moon. what you see at night. you see under each heading. The moon is a huge ball of rock. Things in the Day Sky. Sunlight only reaches one part of Things in the Night Sky. 4. Explain the difference the earth at a time. The part that 4. Day and Night. between day and night. sunlight reaches has day. The part Make a model of the sun and Earth. that sunlight does not reach has The flashlight is the sun. The globe night. The earth is turning all the is Earth. Tape on the labels time. It takes the earth 24 hours to Sun Earth make one complete turn. As the Ask a partner to hold Earth. Shine earth turns, it causes some places to the flashlight on Earth. The side move into the light and other places facing the sun is having day. The to move away from the light into other side is having night. the dark. Primary Science Curriculum 2010 85 E A R T H S C I E N C E Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: PROPERTIES AND CHANGES IN MATTER STRAND 3: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Classify objects according to Through our senses, we become 1. Take students on a nature walk Harcourt Science Bk. 1 I. Students close their eyes. Then, put their physical properties such aware of the world around us. Your around the school. a hand into a bag to guess what the as size, colour, shape and senses help you learn about things. a. One group can identify things www.ckcolorado.org/units/1st_grad object is by its shape and texture. texture. Everything in our environment is in nature that have specific e/1_matter_statesproperties.pdf Other things can be used for called matter. Matter occurs in colours. E.g. leaves, flowers, students to infer what they are by different sizes, shapes, colours, rocks, animals etc. www.kids.aol.com/homework- using the senses. textures and weight. Some forms of b. The other group can find things help/junior/science/matter matter, such as air, cannot be seen. with certain shapes. 2. Experiment to identify how Matter can be changed by cutting, 2. Students manipulate tools for II. Students take items out of a bag to matter changes state, size, freezing, melting, burning and measuring weight and length. sort by size, shape and colour. colour, shape and texture. mixing. We can use our senses to Teacher provides ice. Let the ice discover how the various forms of melt. Students draw a picture to matter are alike or how they are show before and after melting. different. Write one sentence to state the change in matter. Students, with parents’ assistance, make a fruit salad. Each student will explain how the salad was made. They will also state the changes that occurred to the fruits. Students make a “Matter Kit” using a show box. In the box they will put two items that are solid, 2 liquid and 2 gas. Demonstrate in front of the class by telling which item is solid, liquid and gas. Primary Science Curriculum 2010 86 P H Y S I C A L S C I E N C E Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: PROPERTIES AND CHANGES IN MATTER STRAND 3: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Experiment to describe 3. Divide students into groups. Each Harcourt Science Bk. 2 I. Students explore physical changes physical changes in matter. group will have three objects. They in matter by conducting an will make predictions about the experiment involving cubes of ice, weight of each one. Then put them butter, and clay and record on the scale (weight) to test changes. (Group assessment) predictions. 4. Teacher allows students to perform certain activities, then explain the changes that take place. E.g. cutting paper, pouring liquids into containers with different shapes and sizes. Primary Science Curriculum 2010 87 P H Y S I C A L S C I E N C E Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: FORCES AND ENERGY STRAND 3: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Compare pushes and pulls. A force is a push or a pull. Pushes 1. The whole class stands and as the Harcourt Science Bk. 1 I. The students will draw two pictures and pulls make things move or stop teacher says “push” or “pull”, the to show a fish being caught. Write moving. A push or a pull can make students would demonstrate each Harcourt Science Bk. 2 two sentences to explain how they something change direction. A hard activity. got the fish out of the water. Use push moves things quickly, but a 2. The class will be divided into www.regent- the words push or pull to explain. gentle push moves things slowly. groups. Each group will be given edu/acad/schedu/pdf/mcms/force_m Picture showing Mom grocery When objects are pushed, they an activity to perform by pushing otion_energy-gr.1pdf shopping with a trolley. Write move away from us, but when or pulling, the other students will three sentences to objects are pulled, they move guess what the group is doing. www.eduplace.com/kids/hmxs/gl/m ..3 towards us. Heavy objects need 3. Students demonstrate how they agnets/cricket//sec14cc.html .3explain how the trolley was more force to be moved than light would move a big boulder. Then, moved. Use the words push and objects. Forces such as wind and they would demonstrate how they pull. flowing water can be used to make would move a box of cotton. Class things move also. A magnet is a discussion would follow to compare piece of iron that can attract or pull the activities. things. The things it pulls are 4. Students make a model of a usually made of metal. Some windmill. 2. Observe and identify poles of magnets are found in nature Harcourt Science Bk. 1 II. Students complete teacher prepared a magnet. (lodestone). A magnet has two worksheet which has pictures of poles. These are the places where its activities. The students will study pulling force is strongest. Every the pictures, then write “Push” or magnet has a north pole and a south “Pull” under each picture. pole. They are often called the N Examples: child pushing a car on pole and the S pole. Two poles that the floor, child pushing a dog that are different attract each other. refuses to move, Mom mopping Two poles that are the same, repel (pushing and pulling), etc. or push each other away. Primary Science Curriculum 2010 88 P H Y S I C A L S C I E N C E Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: FORCES AND ENERGY STRAND 3: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Experiment to find out which Magnets attract most objects made 1. Divide students into groups. Give Harcourt Science Bk. 1 Students use magnets to pick up objects (materials) a magnet of metal such as iron and steel. each group 3 objects to predict paper clips, pins or thumb tacks to will attract/repel. whether a magnet will attract it or Harcourt Science Bk. 1 demonstrate the objects that will be repel it. Then they will experiment attracted. They will draw the to test their predictions. All of the Houghton Mifflin Science Discovery picture after making the objects will be classified under the Works. Bk. 1 observation. Under the picture, headings: Attract and Repel. Workbook explain where the poles are on the 2. Children play the game “Go Fish”. Text Book magnet and state how they know The children can be divided into that. groups or remain as a whole class. Draw a pond on the floor. Put little Students experiment with magnets fish shapes into the pond. Some to feel the push and pull of the fish will have tape on them; others magnets. Put no less than three will have paper clips attached. magnets together. Students will cast a fishing line with a magnet tied to it to catch the Three bar magnets. fish. The students will write N or S to Students can take turns competing show how the poles are lined up for to catch the most fish. the magnets to attract. They will 3. Making magnets: The students will write about three sentences to be divided into groups. Metal explain why the magnets attract. objects such as paper clips, nail, and scissors will be placed in each ( 1 ) ( 2 ) ( 3 ) group. Each object will be tested to see if it would attract paper clips. N S N S N S Then the objects will be stroked Magnets attract (pull) twenty times in the same direction. Primary Science Curriculum 2010 89 P H Y S I C A L S C I E N C E Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy. CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK TOPIC: FORCES AND ENERGY STRAND 3: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Then, it will be tested again to see Group assessment. Each group will if the paper clips would be be given objects to use as a magnet: attracted. Discussion will follow. nail, pen, file, comb, etc. They will stroke the objects to magnetize them. Then, they will attempt to attract objects such as tissue, yarn, thread, paper, etc. This activity will be demonstrated in front of the class. The assessment will be based on the success of the experiment. Primary Science Curriculum 2010 90 P H Y S I C A L S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: ANIMALS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Identify a variety of animals There are many animals in the 1. Go on a nature walk around the Science Horizons Bk. 1 I, II & II. Put together puzzles where in your environment. world. Animals that are similar are schoolyard. Use hand lens to observe animals must be matched with their placed in the same group. various animals. Make a list of all of Science Horizons Bk. 2 correct body parts or coverings. Scientists use grouping to study the the animals you see. Then, write the name of the animal Harcourt Science Bk. 1 habits of animals. Some of the Or “Sea for Yourself” (fieldtrip to look under the completed puzzle and things that scientists look for when at what lives on the beach). Harcourt Science Bk. 2 record the way the animal moves. 4. Group animals by body deciding which group to put an 2. Cut out various pictures of animals. coverings and parts. animal in, are the animals’ body Glue them onto colored paper into Scott Foresman Science Bk. 2 parts, what materials cover the groups based on body coverings and parts. Discuss why each animal animals’ body, where the animal http://www.enchantedlearning.com/ belongs in a certain group. Predict lives and how it moves, breathes and coloring/ how they move, based on the body feeds. parts observed. http://animals.nationalgeographic.co Animals have different body 5. Describe how animals move 3. Play the game “Animal Charades”. m/animals coverings. Some animals have fur. from place to place. Students will choose a word card from Others have feathers or scales. a box with the name of an animal on http://animals.com Some animals use special body parts it. They will act out the way the to fly, swim, hop or walk. animal moves. The class will guess the name of the animal based on the movements. (e.g. If the word frog is chosen, the student may hop around the classroom.) 6. Identify things animals need Animals need food, air and water to 4. Make mobiles (using hangers) to Science Horizons Bk. 1 IV & V. Create a brochure all about for survival. live. show that animals need food, air, animals. In it, write: What Animals also need a safe place to water and shelter to live. Discovery Works Bk. 2 Animals Need to Survive and 7. Describe ways that animals live. A shelter is a safe place to live. 4 & 5. Draw a picture of a favorite Describe how various Animals get get food. animal and research what the animal The Learning Site: their Food. Animals use different body parts to needs in order to grow and live. www.harcourtschool.com/activity/a get food. (E.g. A giraffe uses its long Create a model to demonstrate what nimalneeds neck to reach leaves at the top of a body parts the animal uses to obtain tree.) its food. Primary Science Curriculum 2010 91 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: ANIMALS STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Observe a classroom pet or an animal in the schoolyard and discuss their needs. 6. Define the term habitat. A place where an animal lives is 6. Discuss what a habitat is. Make a Scott Foresman Science Bk. 2 VII. Give students a sheet of paper called its habitat. model of an animal habitat. E.g. with two scenes of different bird’s nest or wasp’s nest. Harcourt Science Bk. 2 habitats. Have them draw 15. Compare animal Animals find habitats where they 7. Play a matching game called ‘Find pictures of various animals that habitats. can meet their needs. My Home”. Match pictures of Discovery Works Bk. 2 live in each habitat or cut out various animals to their correct pictures from a sheet provided Animals get food, water and shelter habitats. Compare the different http://www.goerie.com/animals/ani and glue them on the appropriate from their habitats. ways animals use their homes. mal_habitats.html habitat. Animals can live on land, in water, 6 & 7. Go on a nature walk around VI & VII. Write down four sentences or in the air. They can even live in the schoolyard. Observe various describing what a habitat is and trees or under the ground. habitats (e.g. bird’s nest, wasp nest, how the two habitats are alike under a stone or log). Discuss and different. what a habitat is and the traits the animal has that allow it to live VIII. Complete the table. there. Animal Habitat 7. Observe two pictures of different 10. fish animal habitats. Discuss and record 11. bird how they are alike and different. 12. wasp Infer what would happen if you 13. ant moved an animal from one habitat 14. frog and placed it in the other. Primary Science Curriculum 2010 92 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: THE HUMAN BODY STRAND 1: STRUCTURE AND FUNCTION OF LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT  Identify the parts of the Your bones fit together to make 1 & 2. Make models of the skeleton Harcourt science Bk. 2 I & III. On a piece of paper, glue skeleton. your skeleton. Your skeleton holds using various art materials (e.g. clay, various bones together to complete a up your body and gives it shape. pipe cleaners, etc.) Label the parts skeleton. Then, label its parts. and discuss the functions of the Science Horizons Bk. 2 Some bones protect parts inside your skeleton.  Explain the functions of the body. Your ribs protect your heart 1 & 3. Make skeleton puzzles by II. Write a few sentences to explain skeleton. and lungs. Your skull protects your gluing a diagram of a skeleton onto http://www.42explore.com/skeleton. the functions of the skeleton. brain. cardboard. Cut it apart into htm different pieces. Have students Some bones help you move (arm assemble the puzzle pieces. Then, http://kidshealth.org/kid/htbw/bone bones, leg bones and hip bones). label the parts of the skeleton. s.html  Describe the location of the 1, 2 & 3. Make up a song about the III. Complete the table. skeleton in the body. Your backbone (spine) allows you to skeleton and its functions to the tune http://yucky.discovery.com/noflash/ Name of Body Part stand up straight and bend at the of “Row, Row, Row Your Boat”. body/pg000124.html Bone Protected waist. Point to various body parts a ______ Brain identifying the location of various Harcourt Health and Fitness Bk. 2 b ______ Lungs bones as you sing. c ______ Heart c. Identify muscles in the body. The muscles in our bodies help us 4. Make up riddles about various Harcourt Science Bk. 2 IV & V. Complete a worksheet move. Muscles are attached to muscles in the body and have the explaining the function of muscles bones. class guess the correct answers. Science Horizons Bk. 2 in the body and label muscles on a Your bones and muscles work Then, label the muscles on a diagram. together. They help you sit, stand, diagram. http://kidshealth.org/kid/htbw/musc d. Explain the function of walk and run. 4, 5 & 6. Play the game “Simon Says”. les.html muscles. Muscles change shape as you use Students will be given various them. They can get shorter or exercises to perform. Then, discuss http://yucky.discovery.com/noflash/ longer. When one muscle gets the various muscles being used to body/pg000123.html shorter, it pulls on the bone it is carry out the exercise and how they joined to. were able to move them. Harcourt Health and Fitness Bk. 2 Primary Science Curriculum 2010 93 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: THE HUMAN BODY STRAND 1: STRUCTURE AND FUNCTION OF LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT e. Demonstrate how muscles That makes the bone move one way. 6. Use rubber bands to demonstrate Harcourt Science Bk. 2 VI. Have students observe a picture of work. Another muscle pulls the bone the how muscles contract (become someone lifting weights. Have other way. thicker and shorter) and expand Harcourt Health and Fitness Bk. 2 them write down a few sentences There are many different kinds of (become longer and thinner). stating how the muscles are able muscles in our bodies (arm muscles, to do this. shoulder muscles, stomach muscles and leg muscles). f. Explain how healthy habits You can keep your bones and muscles 7a. Cut out and observe pictures of Harcourt Science Bk. 2 VII. Create a flyer encouraging affect your bones and strong and healthy. Exercising persons exercising and discuss persons to practice habits that muscles. everyday helps your bones and why exercise is important for Science Horizons Bk. 2 will keep their bones and muscles muscles stay strong. It helps your good health. healthy and strong. body stay healthy. You can get Scott Foresman Science Bk. 2 7b. Put on a skit for the class to show exercise by walking, running, some habits that can keep your swimming, playing and doing many http://www.tc.pbskids.org/arthur/pa bones and muscles healthy and other activities. rentsteachers/lesson/health/pdf/Eat_ strong. Well_Stay_Fit.pdf Food gives you energy to work and 7c. Predict how many jumping jacks play. It also helps you grow. To stay you can do in one minute. Do Harcourt Health and Fitness Bk. 2 healthy you need to eat certain kinds jumping jacks for one minute. Be of foods everyday (e.g. fruits and sure to count each one. Have a vegetables). partner time you. Compare your prediction with your results. Discuss how exercise helps your bones and muscles. 7d. Cut out magazines pictures of foods that make you healthy. Place pictures under the headings – Fruits; Vegetables. Primary Science Curriculum 2010 94 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: PLANTS STRAND 1: STRUCTURE AND FUNCTION OF LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT d. Experiment to tell what Plants need light, air and water to 1a. Experiment with plants. Get two Harcourt Science Bk. 1 I. Imagine that you are a tiny seed. plants need to grow. grow. It also needs nutrients or potted plants and water them. Write a letter to someone telling minerals from the soil. Cover one plant with a brown them exactly what you need to Each part of a plant helps the plant grocery bag and put the other one Harcourt Science Bk. 2 grow into a healthy plant. to get what it needs. in the light. Predict how the Most plants get light from the sun. plants will look in one week. Plants get water and minerals from Observe both plants after a week. Discovery Works Bk. 2 the soil. Discuss what happens to plants When a plant gets what it needs, it that do not get light. http://yorkcountyschools.org/mes/pl can grow and change. ant%20webquest/plantneeds.htm 1b. Watch a plant grow. Put some potting soil in a cup. Plant 2-3 http://www.theeducationcenter.com seeds in the soil and water the /Images/dlr_images/pdf/sample/tec6 seeds. Put the cup in a sunny 1165_sample.pdf spot. Observe and draw what you see every 2 or 3 days. http://www.naturegrid.org.uk/plant/ Measure your plants once a week. index.html Record your results. 1c. Experiment to see how plants get water. Put a celery stalk in colored water. Have children observe how water travels through a plant. Primary Science Curriculum 2010 95 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: PLANTS STRAND 1: STRUCTURE AND FUNCTION OF LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT e. Observe plants to identify Plants have different parts. Most 2a. Observe a plant using a hand lens. Harcourt Science Bk. 1 II. Make a model of a plant using plant parts. plants have roots, a stem, and leaves. Identify each of its parts. various art materials provided Many plants also have flowers. Discovery Works Bk. 2 and label its parts. 2b. Draw a plant and label its parts. Each plant part has a special job to do Scott Foresman Science Bk. 2 Create a game to teach someone in order for the plant to live and 2c. Play a matching game. Match else about plant parts. grow. pictures of plant parts to the www.greeningofdetroit.com/upload correct labels. s/plants.pdf Play the Vocabulary Wheel game f. Identify seeds from various Different plants grow from different 3 & 5. Collect a variety of seeds from Harcourt Science Bk. 1 III. Give students a worksheet with plants. seeds. The new plants look like the fruits. Use hand lenses to observe pictures of various fruits on it. plants the seeds came from. the seeds. Discuss how the seeds Science Horizons Bk. 2 Students will cut out pictures of are alike and different. various seeds and glue it onto the When old plants die, their seeds can Scott Foresman Science Bk. 2 correct fruit. be planted to grow new plants. 3. Play a guessing game called ‘Where did I come from?’ Show students http://www.teachingbug.com/lesson Seeds can be classified or grouped the seed from a fruit and have them _05.htm according to their shape, size and guess what fruit it came from. g. Classify seeds according to color. 4. Use sorting bins or paper plates IV & V. Give students a variety of color, size and shape. marked off in sections to classify a seeds. Have them classify them variety of seeds according to color, into groups according to color, size and shape. shape and size. Then, glue seeds h. Compare seeds from various onto a piece of paper (in their plants. groups) and give each group a name (e.g. Black seeds, Hairy seeds, etc). Next, have students write a few sentences telling how the seeds are alike and different. Primary Science Curriculum 2010 96 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: HABITATS STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT − Identify plants and animals The places where animals and plants 1 & 2. Play a matching game called Harcourt Science Bk. 2 I & II. Make a model of a schoolyard that live in the schoolyard. choose to make their homes are “Animal Homes”. Use animal or backyard habitat using the − Identify plants and animals called habitats. picture cards and habitat picture materials provided. that live in their backyard. cards to match each animal with its Discovery Works Bk. 2 Some animals can only survive on habitat. land. They make their homes almost anywhere including caves, dens, Use plastic animals or pictures of Scott Foresman Science Bk. 2 trees, under stones and under leaves. animals and classify them into Some land animals can also live in groups according to whether they water for long periods of time. live on land or not. Write and illustrate short stories or poems about animals that live in the school yard or in their backyard. − Identify plants and animals Things that live in water must have 3. Make a model of a pond or lake Harcourt Science Bk. 1 III & IV. Students will cut out that live in ponds and lakes. special body parts to help take in air habitat. pictures of plants and animals from underwater. Harcourt Science Bk. 2 a sheet provided and glue them 3 & 4. Examine a pond/ocean habitat. onto a sheet of paper with a water Some water habitats include ponds, Make a list of all of the plants and A Field Guide to the Sandy and habitat scene on it. The picture lakes, seashores and oceans. animals that you see. Rocky Seashore formed should be a realistic water − Identify plants and animals 4. Make a model of a seashore or (Bahamas National Trust) habitat. that live on the seashore Some plants and animals can only ocean habitat. and in the ocean. live in freshwater (ponds). E.g. www.hitchams.suffolk.sch.uk/habita 4. Choose a plant or animal that lives turtles and fish. Some can only live ts/sea.htm in the ocean. Read books to learn in saltwater (oceans). E.g. algae, more about it. Write a poem or whales, lobsters and crabs. short story about the plant or animal. Primary Science Curriculum 2010 97 L I F E S C I E N C E Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment. CURRICULUM GUIDELINES GRADE 2 SCOPE OF WORK TOPIC: HABITATS STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT − Describe ways that people The actions of humans can affect the 5 & 6. Draw and color pictures of a Department of Environmental V & VI. Create a flyer encouraging can harm habitats. places where plants and animals live. clean environment and a dirty Health people to preserve and protect environment. Discuss which one habitats, giving them reasons why Sometimes our actions can destroy you would prefer to live in. they should do so. Give them tips − Describe ways that people some habitats. For example, 6a. Organize a schoolyard/beach Harcourt Science Bk. 2 on things that they should not do. can protect and preserve throwing litter on the ground. clean-up. www.endangeredpecie.com/ways_to habitats. _help_htm. Sometimes our actions help to 6b. Recycle garbage by using improve some habitats. For example, discarded containers to make www.crd.bc.ca/watersheds/protectio keeping our environment clean. craft items. m/.../protectanimals.htm www.onvironment.fi_protectingand We should do all we can to protect monitoringnaturalhanitats the habitats in our neighborhoods. www.ymparisto.fi>...