COMMONWEALTH OF THE BAHAMAS MINISTRY OF EDUCATION PRIMARY SCIENCE CURRICULUM GUIDELINES GRADES 5-6 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 5 – 6 (REVISED 2010) TABLE OF C ONTENTS SECTION A SECTION D Message from the Minister of Education ii Perspectives That Enrich Instruction 160 Message from the Director of Education iii Inquiry-based Learning 161 Acknowledgements iv Constructivism 162 Bloom’s Taxonomy 163 SECTION B Science Process 164 Vision, Mission Statement – Ministry of Education 2 Use of the Scientific Method 166 Rationale, Overreaching Goal, Sub-Goals, Objectives 3 Cooperative Learning Technique 167 Scope and Sequence 4 Student–Centred vs. Teacher-Centred Learning 168 Unit /Topic Allocation 14 Multiple Intelligences and Learning Styles 169 Standards and Bench-Marks 33 Assessment Strategies/ The Assessment Process 171 Learner Outcomes 50 Information Technology Linkages/Literacy Skills 175 Definition of Terms 59 Laboratory Safety/ Science Safety 179 Rubrics 182 SECTION C SECTION E The Curriculum/ Scope of Work Appendices: Teaching and Leaning Strategies 188 Grade 5 60 Sample Glossary: Grades 5 – 6 191 Grade 6 111 SECTION F References 197 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 divergent 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 was 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. Davis who provided a point of reference that assisted in aligning the Primary Science Curriculum Guidelines with Science Standards Globally. Dr. Karen St. Cyr ( ) 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 begun the process as Facilitator during the initial fact-finding activities for the curriculum. • The High School Science Team led by Ms. Louis Barry, Education. • 0fficer 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 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, 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 to 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 Observe and conduct 1. A1 Observe a variety of 1. A1 Compare Vertebrates and 1. A1 Communicate traits 1. A1 Observe and describe and Identify body parts. research about animals organisms to determine Invertebrates common to all the structure of a cell in (external only) in the 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 is animals to classify them traits common to all specimens. 1. A2 Compare plant and to identify sense organs. a Habitat? 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 pattern. 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 certain biomes. 1. C2 Compare the 1. C2 Compare food chains and (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 its 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 SCIENC E 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 phenomen a 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. where they are located. 2. A3 Infer the importance of erosion on earth. pollution affects marine (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 fossil formation. 2. A6 Infer ways to prevent 2. A5 Infer what is ocean 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. Pri mary 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 is a rotate. planets. 2. C4 Communicate how the sun in space. constellation. 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 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 PRIMARY SCIENCE CURRICULUM SCOPE AND SEQUENCE STR AND 3: PHYSICAL SCIENCE GRADES: 1-6 Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of livin g 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. Primary Science Curriculum 2010 12 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 identify 3. B2 Experiment to define field. poles of a magnet. 3. B2 Identify other sources of fuels. 3. B2 Measure and record pulls 3. B2 Experiment to explain light besides the sun. using a spring scale. what is work. 3. B2 Experiment to record 3. B3 Experiment to find out 3. B3 Investigate traits of the 3. B3 Experiment to the relationships which objects sun and communicate communicate how fossil 3. B3 Use charts to interpret 3. B3 Compare potential and between motion, speed (materials) a magnet will its importance. fuels are formed. data recorded on pushes kinetic energy. and direction. attract/repel. and pulls. 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 (work) it is related to works. 3. B5 Predict which materials will force. 3. B5 Investigate how energy 3. B5 Experiment to explain transfer electricity. changes. 3. B4 Observe objects and the wind as a source of 3. B5 Experiment to explain what materials to discover energy. 3. B6 Experiment with magnets a simple machine is. 3. B6 Analyze the impact of the effects of friction on 3. B6 Predict what would to observe the properties technology on forms of them. happen if there was no of varied materials. 3. B6 Observe objects as energy. water on Earth. wedges or inclined 3. B5 Experiment to identify 3. B7 Investigate the term planes. 3. B7 Investigate compound/ pulleys, wheels and 3. B7 Hypothesize ways in conservation and explain complex machines that axels. which we can conserve its importance. 3. B7 Communicate what is use the lever and screw water. energy conservation. to help us do work 3. B6 Analyze how forces 3. B8 Analyze and share ways affect everyday living. 3. B8 Experiment with to conserve energy. Technology 3. B8 Communicate the magnets and explain 1. Describe ways technology is importance of conserving 3. B7 Experiment to conclude what they do. used to explore the ocean. 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 GRADE: 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. Primary Science Curriculum 2010 14 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. Primary Science Curriculum 2010 16 UNIT/ TO PIC ALLOCATION G RADE: 2 SECTION STRAND TOPICS DURATION (Hours) EARTH SCIENCE Properties and Structure of Earth 5. EARTH’S RESOURCES a. Tocks 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/ TO PIC ALLOCATION G RADE: i3x 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/ TO PIC ALLOCATION G RADE: 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/ TO PIC ALLOCATION G RADE: 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/ TO PIC 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/ TO PIC ALLOCATION G RADE: 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 GRA DE: 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 GRADE: 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 and 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/ TO PIC 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/ TO PIC ALLOCATION G RADE: 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 affect 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 GRADE: 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 label 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. 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 do 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 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 Primary Science Curriculum 2010 35 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) 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 Primary Science Curriculum 2010 36 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 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 Primary Science Curriculum 2010 37 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) 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 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 Primary Science Curriculum 2010 38 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) 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 Primary Science Curriculum 2010 39 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 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 the 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 describe 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 Primary Science Curriculum 2010 40 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 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 plants and animals 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 Primary Science Curriculum 2010 41 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 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 Primary Science Curriculum 2010 42 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 • *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 give 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 use their 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 make 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 discuss the environmental impact of their use Primary Science Curriculum 2010 43 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 determine 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 give 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 determine 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 • *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) Primary Science Curriculum 2010 44 • *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 Journey 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 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 Primary Science Curriculum 2010 45 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 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 Primary Science Curriculum 2010 46 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) 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) Primary Science Curriculum 2010 47 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) 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 Primary Science Curriculum 2010 48 • **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 49 LEARNER OUTCOMES GRA DES: 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 50 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 groups of living things. plants. describe its growth patterns. animals meet their needs. flowers to identify the parts of a flower, and explain its function. 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 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 what a where they live. can protect and preserve growth of seedlings. mangroves. of the bone are important. biome is. 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 52 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 53 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 54 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 changes. moonlight. their traits. air. atmosphere. and visuals to differentiate between weathering and erosion. Primary Science Curriculum 2010 55 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 ad 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 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 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 57 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 light whether or not they are heat, sound, electricity and attracted to magnets. their characteristics. 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 58 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 59 SECT ION C The Curr iculum / Scope of Work Primary Science Curriculum 2010 60 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Describe traits common to all In order to study animals more easily, 1. Examine pictures of a variety of Science Horizons Bk. 5 I. Construct models of crustaceans invertebrates. scientists divide them into two major animals, classify them as that are structurally correct using groups. vertebrates and invertebrates and reusable items. Animals with backbones are called name all the animals in the Treasures in the Sea vertebrates and animals without invertebrate group. Classify animals as invertebrates backbones are called invertebrates. from a selection of pictures, photos Invertebrates live almost or PowerPoint presentation. 2. Describe the characteristics everywhere on Earth. Invertebrates 2. View a transparency of the spiny Harcourt Science Bk. 6 II & III. Complete a project on common to crustaceans. make up 97% of all animals. lobster and describe its crustaceans. Invertebrates are classified into characteristics. Based on the form www.brainpop.com several smaller groups. Animals that of the body parts, predict the “Invertebrates” have many of the same function of each part. characteristics, or traits, are www.scilinks.org/Harcourt Play the game ‘pass the parts’. classified in the same group. The Animal Kingdom Crustaceans 3. Identify invertebrates that are 3. Identify crustaceans from a Jellyfish, spiders, insects, starfish, crustaceans. selection of invertebrate pictures. sponges, worms, crabs, octopus, “Lobster Life Cycle Poster” crawfish and centipedes are all Collect a variety of pictures from Bahamas National Trust invertebrates. magazines and internet on crustaceans and create a scrapbook. Create a recipe using crab, lobster, shrimp, crawfish as the main ingredients. Primary Science Curriculum 2010 61 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Explain the impact of crustaceans 4. Discuss Crab Fest and its impact www.macalister_elliott.com/media/r IV. Explain how Bahamians derive on the Bahamian economy. on the economy of Andros. eports/18reports/18_reports/18_repo incomes using crustaceans. rts.pdf Interview and photograph Collect menus from various sidewalk vendors to discuss how www.bahamasissues.com/archive/in places. i.e.: Bamboo Shack, selling crabs and crawfish dexphpft Hotel Restaurants, backs of enhance their everyday life. cars, Fish Fry, other hotels etc. Create bar graphs to organize and Bahamas Handbook 2010 Compare the prices of crawfish, present data on landings of the shrimp and crab dishes. Create spiny lobster. Local Vendors a graph or Venn Diagram to show your results. Infer Design traps for catching crabs reasons for the vast differences and crawfish. in prices. 5. Research the laws that govern the Arthropods that have two body 5. Discuss the laws that govern the Collect visual aids from the Ministry IV. Explain why the crawfish/spiny preservation and conservation of sections and two pairs of antennas are catching of the spiny lobster. of Fisheries. lobster are protected by law. the spiny lobster. called crustaceans. They include Resource person from Ministry of invertebrates such as lobster, shrimp, 6. Group Work Display photos and other Fisheries. crab, krill, spiny lobster and soldier Create and label a model of a visuals that illustrate how the crab. crustacean using local materials. Google: Bahamas_ Bahamian crawfish is caught legally and The hard outer covering is called an Fishing Laws and Regulations – First illegally. Infer how the exoskeleton. The exoskeleton Class Charters. crawfish protection laws affect protects the organs inside the The Bahamas Handbook 2010 its price and proliferation. animal’s body. It also prevents the www.bahamasvacationonline.com/fi loss of water from the body. The shing_regulations.htm Use model for discussion and skeleton does not grow, it molts. To display. molt means to shed the outer body www.seachoice.org/profile/103 covering. www.floridasportsman.com>Reions Primary Science Curriculum 2010 62 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Crustaceans use gills to breathe and www.mainelobstermen.org/news.as they reproduce by laying eggs. The p?page=oEsec=MLCP eggs are laid in water and young crustaceans that hatch do not look like the adult. As they grow, their bodies change until they resemble the adult. Most crustaceans spend all their time in water but some crabs live all their adult lives on land. Crabs are the most common land crustaceans found in The Bahamas. The largest crab population is found on Andros. Black and pond crabs are used for food. The spiny lobster and crab are sold locally but the spiny lobster is an Export - sold abroad to help bring money into the Bahamian economy. The spiny lobster is protected by law and can only be captured during the crawfish season August 1st to March 31st. Primary Science Curriculum 2010 63 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain the characteristics of A mollusk is an invertebrate that has 1. Examine a conch specimen and Science Horizons Bk. 5 I & II. Create a fact box on Mollusks. mollusks. a soft body. identify its characteristics and (individually or group work) One trait/characteristic that most body parts. www.biologycorner.com/bio1/notes − Make a list of facts on mollusks. mollusks share is a body that has 3 -mollusks (10-12) parts: head, foot and body mass. Create a conch life cycle wheel. − Use aquapure 5 gallon bottle Sense organs are found in the head. covers to draw circles on white Listen to the song ‘We love we The foot is used for crawling, Treasures in the Sea paper. Conch So’ by Phil Stubbs and swimming or digging. The body − Outline each circle with a answer six to ten questions mass contains the heart and other marker. related to it. organs. Harcourt Science Bk. 6 − Write a fact on each circle. 2. Identify invertebrates that are 2. Identify mollusks from a variety A mantle covers the organs. The − Cut out each circle. mollusks. of animal pictures. mantle is a fleshy covering that www.butterflyrevolt.com/characteri − Place the circle inside the 5 protects the organs. In most stics-ofmollusks.html gallon cover. Design a pamphlet on mollusks mollusks the mantle produces − Decorate a box and label it found in the Bahamas/ and other materials that form one or two Modern Science for the Caribbean ‘Facts on Mollusks’ to store parts of the world. Create a shells. Bk. 5 covers in. model of one of the mollusks and The conch, octopus, squid, snail and (If bottle caps are not available, explain why it is a mollusk. oyster are examples of mollusks. CD – “Conch Aint Gat No Bone” use cardboard). There are 3 types of mollusks. I. Explain the characteristics of No Shell One Shell Two Shell Treasures in the Sea mollusks. 3. Classify mollusks as no shell, one Slug Conch Oyster 3. Collect data on the grade 5 III. Develop slogans to tell/explain www.scilinks.org/harcourt shell and two shell types. Squid Snail Clam favorite conch dishes and present the impact of the queen conch on Octopus Curd Mussel The Animal Kingdom Mollusks this information in a pie chart. the culture and economy of The Whelk Scallop Create and present a short skit Bahamas. No Shell demonstrating the cultural and These mollusks have no shell economic value of the queen covering the outside of its body. conch. Prim ary 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Invite a resource speaker to speak on the usefulness of the conch shell, conch body parts and conch harvesting areas in The Bahamas. 4. Explain the impact of the queen One Shell 4. Interview vendors from Potter’s www.youtube.com IV. Debate whether or not it is conch on the Bahamian economy These mollusks have one shell. The Cay, local docks and Fish Fry important to conserve the shell has a ‘trapdoor’ covering the about sales and favorite meals. www.nmfs.noda.gov/pr/species/.../q queen conch. 5. Analyze ways to preserve and opening. The animal can pull its 5. Classify mollusk pictures as no ueenconch V. Classify a variety of mollusk conserve the queen conch. head back into the opening and shut shell, one shell and two shell pictures. the trap door. In this way, the types. www.enchantedlearning.cpm/subjec animal is protected from enemies. 6. Research information on conchs ts/.../Conchprintout.shtml other than the queen conch. Two Shells Conch Life Cycle poster These mollusks have a double shell Investigate that is hinged. They get their food • Cleaning conch Queen Conch Poster by filtering it from the water. Tube • Removing conch from the shell like parts are used for feeding. • How to clean a conch Science Horizon Bk. 5 The queen conch is one of the • Life Cycle of the Queen Conch largest marine snails. It is used for Harcourt Science Bk. 6 food. It feeds on algae found on seaweed, sand and floating organic debris. The queen conch also has an important cultural and economic role in The Bahamas. It is vulnerable to over fishing because it matures and moves slowly. 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain the characteristics of Stinging-cell animals have stinging 1. View pictures/photos and Science Horizons Bk. 5 I. Complete a worksheet related to stinging-cell animals. cells that contain poisonous threads. identify the characteristics of the characteristics and The body is shaped like a hollow stinging-cell animals. Identify Harcourt Science Bk. 6 identification of stinging-cell sac. The opening or mouth of the stinging-cell animals-jellyfish, animals. Complete Venn sac is surrounded by tentacles. A hydra and sea anemone. www.youtube.com Diagram to show comparisons tentacle is an arm-like part that Killer sea anemone attacks poor crab among stinging cell animals. contains the stinging cells. Observe a video/power point Hydra feeding Stinging cells help protect the animal presentation illustrating the Hydra.1 and catch food. Stinging cells work feeding behaviour of stinging-cell Hydra (budding) reproducing when a small animal brushes against animals. Discuss its content. Giant jellyfish 2. Identify invertebrates that are a tentacle. The poisonous threads are 2. Create and play a game Portuguese Man of War (Blue II. Create a mural exhibiting stinging-cell animals. released from the stinging cells. The emphasizing the content of Bottle) stinging-cell animals in their poison stuns or kills the animal. The stinging cell animals. natural habitat. tentacles then bring it into the 3. Visit “The Dig” at Atlantis. mouth. Stinging-cell animals include jellyfish, hydra and sea anemone. 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Define the term vector. Organisms that spread germs and 1. View a PowerPoint presentation School Health and Family Life I. Collect vectors in glass or diseases are called vectors. on vectors. education Curriculum Module – plastic jars with the supervision Insects such as flies, mosquitoes and Reducing Pests and Insects Vectors of an adult. cockroaches transfer germs and diseases to human beings from www.youtube.com View these using hand lenses infected sites. When vectors feed, Mosquito eggs hatching and microscopes to observe oral they come into contact with germs Mosquito Life Cycle parts. 2. Identify invertebrate vectors. which they carry about in their 2 & 3. Tour the school and Housefly from egg to adult in 14 II. Display and label with the stomachs, or attached to the hairs on schoolyard and identify places days uttermost caution and care dead their legs and bodies. where vectors can breed and The Housefly vector specimens. 3. Describe characteristics of Mosquitoes transmit the germs that proliferate. (These places can be III. Manipulate pictures to correctly invertebrate vectors. (insects) cause dengue fever. This happens listed or photographed.) sequence the life cycles of when a mosquito sucks the blood of vectors. 4. Explain how vectors affect the an infected person then puts this 4 & 5. Have a resource person speak IV & V. Create an information health and well-being of blood into a healthy person when it to the class from the Ministry of pamphlet to communicate Bahamians. tries to take blood from that healthy Environmental Health or doctor vectors in our community, the 5. Describe diseases caused by person. to speak on diseases contracted diseases they transmit and invertebrate vectors and their Mosquitoes must lay their eggs in from vectors and their treatments. possible treatment for disease. treatments. water. Because of this, we can 6. Discuss ways to eliminate vectors. reduce their chance of producing 6. Observe and record the amount of VI. Create and display on a chart young mosquitoes by removing garbage collected at school and “Effective ways to eliminate empty containers and other items home, how often the garbage is vectors”. that trap water, by draining ponds removed from the classroom and or and swamps and by spraying areas the home and the conditions under Create a brochure informing where they breed with insecticides. which they are disposed of. How persons of: often the garbage is removed by − What are vectors Ministry of Health or private firms − What contributes to the can also be recorded. Students proliferation of vectors compare their results. − Ways to eliminate vectors. 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Flies can only take in food in liquid 6. Devise a plan to discard, destroy form but they feed on anything or eliminate the things that cause including garbage, rotting food, vectors. faeces and dead bodies. They vomit on solid foods to turn them into Investigate the effectiveness of liquids before sucking them up. insecticides on vectors. When flies feed, germs stick to their bodies and if they land on our food, some of the germs drop off. When we eat this food, germs enter our bodies and make us sick. Flies lay their eggs in the substances they feed on. To prevent the increase in the fly population, we must reduce their chances of laying eggs. To do this, we must dispose of all garbage properly, disinfect all garbage containers regularly, cover food stuffs properly at all times and have dead bodies and refuse removed responsibly by the Ministry of Environmental Health. Cockroaches live in damp, dark, dirty places. They feed on almost anything including the food we eat and they spread germs and diseases in the same way that flies do. Primary Science Curriculum 2010 68 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT By keeping our environment clean, litter free, and disposing of garbage properly, we can prevent the breeding and proliferation of vectors. Primary Science Curriculum 2010 69 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain instincts that help An instinct is a behaviour that an 1. Examine pictures of animals from Harcourt Science Bk. 4 I & II. Complete a project on animals meet their needs. animal begins with. Instincts are charts, photos, powerpoint Behavioural Adaptations of adaptations that help animals meet presentation and explain how www.si.edu/harcourt/science Animals their needs. instincts help them meet their www.scilinks.org/harcout The monarch butterfly files south needs. www.nationalgeographics.com 2. Explain two examples of learned for the winter. It goes to places 2. Manipulate pictures and word Grizzly mom teaching her cubs behaviour. where they have the food and cards to match animals that (video) climate it needs to survive. migrate and those that hibernate. 3. Differentiate between instinct The behaviour or action of flying 3. Use a globe or map to measure The Atlantic Green Turtle III. Explain the term instinct and and learned behaviour. south is not something monarchs and trace the migration path of OR give examples of types of this have learned. It is an instinct. monarch butterflies from Harcourt Science Bk. 4 behaviour. Some animals travel long distance to Minneapolis to Mexico City. meet their needs. E.g.: the female (Research to obtain info for this www.youtube.com Atlantic green turtles go to Ascension activity.) Identify butterflies in Green turtles Island to lay their eggs in the sand on your environment/Research to Baby sea turtles hatching the beach. explain their origin. The turtles do not learn from other turtles where the feeding areas are or Differentiate between instincts how to get to Ascension island. They and learned behaviours from a list know by instinct where to go. This of behaviours (scenarios). 4. Identify animals that migrate and type of instinct is called Migration. 4. Create a nest using twigs, leaves, Harcourt Science Bk. 4 IV. Writing-Suppose you are an hibernate. cotton, bones and paper. It must animal that migrates in the be sturdy and not fall apart when www.youtube.com spring and fall. Tell what kind handled. Groups discuss their Black bear and cubs in hibernation – of animal you are, where you difficulties and methods to BBC Wildlife live in the summer and where accomplish this activity. you spend the winter. Describe the things you might do and see as you travel. Primary Science Curriculum 2010 70 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 5 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT It is the movement of a group of one 4. Observe the video Monarch type of animal from one region to migration and answer questions another and back again. It is a related to it. behavioural adaptation. Other animals that migrate are Harcourt Science Newsroom pectoral sandpiper, gray whales, Video pacific salmon. Hibernation is a period when an Observe and photograph unusual animal goes into a long, deep ‘sleep’. birds in students’ backyards, near An animal prepares to hibernate by bodies of water and bushes. eating extra food and finding Report findings. shelter. During hibernation, the animal’s body temperature drops and its breathing rate and heartbeat rate fall. As a result, the animal needs little or no food. The energy it does need comes from fat stored in its body. Animals that hibernate – squirrel, bears and bats. Some animal behaviours are not instincts. They are learned. E.g.:- how to hunt, sound to communicate with each other, how to build homes, how to eat certain foods. i.e.: crack open a nut. 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify parts of the skeletal The skeleton is made up of all the 1. Construct a 3D model of the Harcourt Science Bk. 4 I. Assemble a skeletal puzzle. system. bones in the body. There are about skeletal system using Styrofoam 206 bones in the body of an adult plates. Harcourt Health and Fitness Bk. 5 Label the skeleton. human. The skeleton has 3 functions. It Identify the bones of the skeleton. Science Horizons Bk. 5 Identify and name joints of supports the weight of the body, your body. Illustrate how the enables it to move and protects vital Collect, identify and display a various joints work. organs. variety of bones. 2. Explain the function of the The skull protects the brain and 2. Examine a chicken leg quarter, Science Horizons Bk. 5 II. Draw a picture to show what skeletal system. forms the shape of the face. identify the muscle, bone, your body would look like if The spine is made up of vertebrate cartilage and ligament. you had no skeleton. Present that support and protect the spinal drawing to the class and explain cord. The ribs protect the heart, 2 &3. Measure the mass and length Science Horizons Bk. 5 possible adaptations for lungs and other organs in the chest of a variety of bones. movement and other functions. 3. Explain why different parts of the cavity. Bones are made of different 3. Examine a chicken bone III. Identify the skeletons of other bone are important. kinds of tissues. Some bones are (leg/drum stick) and identify its Doctors Hospital or P.M.H. animals. hollow. These are light and strong. parts. Radiology Department The outer part of bones is made of hard bone tissue. The hardness is Compare the bones of fish and Family Island Clinic crystals of calcium. chicken. Discuss similarities and differences between these and the Your Health Bk. 3 human skeleton. Harcourt/Brace Compare the x-ray picture of a baby’s bones, bones of someone www.youtube.com about your age and bones of an Skeletal System adult. Discuss findings. 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Infer how proper nutrition and Where two bones meet is called a 4. Experiment to show what happens The Human Skeleton IV. Identify calcium enriched foods exercise are related to good joint. They are held together by when calcium is removed from www.brainpop.com from a selection of visuals. skeletal health. connective tissue called ligaments. bones. Health Body Systems (models) The ends of all bones are coated with a layer of rubber-like tissue Observe a selection of pictures. Harcourt Health and Fitness Bk. 5 called cartilage. This cushions bones Discuss good health practices. and helps them to move against each other smoothly. There are four common types of joints found in the body that allow movement and one that does not. These joints are:- Hinge Joints – Allow bones to move against each other like the hinges on a door. These allow joints to flex (bend) and extend (straighten out). E.g.:-knee, elbow and fingers. Ball and Socket Joints- Allows joints to move in a circle (rotate). E.g.;- shoulder, hip, ankle and wrist. Pivot Joints – Allow joints to move from side to side. E.g.:-neck 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plane Joints - Allow joints in the hand to glide over each other and allows the spine to bend and twist. Suture Joints – do not allow movement. These are called immovable joints. E.g.: skull. Calcium helps bones grow strong and healthy. Dairy products contain calcium. E.g.: milk, cheese and yogurt. Dark green vegetables also contain calcium. E.g.: spinach broccoli and collard greens. Exercise makes bones healthy. Sitting up straight with good posture, and never sitting slumped over also keeps bones healthy and makes them grow and develop properly. Primary Science Curriculum 2010 74 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain the functions of the The muscular system is made up of 1 & 2. With a partner, flex body Harcourt Science Bk. 4 I-III. Complete a crossword puzzle muscular system. muscle tissue. The cells which parts to observe how muscles emphasizing the concepts of muscle tissue is made of are able to move. Harcourt Health and Fitness Bk. 5 the muscular system. 2. Identify parts of the muscular change their lengths by contracting I-VI. Complete a worksheet on the system and explain its function. and relaxing. Muscles are found muscular system with a 3. Classify muscles as skeletal, throughout the body and are 3. Identify the 3 types of muscles in Science Horizons Bk. 5 minimum accuracy of 75%. smooth and cardiac. responsible for movement. a variety of visuals and poultry There are 3 types of muscles. specimens. Have students make arm Skeletal Muscles models using cardboard and Examine type of muscles under a These muscles move the limbs and rubber bands to demonstrate microscope and draw results. other parts of the body. They are how muscles work in pairs. Compare with classmates. stretched across the bones. These 4. Explain why muscles must work 4. Explore Together: Science Horizons Bk. 5 muscles can only pull on bones and in pairs. What happens when you must work in pairs. overwork your muscles? Science Horizons Bk. 5 When muscles contract, they pull on the bones to which they are Examine a picture of the brain Harcourt Health and Fitness Bk. 5 attached causing the bones to move. and locate the cerebellum. 5. Demonstrate how skeletal and Smooth Muscles 5. Examine the muscles of a body Harcourt Health and Fitness Bk. 5 V. Explain how the skeletal and muscular systems work together. These muscles line the organs of the builder as he/she explains how muscular systems work body. E.g.: kidneys, stomach, the skeletal and muscular systems together. intestines. work together. 6. Infer how proper nutrition, rest Cardiac Muscles 6. Design weights to assist with Your Health Bk. 3 VI. Create and present warm up and sleep are related to good These muscles are only found in the exercising muscles. E.g.: bags with Harcourt/Brace and cool down routines – group muscular health. heart. sand, gallon plastic bottles with work. water. Harcourt Health and Fitness Bk. 5 Infer why it is important to include warm up and cool down time when you exercise. 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Muscles are connected to bones by 6. Visit a gym to investigate how www.youtube.com VI. On a template of the human tendons. Tendons are connective various machines and equipment Muscular System Structure and body, create a collage of tissue which is unable to stretch. affect the growth and Function pictures from magazines and The muscular and skeletal systems development of specific other sources that keep the work together to cause movement in muscles/parts of the body. How the Body Works Skeletal muscles strong and healthy or the body. Muscles. illustrate healthy habits. Dairy products, fruits and vegetables contain calcium and other minerals Harcourt Health and Fitness Bk. 5 that are used by muscles when they contract. Milk, meat, fish and eggs contain proteins. Proteins help build muscle tissues. Breads and cereals provide energy that muscles need to move bones. Exercise helps muscles to become stronger. Rest and sleep also keep muscles healthy. Primary Science Curriculum 2010 76 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Describe how personality, You may think that you are too 1. Look into a hand or wall mirror. Harcourt Health and Fitness Bk. 6 I. Complete a Photo Essay relationship and self-concept short, tall, thin or heavy. Keep in Say: I am special because… − Gather and organize affect mental and emotional mind that all people are different Explain your best attribute www.youtube.com information to show growth health. and they grow and develop in their Say I am not perfect because… Food Pyramid Video and development over the own ways. Having a realistic Explain something about yourself The NEW Food Pyramid years. body/self image is important. A that needs to improve. − Describe changes in physical poor self concept/body image can Harcourt Health and Fitness Bk. 5 appearance and personal traits. Explain activities/attitudes when lead to unhealthy behaviours. Some − Indicate photos that made you in their cliques. Discuss how you people, especially girls, become feel good about yourself and feel alone, with family or in your overly concerned about their self bad/sad. Explain why. clique. Explain why. image and develop serious eating 2. Investigate eating habits, disorders 2. Identify commercials on TV or in II. Keep a log of the food choices disorders. and how they affect health. magazines that make students feel you make each day for one People grow especially quickly uncomfortable, or inadequate, week. Note how many times between the ages of ten and twenty. happy, comfortable or adequate. you practice self control. Look During these years your body needs Explain why. for trends between how you plenty of nutrients of every kind. feel and what you eat. Are you Between these ages, people begin to making more food healthy cut back on the amount of food they choices? eat. Boys hoping to build muscles eat foods rich in protein but lacking Students compare/discuss logs. 3. Explain how good eating habits carbohydrates. Girls avoid all foods 3. In groups, make a chart of a Food III. Create a balanced meal for enhance healthy growth and they think are fattening, including Drum Guide. breakfast, lunch and dinner. development. calcium-rich dairy products. Use paper plates, and pictures from magazines and other sources. If a beverage is to be included, a plastic or Styrofoam cup can be used to paste/glue the selected visual on. Primary Science Curriculum 2010 77 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT A nutritional deficiency is the lack www.brainpop.com of a certain nutrient in the diet. Health Nutrition Personal Health These deficiencies can cause anemia – lack of iron – the blood carries less Harcourt Health and Fitness Bk. 5 oxygen than the body needs. If you take in more food than your body needs, the body stores it as fat. Being overweight can damage your health. Overweight or obese people can develop high blood pressure, heart disease and Type 2 diabetes. As your body develops and changes, so does your relationships with your parents and friends. Sometimes young people form cliques or groups of friends who exclude others from joining. Being a part of a clique can help you feel a sense of belonging and support. Cliques can be harmful if they Health and Fitness Bk. 6 encourage unhealthy behaviour. To help your body work at its best, Harcourt Health and Fitness Bk. 5 you need to eat a balanced diet. A balanced diet is a diet of a variety of foods that give the body all the nutrients it needs. Primary Science Curriculum 2010 78 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 5 SCOPE OF WORK TOPIC: HEALTH STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Vitamins help important chemical reactions take place in your body. Your body needs water most. Water helps: − Transports nutrients to all the cells of the body − Builds new cells − Keeps body temperature stable − Helps carry waste out of the body − Keeps joints moving smoothly You should drink 6-8 glasses of water a day. Fiber helps food move through the digestive system and prevents some forms of cancer. Carbohydrates, fat, proteins, mineral and vitamins are five basic groups into which food can be placed according to what we get from them. Primary Science Curriculum 2010 79 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 5 SCOPE OF WORK TOPIC: PLANTS STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Describe the process Plants make their own food by a 1. Experiment to show that sunlight Harcourt Science Bk. 4 I. Draw a model of a plant and photosynthesis. process called photosynthesis. affects photosynthesis. label its major parts. Indicate During this process, plants use light on the model how the various energy to change water and carbon Investigate how plants use leaves. Harcourt Science Bk. 5 parts work together during the dioxide into sugar. process of photosynthesis. Sunlight is taken in or absorbed by 1-4. Invite a resource person to British American Insurance Have students create a recipe chlorophyll in the leaves and other speak about the uses of bush Calendar 2004 & 2005 card for photosynthesis. They green parts of a plant. Chlorophyll medicines, indigenous plants will: is a chemical found in special and conservation of plants. Bahamas National Trust - List the ingredients and structures in plant cells called amounts needed. chloroplasts. Water is transported Science Horizons Bk. 4-5 - Provide a clear set of directions from the roots to the leaves and explaining how the ingredients stems and carbon dioxide enters the are combined and determine plant through tiny openings in the the energy source and the leaves called stomata. results obtained if the recipe is The food made is called followed properly. Include sugar/glucose. diagrams and pictures to Oxygen is released into the air. illustrate the process and Indigenous plants are those plants ingredients used. 2. Identify indigenous plants of that are native to The Bahamas. 2 & 3. Create a containerized Harcourt Science Bk. 4 II. Name indigenous plants from a The Bahamas. garden of indigenous and set of pictures. medicinal plants. Harcourt Science Bk. 3 3. Identify medicinal plants and − Press dry samples of medicinal III. Create a reference book of their uses. plants. www.bahamasnationaltrust.org plants and their medicinal uses. www.answers.com/topic/herbalism Primary Science Curriculum 2010 80 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 5 SCOPE OF WORK TOPIC: PLANTS STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Describe ways to conserve plants. These include lignum vitae, gale of 4. Discuss ways to conserve plants. www.bahamasnationaltrust.org IV. Define conservation and explain wind, life leaf, pigeon plum, goose Bush Medicines the importance of conserving berry, rooster comb and fever grass. 5. Take photos of a number of plants. A variety of plants found in The indigenous plants. Local Plant Nurseries Make a list of 20 foods you eat Bahamas have medicinal value. that come from plants. Identify Medicinal plants are referred to as how many of these foods come bush medicine in The Bahamas. from roots, stems, leaves, fruits, Popular plants used for health seeds and flowers. Make a bar purposes include cerasee, rooster graph from your list. comb, life leaf, love vine and aloe. Create a booklet on They are used to treat a variety of “Conserving native plants”. ailments including worms, high blood pressure, diabetes, diarrhea, asthma and gas. Plants are very important to us. We use materials we get from plants for food, making clothing, construction of homes, boats and shelter and for making tools and weapons. As the human population increases, people clear land to build new roads, farms, houses, shopping centres, malls, airports and other infrastructure. These actions change the natural environment and can result in the loss of many plant groups. Primary Science Curriculum 2010 81 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 5 SCOPE OF WORK TOPIC: PLANTS STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plants that are at risk of extinction in The Bahamas are called endangered plants. Lignum vitae, mahogany (Madeira) and the Caribbean pine are endangered indigenous plants. To save plants, we must conserve them. Conservation is the wise use and careful management of resources. The act of conserving plants is to do all we can to protect them from becoming extinct. Ways to conserve plants are:- a. Plant endangered plants in your garden and in their natural habitats. b. Buy native plants instead of non- native ones. c. Do not cut or burn down native plants. d. Do not use endangered plants for building or any form of money making. e. Volunteer at organization such as BNT to help to protect plants in The Bahamas. f. Recycle, reduce, reuse Pri mary Science Curriculum 2010 82 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Define ecosystem. An ecosystem is an environment 1. Go on a field to a nearby beach. Harcourt Science Bk. 3 I. Identify and name the various where living and nonliving things Observe and record living and types of ecosystems from a interact and affect each other. nonliving things found in various Harcourt Science Bk. 5 group of pictures cards/ Everything on earth is dependent on ecosystems-tidal pools, sandy powerpoint presentation. radiant energy. Radiant energy shore. Compare and contrast from the sun reaching the earth is various ecosystems. 2. Explain the interdependence of converted into different forms of 2. Manipulate a variety of pictures Harcourt Science Bk. 6 II-IV. Observe the food web- living and nonliving elements of energy as it flows through an and identify predators, prey and (Treasures in the Sea, p. 126) an ecosystem. ecosystem. Each species in an scavengers. identify predator, prey and 3. Identify three different groups ecosystem lives in a habitat, the part 3. Construct food chains and food Harcourt Science Bk. 6 scavengers. (predator/prey and scavenger) in of an environment in which an webs with the addition of other Create food chains using an ecosystem. organism lives and has a niche pictures. Harcourt Science Bk. 5 organism cards in the food web. which describes how it fits into the ecosystem. Discuss predator, prey and Treasures in the Sea All organisms need energy. An scavenger relationships that animal that feeds on other living students have observed in their animals is called a predator. They communities. 4. Explain components of food are consumers that eat other 4, 5 & 6. Construct posters that chains and food webs. consumers. E.g.: wolves, coyotes, promote the conservation of 5. Define resources. frogs, eagles, owls, sharks, insects. water, fisheries and electricity. V-VIII. Explain the importance of The animals predators eat are called 6. Identify water, fisheries and water, fisheries and electricity prey. electricity as resources. as resources. Describe at least Some predators are also prey. one way to preserve each. Insects that eat smaller insects may be eaten by birds. Those birds may V. Collect materials from the be eaten by larger birds or other school and home environment mammals such as foxes. and use them to demonstrate Ecosystems also include animals the difference between reusing called scavengers. and recycling. Primary Science Curriculum 2010 83 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 7. Describe ways to conserve These consumers eat the remains of 7 & 8. Set up a reusing and Harcourt Science Bk. 4 and 5 resources. animals that have died. recycling program to promote 8. Define preservation. E.g.: vultures, jackals, hyenas. environmental awareness and Science Horizons 4 and 5 The interactions between predators stewardship. 9. Explain the importance of and prey affect the populations of 9. Research information on the 50 Things you can do to save the IX. On a map of The Bahamas, preserving national parks. those animals. A large number of names and locations of our Earth indicate the location and preys can feed a large number of various marine parks. description of at least two parks predators. When the population of E.g.:-Exuma Cays Land and Sea 50 Things Kids can do to save the or sanctuaries. (Trace these on prey decreases, however, it can no Park and Central Andros National Earth sample maps) longer feed as many predators. The Parks OR Treasure in the Sea population of predators then Students list pros and cons for decreases. Discuss the impact these Bahamas National Trust protecting the coastal habitat. The movement of energy from protected areas have on the A minimum of three pros and organism to organism can be shown marine life and ecosystems they Treasures in the Sea cons is required. (Use concept in a food chain. preserve. Students role-play a maps to communicate this A food web shows the overlapping community meeting in which the www.thebahamasnationaltrust.org/p information.) food chains in an ecosystem. It topic is whether or not to protect arks.php OR shows more clearly how energy a coastal habitat. Create a poster or information moves. Some energy is lost each time www.bahamas.gov.bs/BahamasWeb/ pamphlet to share why it is energy passes from one organism to vistingTheBahamas.nsf/subjects/Nati important to conserve another. onal+Parks resources. A resource is a material that living www.youtube.com things use. Ecosystem Dynamics Predator vs. Prey 1 Primary Science Curriculum 2010 84 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Water, fisheries and electricity are www.brainpop.com resources that are vital to our Food Chains existence. OR Water is an inexhaustible resource. www.youtube.com Even polluted water can be used Video Tour 9: Food Chains again if it is cleaned. Earth’s processes help clean water. Fresh Bill Nye the Science Guy: water is a limited resource that It’s the Food Web people need to conserve and keep clean. People need water everyday www.brianpop.com for drinking, cooking, bathing and Science cleaning. Factories and farms use Ecology and Behaviour water to make products people need. Primary Science Curriculum 2010 85 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Fisheries are an essential resource. About 75% of the world’s fish catch is used for human consumption. The demand for seafood has been rising globally due to increased awareness of seafood’s healthy properties. Many medicines contain compounds derived from marine plants. The ocean provides goods, services and employment to millions of people around the world, e.g. snorkeling, diving and sports fishing. The principal commercial fisheries in The Bahamas are crawfish, conch, shallow water scale fish-grouper, jacks, snappers and grunts and deep water scale fish-red snapper. Fisheries are threatened by habitat loss, over fishing, pollution, introduction of non-native or exotic species, invasive fish species and climate change. Electricity is a form of energy and is another essential resource. This resource is vital because it is used to operate appliances, and make our lives more enriched. Primary Science Curriculum 2010 86 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conservation is the wise use and careful management of natural resources. Resources can be conserved by: - developing projects that are eco-friendly-maintains relationships in an ecosystem. Disposing of waste, garbage and refuse properly. Making laws to protect the environment. Engaging in activities such as reducing, reusing and recycling unwanted materials. Restoring damaged ecosystems. Reintroducing animals that once lived there. Turning off appliances when not in use. Investigating other forms of energy that can replace electricity. Protection of marine resources may take the form of – education of students about the importance of marine biodiversity, – foster a conservation ethic, habitat protection and restoration, – regulations and enforcement of laws as they relate to the protection of marine life and ecosystems. Primary Science Curriculum 2010 87 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 5 SCOPE OF WORK TOPIC: ECOLOGY STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Preservation is the protection of an area. In The Bahamas, the Government helps to preserve ecosystems by making laws and setting up protected areas. Marine protected areas are some of the main methods for protecting marine ecosystems and species that depend upon them. These include Marine Parks or Sanctuaries, No-Take Reserves and Fully Protected Marine Reserves. Primary Science Curriculum 2010 88 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 5 SCOPE OF WORK TOPIC: EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Define earth resources. Any useful minerals and other 1. Have a fisherman speak to the Harcourt Science Bk. 5 I. Create book marks materials that people take from the class. emphasizing earth is called an earth resource. 2. Create a recipe using fish, Science Horizons Bk. 5 a. ocean resources The ocean is an important source of mollusk or crustacean. b. ocean pollution/solution resources. Ocean waters are filled www.earthresource.org/ c. conservation of the ocean. with huge amounts of plants and nationalgeographics.com animals. www.erwater.com/ print’n’go Colouring book Among the ocean’s most important resources are its Fish and Shellfish. I-VI. Create a log on ocean resources Popular seafood include:- and pollution effects on marine life Fish conservation. Grouper, Snapper, Jacks, 2. Identify ocean resources. Grunt, Google Eyes, Bonefish 2. Conduct research and mount a Harcourt Science Bk. 4 II. Find ways to use resources from Barracuda mini exhibition giving focus to the ocean that are usually Mollusks resources from the sea. marinebio.org/oceans/ocean- discarded/thrown away. Conch Experiment: Forming fresh water resources.asp E.g.:- conch shells for decorations Curds from salt water scales for jewelry. Whelks Harcourt Science Bk. 4 Harcourt Science Bk. 5 Crustaceans Crawfish 3. Identify pollutants and explain 3. Create an oil spill in an aquarium Science Horizons Bk. 5 III, IV & V. Students draw two Shrimp how they affect marine life. and have students experiment to beach scenes, before and after an Crab find the best ways to clean it up. oil spill. They label the scenes Science Horizons Bk. 4 indicating at least three examples of how marine life is affected by library.thinkquest.org/04oct/00116/ the spill. mainpageashley.htm Primary Science Curriculum 2010 89 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 5 SCOPE OF WORK TOPIC: EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Suggest strategies that avoid Sea plants are another resource. 5 & 6. Find ways to use resources Treasures in the Sea Students will research an polluting the ocean. Plants such as seaweed and kelp are from the sea that are usually environmental or ocean issue, take used as food. They are also used in thrown away. E.g.: conch shells, www.oceanconservancy.org/- a position on the issue and write a products such as hand creams, fish scales etc. 21hoursago formal letter to an elected official 5. Explain ways to conserve the toothpaste and fertilizers. 6. Write letters to cruise ship voicing their position either in ocean. The ocean floor contains many companies informing them of www.oceanconserve.org/ support or opposition. minerals. Gas and oil are buried concerns about the pollution of deep beneath the ocean floor and the ocean Treasures in the Sea Research the recent oil spill in the sea water itself is an important Gulf of Mexico – Develop resource. Take action for our Oceans! www.brainpop.com REACTION PAPER – on how this Pollutants that affect the ocean are: Science affects marine life. Paper towels card board boxes Our Fragile Environment Cotton rope Scientific Inquiry Create a model of an ocean free 6 pk Rings from pollutants. Explain what Plastic jugs economic impact this would have Fishing lines on a community. Human waste Tin cans Diapers Oil slicks Fertilizers Wood Styrofoam cups/buoys Aluminum cans Pollution affects marine life in very harmful ways. Prim ary Science Curriculum 2010 90 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 5 SCOPE OF WORK TOPIC: EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Fertilizers and detergents contain phosphorus. Phosphorus causes algae to grow very quickly. Oceans are also polluted by natural means and by humans. People dump waste material into the ocean, and later it washes up on the beach. Often the waste consists of non- biodegradable substances such as plastics. Marine life eats the plastic and strangle. This also occurs in organisms that feed on or near bodies of water. Oil spills are another source of pollution. Oil clean up campaigns – soaked up by substances that absorb oil; spray with detergents that break up oil into droplet; skimmers can be used to remove oil from the water surface; add bacteria that digest oil to the water and the beach. Primary Science Curriculum 2010 91 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 5 SCOPE OF WORK TOPIC: EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Ocean pollution can be reduced in many ways. − Water can be treated before it flows in to the ocean. − Industries can be more careful about how and where they discard wastes. − Scientists are working to develop new kinds of plastics that are biodegradable. − More substances can be recycled so that they can be reused and not dumped. − We should take every precaution to prevent the pollution of our oceans. Prim ary Science Curriculum 2010 92 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 5 SCOPE OF WORK TOPIC: EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 6. Define fossil. Fossils are the remains or traces of 7. Read and research information Harcourt Science Bk. 3 VII & VIII. Create a story or past life found in sedimentary rock. on fossils. conduct an interview on fossils Scientists called paleontologists Harcourt Science Bk. 4 and present or record the work study fossils. for an imaginary radio Wood, bones, teeth and shells are programme. preserved or saved by being buried. 7. Describe the process of fossil As the sediments harden, the 8. Investigate how fossils form. Harcourt Science Bk. 5 VIII. Sequence pictures to analyze formation. remains become trapped in rock and the process of fossil formation. form fossils. Some fossils show Harcourt Science Bk. 4 changes long-dead animals made in 8. Distinguish between types of their surroundings. These are called 9. Make models of fossils by making Google: fossils IX. Identify the different types of fossils. Trace Fossils. Tracks, burrows, prints with leaves, bones, insects www.si.educ.harcourt/science fossils from a selection of droppings and worm holes are some etc. in clay or sand mixed with visuals. examples of trace fossils. glue. They tell how an animal might have OR Display investigations and moved, how big or small it might Cast and Mold Investigation Harcourt Science Bk. 4 other activities and explain to have eaten. observers how the work was A mold is an imprint made by the Investigate the making of ‘Lost- Science Horizons Bk. 5 completed. outside of a dead plant or animal. A Wax Casting’ mold forms when water washes Harcourt Science Bk. 4 Utilize the 3-2-1 Assessment by animal or plant remains out of rock. Fossil Activities For Kids “Art Link” having students write three Sometimes sediment or minerals fill www.fossils-facts-and- facts that they have learned a mold and form a cast. Whole funds.com/fossil_activities.htm/ www.neok12.com/fossils.htm about fossils, two terms they plants or animals can become want to remember, and one fossilized. These can be trapped by question that they have about sap from trees, glacier ice or tar pits. fossils. When fossils are discovered, they are excavated and studied. Primary Science Curriculum 2010 93 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 5 SCOPE OF WORK TOPIC: THE ATMOSPHERE STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Define atmosphere. The layer of air that surrounds our 1 & 2. Watch a video presentation Harcourt Science Bk. 4 I-VI. Complete a project on the planet is called atmosphere. The job on the atmosphere. atmosphere and weather. 2. Describe the layers of the of the atmosphere is to protect the LRS library www.scilinks.org/harcourt III. Read and interpret a variety of atmosphere. earth from anything that may fall weather maps. Google: Ionosphere 3. Identify conditions that change from the sky. The atmosphere has 3. Create a weather booklet with III-VI. Pretend you are a weather. six layers. terms and examples of the Science Horizons meteorologist. Give a weather Bk. 5 1. Troposphere – layer closest to the different weather conditions. report for one week’s weather earth. This is the air we play, Harcourt Science condition. Bk. 5 4. Describe how weather changes work and live in. This is the air 4. Collect pictures of children living IV. Model attire for a specific affect people. we breathe and all weather in different climatic zones. Science Horizons Bk. 5 climatic zone and explain the happens here. Compare the type of clothing weather conditions. they wear. Harcourt Science Bk. 3 2. Stratosphere – the second layer. Construct a model of two It contains OZONE, a special countries showing how their www.si.edu/harcourt/science oxygen that protects earth from climates differ. Ultraviolet rays from the sun. 5. Measure rainfall using a rain 5. Record weather conditions from gauge. ZNS weather report in a graph; 3. Mesosphere – the third layer and students compare and discuss is the coldest layer. their findings. Harcourt Science Bk. 4 4. Thermosphere – the fourth layer Measure rainfall using a rain and is the hottest layer. gauge. Compile data for one week. Record in a graph. 6. Measure the speed of the wind 6. Investigate how air masses affect using a windsock. weather. Make a windsock to measure wind speed. Record data in a graph. Primary Science Curriculum 2010 94 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 5 SCOPE OF WORK TOPIC: THE ATMOSPHERE STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 5. Ionosphere begins in the 5 & 6. Visit the meteorological office www.brainpop.com mesosphere and extends upward to observe instruments, and how Science through the thermosphere. It officers use them to predict Weather contains electrically charged weather. LRS particles called Ions. This layer OR Video Library (DVD) plays an important role in making Invite a meteorologist to school Severe Weather radio and television to speak to his/her work. www.youtube.com communications possible. Lightning storm 6. Exosphere – the sixth layer. It is Research information on weather also known as outer space. Here instruments, and use. Harcourt Science Bk. 5 and 6 the planets, moons, stars and other cestial objects are found. Science Horizons Bk. 5 Weather is the condition of the atmosphere at a specific time and place. Conditions that affect weather are temperature, air pressure, wind, humidity and precipitation. Weather conditions affect people in many ways. − Food they eat − Clothing they wear − Housing − Transportation − Length of day/night − Storms and other natural disasters Rainfall is measured with a Rain Gauge. Primary Science Curriculum 2010 95 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 5 SCOPE OF WORK TOPIC: THE ATMOSPHERE STRAND 2: PROPERTIES AND STRUCTURE OF EARTH’S SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Wind speed is measured with a windsock. The amount of heat in a substance is called Temperature. We can measure the amount of heat in a substance by using a Thermometer. A thermometer measures heat on a scale called a Degree. Two different scales are used on thermometers. One scale is called the Celsius scale and the other is called Fahrenheit. On the Celsius scale, water freezes at 0O and boils at 100O. On the Fahrenheit scale water freezes at 32O and boils at 212 O. Measurements made on the Celsius scale are shown as OC and on the Fahrenheit scale as OF. Primary Science Curriculum 2010 96 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 5 SCOPE OF WORK TOPIC: SOLAR SYSTEM STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain what the solar system is. The sun and the bodies that move 1. Create a model of the solar Science Horizons Bk. 5 I-II. Think of all the things you have around it form the solar system. system. learnt about the solar system. 2. Identify bodies in the solar Planets and moons are part of the 2. Create riddles so that students Harcourt Science Bk. 4 Write a poem describing what system. solar system. can identify the planets in the makes up the solar system. A planet is one of the eight large models of the planets displayed. 3. Differentiate between rotation bodies that move around the sun. 3. Explain/describe the difference Harcourt Science Bk. 3 III. Calculate: Earth spins once and revolution of planets. A moon is a body that moves around between rotation and revolution every 24 hours. A person a planet. Most objects in the solar of planets using a globe and the Harcourt Science Bk. 6 standing still on the equator is system travel in orbits around the model in activity 1. (model of moving with Earth’s rotation at sun. solar system) windows2universe.org/our_solar_sy more than 1730 km/hr. How An orbit is a path on which an stem/solal_system.htm/ far does he or she move in a 24 object travels as it moves around hour day? 4. Record the differences between another planet. A planet’s orbit is 4 & 7. Create a place mat on hard Science Horizons Bk. 6 IV. Create a pictograph showing the the years on each planet. the oval-shaped path the planet card. Use pictures from differences between the years travels around the sun. magazines, internet etc. to make www.kidsnewsroom.org/e/mer/info on each planet. 5. Explain how the sun benefits the All planets are in motion. They a collage of objects in space on central/space/ V. Write and sing a song to your earth and other planets. revolve or move in orbits around the one side. On the other side, draw favorite tune about how the sun sun. The movement of a planet a table showing the inner and www.esa.int/.../SEMF8WVLWFE_O benefits the earth and other along its orbit around the sun is outer planets, distances from the urUniverse_O.html planets. 6. Identify other stars. called revolution. sun, length of year, number of VI. Experiment to analyze how A planet’s year is the time it takes moons and planet rings. science.nationalgeographic.com/scie scientists learn about the that planet to complete one orbit or Laminate with 3” wide nce/space/solar-system distant stars. 7. Identify and describe other one revolution around the sun. transparent tape. Display. VII. Identify and describe objects in space. Planets rotate or spin like a top. An meteoroids, meteors, meteorites, axis is a straight line that runs asteroids and comets from a through an object. The turning or group of pictures. spinning of a planet on its axis is rotation. Primary Science Curriculum 2010 97 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 5 SCOPE OF WORK TOPIC: SOLAR SYSTEM STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT The time it takes a planet to rotate 5. Experiment to illustrate why Harcourt Science Bk. 6 once on it axis is a planet’s day. The conditions on earth support life. time of rotation differs from planet to 6. Locate the southern Cross, North planet, so, the length of a day also Star, Big Dipper, Little Dipper, differs. The sun is in the center of Orion and as many signs of the the solar system. It is a star. It is 93 Zodiac as you can find on a map million miles away from the earth. of the night sky. Stars are the only bodies that give off radiant energy. It is a ball of burning Investigate the brightness of stars. Harcourt Science Bk. 5 gases and molten material. The sun provides heat and light to all Investigate how to make a Harcourt Science Bk. 4 of the planets. There would be no constellation box. life on earth if the sun stopped giving 1-6. Visit the planetarium at the Harcourt Science Bk. 6 off radiant energy. Energy from the Adventure Learning Centre. sun warms the earth and allows green www.brainpop.com plants to turn raw materials into food. Visit the Science Museum, Science Gravity on the sun is very strong. Orlando, Florida Space This is because of its great size. The www.youtube.com entire solar system can fit inside the The Inner Planets sun. Gravity is the force of one object’s pull on another. The sun’s gravity helps hold all the objects in the solar system in place or in orbit. The four closest planets to the sun are in one group. They are called the Inner Planets. These planets are Mercury, Venus, Earth and Mars. Primary Science Curriculum 2010 98 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 5 SCOPE OF WORK TOPIC: SOLAR SYSTEM STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT They are: www.youtube.com − Closest to the sun The Outer Planets − Smallest planets − Have rocky surfaces − Warmer than the other planets − Have no more than 2 moons The four other planets are called Outer Planets. They are Jupiter, Saturn, Uranus and Neptune. They are: − The furthest from the sun − Mostly frozen gases − Surfaces are colder − Have many moons − Have rings of dust and ice around them The sun is the only star in the solar system but there are millions of stars in the universe. We can only see a small portion of them with our naked eyes. Some stars seem to shine brighter than others. This is because they are closer to the earth or because they give off more radiant energy. Primary Science Curriculum 2010 99 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 5 SCOPE OF WORK TOPIC: SOLAR SYSTEM STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT People who study the stars are called Astronomers. Astronomers classify stars by their surface temperatures, colour and brightness. There are several prominent stars that can be seen in the night sky. Some are arranged in the shape of animals and objects. A group of stars such as these is called a constellation. Some common constellations are, Southern Cross, Great Dipper, Little Dipper, Orion and the twelve signs of the Zodiac. There are many other bodies found in outer space. The most common is the meteoroid. It is a mass of metal or stone moving through space. Sometimes meteoroids fall to the earth. When they enter earth’s atmosphere, they burst into fire. The streak of light produced passes through earth’s atmosphere and is called a meteor. If any part of a meteor survives and reaches the earth, it is called a meteorite. Primary Science Curriculum 2010 100 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 5 SCOPE OF WORK TOPIC: SOLAR SYSTEM STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Another object is called an asteroid. This is a chunk of rock found mainly between Mars and Jupiter. The asteroid belt orbits the sun. Another space object is the comet. Comets are made of rocks, frozen water, frozen gas and dust. When a comet gets close to the sun you will be able to see a long glowing tail or coma. This coma consists of particles ejected from the comet as the sun’s heat vaporizes the frozen components. Primary Science Curriculum 2010 101 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: INVESTIGATING MATTER STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Explain how matter is classified. Matter can be classified as a mixture 1. Read from the text to classify Science Horizons Bk. 5 I-II. Investigate a variety of or as a substance. matter as mixtures or substances. substances to identify mixtures. 2. Differentiate between substances A substance is something made of 2. Create several mixtures. Switch Harcourt Science Bk. 3 II. Almost all soups are mixtures. and mixtures. only one kind of matter. with other groups. Each group Choose a familiar tune and A mixture is made of two or more examines the mixtures and Harcourt Science Bk. 4 write song lyrics for a younger different substances. The substances identify the substances that make child about your favorite soup, do not change by being mixed. In them. Harcourt Science Bk. 5 telling why its a mixture. most mixtures, the kinds of matter may be present in any amount and Experiment to show how to Harcourt Science Bk. 6 need not be spread evenly. E.g. separate mixtures of sand and conch salad, birdseed, Kool-Aid, sugar, sand and stones and sand www.brainpop.com cheeseburger, tossed salad, air. and iron filings. Science 3. Define solution. Mixtures can be separated easily 3. Create solutions. Identify the Matter and Chemistry III. Draw a picture of a mixture and using our fingers, a sieve, rake or solute and solvent in each a solution. Explain the shaking or filtering. solution. relationship between mixtures A solution is a special mixture. It is and solutions using specimens made up of two different substances. Experiment to separate solutes in of substances. Use the Concept One substance is dissolved (melted) black ink. Map to compare mixtures and in the other substance. The solutions. substance that melts is called the Experiment to explain. Making a solute and the substance that does solution-which works better, hot the dissolving is called the solvent. water or cold water? 4. Identify solutes and solvents in When water is added to sugar, a 4. Examine a variety of solutions. IV. Investigate a variety of substances. solution is made. Identify the solutes and solvents solutions to identify solutes and The sugar dissolves (the big sugar in each. solvents. Brainpop.com crystals break into smaller crystals then mix in, but do not combine Create a model to demonstrate with the water particles). solutes/solvent. Primary Science Curriculum 2010 102 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: INVESTIGATING MATTER STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT In this solution, the sugar is the solute and the water is the solvent. Liquid solutions are always transparent, or clear. They may be coloured or colourless. Several factors affect the rate at which a solute dissolves. One factor is the particle size of the solute. When the solute has a large surface area, more solute comes into contact with the solvent. E.g.: an equal volume of loose sugar crystals would dissolve at a faster rate than a sugar cube. Heating the solvent can also speed up dissolving. Stirring is another factor that affects the rate at which a solute dissolves. Primary Science Curriculum 2010 103 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Define energy. Energy is the power to do work. It 1 & 2. Create objects to show Harcourt Science Bk. 3 I. Identify potential and kinetic is the ability to cause change. Work potential and kinetic energy. energy using a variety of pictures. is done when the position of an Harcourt Science Bk. 4 Create an illustrative chart to object is changed either by using a show differences. 2. Differentiate between potential pushing, lifting, pulling, dragging or Harcourt Science Bk. 5 II. Label each description below as and kinetic energy. dropping force. The object may be PE (potential energy) or KE at rest or in motion when a force is Mathematics Today Bk. 5 (kinetic energy). applied to it. 1. ___ A skate board at the top of The force that is used to affect an Google: simple machines lever and a hill. object is produced when energy is screw 2. ___ A tennis ball speeding used. There are many different through the air. forms of energy. Heat, light, www.brainpop.com 3. ___ A coiled spring chemical, sound and electrical Simple Machines 4. ___ The spinning blades of a energy are some forms of energy. fan Each form of energy can exist as Google: Energy and Technology 5. ___ A parachuter about to energy in motion or energy at rest – www.scilinks.org/harcourt jump from an air plane. stored energy. 6. ___ A pencil rolling off a desk. One form of energy is Potential www.brainpop.com 7. ___ Water falling over a cliff. energy. It is the energy of position Science 8. ___ a child at the top of a play or condition. It is stored energy. Energy ground slide 3. Describe the effects of forces on E.g. a rock at the top of a hill has 3. Make a device which can III. Describe the forces used to the motion of an object. potential energy because of its demonstrate kinetic energy. Tell complete everyday activities. position. Water stored behind a which form of energy is being − Take an item off a shelf and place dam has potential energy. A used. in a trolley stretched rubber band has potential − Sit in a chair energy because of its condition. − Inflate a balloon − Put on a pair of pants Primary Science Curriculum 2010 104 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Identify forms of energy. Potential energy can be changed to 4. Identify forms of energy Harcourt Science Bk. 3 IV & V. Measure the temperature of Kinetic energy. This is the energy illustrated in a variety of visuals. a variety of matter in OC and OF. of motion. If a rock rolls down a E.g: lamp = light energy Harcourt Science Bk. 5 Graph results. 5. Explain the differences between hill, the potential energy of the rock 5. Investigate what kinds of objects heat and temperature. is changed to kinetic energy. If a get hot. Science Horizons Bk. 4 Create a chart of objects and dam bursts, the water behind it will devices that use or make heat to flow. The stored energy is changed www.eia.doe.gov/kids make our lives better. 6. Explain how energy can be to kinetic energy. If the rubber 6 Investigate how energy is changed VI. Identify at least three changes changed into other forms. band is released, the potential from one form to another. users.freshpond.net/j/…/energyunit in energy that occur when a energy it had in its stretched .htm/ battery – operated flashlight is condition is changed to Kinetic activated. Communicate this energy as the rubber band springs www.kids.esdbg/uses.htm/ information using a comic strip back. or information brochure. Many times, potential energy is Reference Library_Science_Forms changed to Kinetic energy. When a of Energy form of energy changes into another form of energy, it is called an www.kidport.com/Refib/science/En Energy Transfer. ergy/EnergyForms POTENTIAL ENERGY www.emints.org>eThemes KINETIC ENERGY WORK IS DONE E.g.: A light bulb can change from electrical energy to light energy and then to heat energy. Primary Science Curriculum 2010 105 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT A moving car can change mechanical energy to kinetic energy and then to sound energy and later heat energy. Energy development through technology is the ongoing effort to provide sufficient Primary and Secondary energy sources to power the world economy. It involves both installation of established technologies and research and development to create new energy related technologies. Major considerations in energy planning include cost, impact on air pollution and whether or not the source is renewable. Technologically advanced societies have become increasingly dependant on energy sources for transportation, manufactured foods and energy services. Technology has provided the use of energy for many comforts in our lives. E.g.:- energy efficient cars GPS, HD, DVD, CD Primary Science Curriculum 2010 106 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 7. Discuss the impact of technology Energy brings us information about 7. Research the inventions of high www.youtube.com VII. Compare the benefits and on forms of energy. everything around us – light energy tech devices and show them on a Simple Machines problems of three forms of enables vision, sound energy vibrates time line. energy. our eardrums, and electrical energy E.g.: cell phone, DVD, space Eureka! Episode 12 can be used to create sound and light. shuttle, lap tops, hybrid cars. The Lever Display on a chart and present Microwave, video game. Etc. The Screw to the class. (group work) 8. Define simple machines. People use machines to do work. A 8. & 9. Investigate how one kind of VIII. Explain: Why is using a screw Science Horizons Bk. 4 simple machine is a device that lever works. better than hammering a nail? changes the size or direction of a − Observe a cartoon where several Harcourt Science Bk. 3 force. Simple machines make a task objects are used to alarm and Create a simple machine to easier to do. There are four kinds of help people. Discuss/Describe wake someone up. (e.g. similar Harcourt Science Bk. 4 simple machines. They are the simple machines used. to and alarm clock) INCLINED PLANES, LEVERS − Investigate an Archimedes’ www.sasked.gov.sk.ca/docs/midlsci/ WHEELS AND AXLES, and screw using various materials. gr5uemsc.htm/ PULLEYS. Examples of simple machines: hammer, pliers, scissors, nutcracker, wrench, can opener, egg beater, fishing rod, piano keys, paddle, scooter, broom, seesaw and the wheelbarrow. Levers are simple machines used to lift weights. A lever is made up of a bar that turns around a fixed point. Wrapping an inclined plane around a pole makes a screw. Turning a screw moves things up the spiral ramp. E.g.:- spiral staircase. Primary Science Curriculum 2010 107 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 9. Identify compound machines that A Compound Machine is made up of 9. Collect pictures from a variety of IX. Build a toy with moving parts use the lever and screw to help us two or more simple machines. resources showing compound using the materials do work. machines. Identify those that use egg carton/milk carton the lever and screw to help us do paper clips work. string plastic lids (juice/water lids) paper fasteners rubber bands straws paper plate Test models and identify the use of the screw and lever in their designs. Primary Science Curriculum 2010 108 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 10. Explain the importance of Like matter, energy cannot be 10. Observe a video – “Conserving Learning Resources Unit X. Research: How can wind be used conserving energy. created or destroyed. Once we have Energy” or Invite Guest Speaker Media Centre/ District Resource as a source of energy? used up the supply of energy, it can to share on Conserving Energy. Centres not be renewed. Energy supplies − Use the jig-saw strategy to In cooperative groups – students must be conserved or used carefully explain the importance of www.maketheswitch.ae/.../importan design/create a solar powered and other substances need to be Energy Conservation. ce_of_energy_conservation.html house. Demonstrate how it looked at for energy. works/ Explain how energy is Energy sources include wind power, Create a flyer to promote – Resource Speaker: Bahamas conserved. energy stored in moving ocean “Energy Conservation”. Electricity Corporation waves and solar energy. There are many ways to conserve ezinearticles.com/?Energy_Conserva energy. tion:-Why-Its-So… In the Kitchen: − Keep fridge door closed as much HowToTeachChildrentoConserveEn as possible. ergyeHow.com − Let hot food cool before refrigerating it. Harcourt Science Bk. 4 and 5 − Use pots/pans with flat bottoms. − Boil only as much water that is Science Horizons Bk. 4 needed at one time. − Avoid opening the oven door frequently to check on cooking food. − Operate dishwasher only when there is a full load. Primary Science Curriculum 2010 109 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 of energy. CURRICULUM GUIDELINES GRADE 5 SCOPE OF WORK TOPIC: ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT In the Bathroom: − Take brief showers instead of tub baths. − Do not let hot water run; plug the sink for washing or shaving. − Cut down on the use of hair dryers by towel drying. In the Laundry − Use cold water as often as possible. − Operate washer only with a full load. − Do not over dry clothes. Throughout the House − Turn off lights when not in use. − Provide lighting directly over a work space instead of an entire room. − Decorate rooms with light colours which reflect more light. − Pull out the plug of an “instant on” TV set when it is not in use. Primary Science Curriculum 2010 110 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 6 SCOPE OF WORK TOPIC: CELL STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify and describe parts of The cell is the basic unit of structure 1. Observe pictures of magnified Harcourt Science Bk. 6 I. Create a model of a plant or the cell and their functions. and function of all living things. cells. animal cell using reusable Cells work together to perform basic Science Horizons Bk. 5 materials. 2. Differentiate between plant and life processes that keep an organism 2a. Observe specimen of animal and II. Label a plant and an animal cell. animal cell (microscope). alive (movement), breathing, plant cells using Scott Foresman Science Bk. 5 feeding, reproducing, excreting, (a) microscope (growth). All cells have similar (b) magnifying glass Modern Curriculum Press Level D. parts. However, plants cells have a cell wall and chloroplasts which 2b. Assemble pictures of cells www.teachersdomain.org contain chlorophyll. These are not (puzzles). present in animal cells. The parts www.wisegeek.com 3. Observe plant and animal cell that are common to both plant and 3a. Make information cards with III. On a teacher-made worksheet, parts and record their functions. animal cells are nucleus, cell the parts of the cells and the www.cellsalive.com/cells/cell_mode draw a line to match the parts of membrane, cytoplasm, and vacuole. function of each part. /.htm the cell to their functions. The nucleus controls the activities of the cell. The cell membrane holds 3b. Short skit with students the parts of the cell together. It also emphasizing the importance of separates the cell from its each cell part. surrounding and controls what material enters and leaves the cell. Cytoplasm is a jellylike substance containing many chemicals to keep the cell functioning. The vacuole stores food, waste and water. The cell wall, only found in plants, is a stiff outer layer that protects the cell and gives it shape. Chloroplasts contain chlorophyll that plants need to make food. Primary Science Curriculum 2010 111 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 6 SCOPE OF WORK TOPIC: Fungi STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Use specimen or pictures to Fungi are plantlike living things that 1a. Make a chart showing the four Science Horizons Bk. 5 I a. Label the diagrams that show classify four types of fungi by do not contain chlorophyll. Fungi types of fungi. each kind of fungi. their traits. do not move from place to place like Concepts and Challenges in Life plants. Unlike plants, fungi cannot 1b. Experiment to show the Science II I b. Write a paragraph to compare make its own food. To get energy, reaction when yeast and sugar fungi to plants. fungi must take in food. Four types are combined. www.extension.iastate.edu/news/20 2. Distinguish between harmful and of common fungi are mushrooms, 2. Examine an edible mushroom. 06/jan/071801.htm II. Make a chart showing the four helpful fungi. mold, yeast and mildew. Fungi can Identify its parts. Place types of fungi. be both harmful and helpful. They mushrooms on black paper. www.blurtit.com/q192927.html need moisture and warmth to grow. Cover with glass jar. Leave III a. Collect pictures of things made Mushrooms grow on the ground, on overnight. (Observe spores) www.scienceproject.com.au/facts02 from useful fungi. E.g. pizza, fallen logs and on live trees. 8.html yoghurt, etc. Paste pictures in a Mushrooms growing on live trees folder or on a chart. Make a are parasites. pamphlet about useful and Mushrooms growing on fallen logs harmful fungi. act as decomposers. People use some mushrooms as food, but some b. Research different types of mushrooms are deadly poison. mushroom on the internet. Mushrooms sold in stores are safe to eat; however, you should not touch or eat wild mushrooms. Mold grows on bread, fruit, or in any damp, warm area. The mold that grows on orange is used to produce the anti- biotic called penicillin. Primary Science Curriculum 2010 112 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 6 SCOPE OF WORK TOPIC: Fungi STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Compare and contrast the growth Yeast is used to make bread rise. 3a. Use pictures of each type of www.britannica.com/EBchecked/to III. Under each picture state how of fungi to the growth of plants. When the yeast uses sugar, carbon fungi. Paste them on a blank pic/.../fungus/.../Growth each one is harmful or helpful. dioxide gas is formed. The carbon sheet of paper. Under each Collect pictures of foods made dioxide makes bread rise. Mildew picture write how the fungus is www.workershealth.com.au/facts02 from a fungus. grows on damp cloth, leather or on harmful or helpful. 8.html plants. Mildew growing on leaves can 3b. Class: Design experiment for a www.mbgnet.net/bioplants/grow.ht damage the plant. Some fungi are fungus to grow on bread or ml helpful, but, others are harmful. orange. Use hand lenses to Helpful fungi break down decaying observe the growth. matter (mushroom). Many products are made with fungi. Fungi help to give cheese its flavor, colour and texture. Some types of fungi cause human diseases that affect the skin. Athlete’s foot is caused by a fungus that grows between the toes. Ringworm and shifting clouds are also caused by a fungus. Most fungi have one cell, but mushrooms have many cells. Plants grow from seeds, but fungi grow from spores. Primary Science Curriculum 2010 113 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 6 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research and describe traits Sponges are marine animals. Sponges 1a. Observe the pores on natural Science Horizon Bk. 5 I. Complete a table by inserting the common to all sponges. are invertebrates. They usually and synthetic sponges. missing traits of sponges. remain anchored in one place all their Concepts and Challenges in Life lives. Sponges are filter feeders (they 1b. Experiment to compare the Science II II. Make a collage of different kinds filter tiny particles of food from the amount of water different types of sponges on chart paper. water). A sponge has only two layers of sponges can hold. New Integrated Science for the or of cells. The outer covering of the Caribbean I Use a box as a T.V. and paste sponge’s body is covered with tiny 1c. Create a sponge using desired pictures of sponges on long sheets holes called pores. These pores lead to materials. www.worldcreatures.com of paper to roll as they are viewed canals which are made up of on the T.V. screen. specialized cells with whip like www.earthlife.net/inverts/porifera.h structures that beat rapidly. This tml Use paint to print designs using motion helps purified water into different sponges on a variety of canals. Thread like structures remove materials. Etc. paper, cloth. the tiny pieces of food from the water. The water then flows out through an opening called a vent. Sponges have needle like parts that give them shape. Different species of sponges have different colors, shapes and sizes. Sponges are found on reefs in The Bahamas. At one time, Bahamian fishermen harvested sponges which were sold to foreign countries where sponges were processed into a variety of household items that could be used for decorations and bathing. Primary Science Curriculum 2010 114 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 6 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT At that time the sponging industry was the most important economic activity in The Bahamas. 2. Describe the traits of echinoderms. Echinoderms are marine 1. Observe pictures \videos to Science Horizons Bk. 5 II a. Name echinoderms and (label) invertebrates. They have external identify various echinoderms. list traits common to all skeletons, a nervous system and are Harcourt Science Bk. 5 echinoderms. covered with spines that stick out 2. Play “What Am I?” card game. from their bodies or hard plates. Write the description of each www.starfish.ch/reef/echinoderms.h II b. Collect pictures of The spines of echinoderms protect echinoderm on a card and the tml echinoderms. Design a collage them from predators. The spines name of the echinoderm on of the pictures on card. Then break off easily when touched. another. Half the class will have http://wiki.answers.com/Q/List_trait cut them into pieces to make a These spines are actually a part of name card while the other half s_of_echinoderms puzzle. the animal skin. Echinoderms live will have description card. only in the ocean. They use tiny The teacher will begin by calling www.answers.yahoo.com>Science& gills to get oxygen from the sea on a child to begin by reading the Mathematics>Biology water. Examples of echinoderms information on the card. The found in The Bahamas are starfish, child with the matching card sand dollar, sea urchin and sea must respond. (I’m Looking cucumber. Others include brittle For”). star, sea feather and sea biscuit. 1. Sort pictures\ plastic models, Echinoderms do not have brains, cured specimens of invertebrates. but they have nerves that enable them to move and feed. Most adult 2. Students with animals (starfish, echinoderms appear to have radial sea urchin) move about through symmetry, with five arms extending the class to locate their traits from the centre of their bodies. Sea which the students who are Urchins and sand dollars do not sitting will have on cards. have arms like the starfish, but they Primary Science Curriculum 2010 115 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 6 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT have paired vows of tube feet Field trip on a glass bottom boat extending symmetrically from the or snorkeling trip to view mouth. sponges, echinoderms and other The mouth is at the centre of the animals in their natural habitat. underside of the body. Many echinoderms have powerful jaws and poison glands hidden among the spines. These adaptations help them get food and defend themselves. 3. Research to distinguish between Worms are invertebrates. Three 3a. Observe pictures/specimens of Science Horizons Bk. 5 III a. Research information to design different kinds of worms. kinds of worms are Flat worms, worms with hand lenses. information worm cards. Round Worms and Segmented http://askville.amazon.com/kinds- Worms. 3b. Create three dimensional worms…/AnswerViewer.do? III b. Interview a nurse or a Round Worms have round tube-like models of worms to show their veterinarian to find out more bodies with two body openings. At differences. www.allaboutworms.com/types-of- information about the effect of the end, food is taken in and at the worms parasitic worms on humans other end, waste is passed out. A and animals. Share the round worm has a nervous system information with the class. with a brain and other sense organs. Hook worms are round worms. They are parasites. Some round worms live in animals and can pass into humans if they eat meat that is not properly cooked. Flatworms have a flattened body, a digestive system and one body opening. Planarians, tapeworms and flukes are flatworms. The planarian is not a common worms. Primary Science Curriculum 2010 116 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 6 SCOPE OF WORK TOPIC: INVERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1, 2 & 3. Examine a variety of They have a triangular-shaped head Provide pictures cards of sponges, Science Horizons Bk. 5 invertebrates and classify them as and eye sports on the head. They echinoderms and worms. Have I, II & III. Make an invertebrate sponges, echinoderms and regrow parts. If a planarian is cut students place them under the correct Harcourt Science Bk. 6 pamphlet featuring sponges, worms. into two pieces, the head part will heading on a chart and present to the echinoderms and worms. grow a tail and the tail part will rest of the class justifying their http://wiki.answers.com/.../why_are grow a head. All parasitic worms classification choices. _worms_and_sponges_are_alike_an Visit a library to find out more lay eggs. Tapeworms lay eggs in the d_different about the Sponging Industry in digestive system of the host. If these The Bahamas. Collect pictures eggs burrow themselves into tissues www.diveasis.com/reef- and share the information with in our brains, hearts or kidneys, guide/sponges.htm the class. they will kill us. Segmented Worms have bodies in www.mysciencesite.com/invertebrat Interview a fisherman and record sections. The earth worm and leech es.pdf stories of how they caught, cured are segmented worms. Their bodies and sold sponges, starfish and sea are in sections. The leech is a urchins. parasite which sucks blood. The earthworm lives in the soil. It makes the soil soft, and also enriches the soil with its waste which comes from the dead leaves that it eats. The names of some sponges are purple vase, Red branching and Venus’s-flower-basket. Primary Science Curriculum 2010 117 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 6 SCOPE OF WORK TOPIC: CIRCULATORY STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify parts of the Circulatory The main organ of the circulatory 1. Make a model of a stethoscope. Harcourt Science Bk. 5 I. Label the diagrams of System. system is the heart. Its main job is a. the circulatory system Modern Curriculum Press to pump blood to every living cell in b. the heart Level D the body. The heart is divided into four chambers. The two upper www.smm.org/heart/lessons 2. Discuss and label a simple chambers are called atrium and the 2. Students make one lap around Science Horizon Bk. 4 II. State the importance of the heart diagram of a heart. two lower chambers are called playground or complete a series by completing a teacher-made www.kidshealth.org>kids>HowtheB ventricles. A partition separates the of exercises, then use the worksheet. odyWorks right side of the heart from the left stethoscope to count the hearts side. This prevents the blood on the per minute. www.childrensheartinstitute.org/...h left and right chambers from eartwrk/bloodf/w.htm 3a. Investigate and describe the mixing. This is important because 3a. Take your pulse for ten seconds. www.imcpl.org/kids/guides/health/c III. Observe 6 pictures of people function of the heart. the left side of the heart has blood Multiply that number by six irculatorysytem.html performing certain activities. rich in oxygen, but the right side has and record how many times Number each picture from 1-6 blood with very little oxygen. Blood your heart beats in a minute. www.accessexcellence.org?AE/AEC/ according to which activity will is carried around the body in blood CC/heart_anatomy.html make the heart beat fastest. 3b. Research and identify the vessels called veins, arteries and 3b. Use a clear tube and a solution Harcourt Science Bk. 6 Have students prepare a comic strip blood vessels in the circulatory capillaries. of red food coloring and water www.fi.edu//earn/heart/vessel of the 3 kinds of blood vessels. Each system. to show how blood moves in of them should argue regarding who blood vessels (straw) www.kidskonnect.com/subject_inde is more important. x/31.../337_human_body.html 4. Investigate and identify risk Caring for your Circulatory System. 4. Make an information card Harcourt Science Bk. 1 IV. Students unscramble key words factors to health and how these 1. Exercise every day to keep your telling how the circulatory used. E.g. may affect the circulatory heart strong. Exercise strengthens system can be kept healthy. Harcourt Science Bk. 5 e_ _ rci_ _ system. your heart by making it beat (exercise) harder, which makes the heart Harcourt Health and Fitness Bk. 6 In groups have students muscles larger and able to push brainstorm ways to obtain more blood with each “squeeze” physical activity and healthy or “beat”. foods to eat. Primary Science Curriculum 2010 118 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 6 SCOPE OF WORK TOPIC: CIRCULATORY STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Keep germs out of your blood. Harcourt Science Bk. 6 They will then develop and Wash cuts with soap and water. write an individual plan for Harcourt Science Bk. 6 healthy living and commit to 3. Never touch someone else’s enforcing their plan for a blood. Harcourt Science Bk. 6 period of one week, recording their activity on a log. 4. Eat healthy foods to avoid Harcourt Health and Fitness Bk. 5 diseases such as hypertension and and 6 IV. Use the internet to find diabetes. different ways of making a www.sesameworkshop.org/initiative stethoscope. Then make a 5. Do not ever smoke. Smoking s/health/healthyhabits model to show and explain to harrows blood vessels and can your class. cause high blood pressure. Primary Science Curriculum 2010 119 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 6 SCOPE OF WORK TOPIC: IMMUNE SYSTEMS STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research and describe the Organs, tissues and cells that help 1a. Make a booklet (4 pages) Science Horizons Bk. 6 I. Create a card informing your functions of the Immune the body fight illnesses and diseases showing the stages of a virus peers about the function of the System. make up the Immune System. attacking a live cell. New Integrated Science for the Immune System. Diseases are caused by bacteria and Caribbean I viruses which enter the in large 1b. Design a model showing how Distribute picture/scenario cards numbers and give off poisons that white blood cells fight Science Horizons Bk. 5 depicting various illnesses or bad upset the normal functions of the infections. health habits to cooperative body. Some bacteria release poisons Harcourt Science Bk. 6 groups. Have each group identify that injure and kill the cells in our 2. Invite a resource person such as the problem and describe how bodies. Viruses reproduce inside a nurse or a doctor to share Harcourt Health and Fitness Bk. 5 the immune system responds. cells and destroy the cell. Not all more information about the and 6 illnesses are caused by infection. systems of the human body. Some people are born with certain www.essortment.com- illnesses. Some of these include Health&Fitness certain forms of heart disease. White blood cells are the main www.thebody.com/content/art1788. defenders of the body. When the html body is infected (overrun by bacteria and viruses), the number of www.ehow.com>...>FamilyHealth> white blood cells increases. Some GeneralFamilyHealth white blood cells trap bacteria. When this happens, poisons from the bacteria kill some of the white blood cells. The dead blood cells form a yellow material called “pus”. Some white bloods cells make chemicals called “antibodies”. Primary Science Curriculum 2010 120 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 6 SCOPE OF WORK TOPIC: IMMUNE SYSTEMS STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT These chemicals destroy poisons made by bacteria also. HIV and AIDS are diseases that destroy the Immune System. When Bacteria and viruses produce more than our systems can fight off, we use medicines to help us fight the disease. 2. Explain how negative habits Medicines help the Immune System 2a. Create a mural showcasing Science Harcourt Bk. 6 II a. List 5 drugs that are abused. affect the Immune System. to fight diseases. A medicine is a labels of a variety of over the drug-a chemical taken into the body counter medicines. Discuss the http://ezinearticles.com/?How...Affe b. Design posters to discourage the affects how the body functions. illness each medicine is used to cts-The-Immune-System&id... drug abuse. Not all drugs are medicines. The treat. misuse of drugs is called drug abuse. www.medicalnewstoday.com/article c. Interview 10-20 young people The abuse of drugs harms the body. 2b. In groups, deign a chart showing s/102505.php between the ages of 14 and 20 Two drugs that are abused all over the effects of drinking alcohol to find out how many of them the world are alcohol and nicotine. and smoking tobacco. Harcourt Health and Fitness drink alcoholic beverages and Alcohol decreases brain cell activity. their drink of choice. Nicotine is found in tobacco. www.personalityresearch.org/papers i. Compare number of male to Cigarettes, cigars and snuff are made /beaton.html female drinkers. from tobacco. Nicotine is harmful ii. Make a bar graph to show because it increases the rate of the www.stress.about.com/…/Stress_an most popular alcoholic heartbeat and it affects the d_Your_Health_How_Stress_Affects beverage. respiratory system. _Your_Immune_System_andMore.h The use of illegal drugs is increasing tm among young people in Primary Science Curriculum 2010 121 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 6 SCOPE OF WORK TOPIC: IMMUNE SYSTEMS STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT The Bahamas and the western world; two illegal drugs that are used very frequently by young people are Cocaine and Marijuana. These are two very dangerous drugs. They affect the Immune System and the Nervous System. They destroy brain cells and reduce the body’s ability to fight off diseases. 3. Identify risk factors to health and Abuse of these drugs can weaken the 3. Invite the school nurse or other Resource Person III. Complete questionnaire. how these risks may be reduced. body’s defense systems so severely health resource person to speak to Teacher designed based on all that an attack from and illness or students about drugs and the Harcourt Health and Fitness Bk. 4, the information that is shared. disease may lead to death. effect on the Immune System and 5, 6 other body systems. IV. Design a pamphlet that www.tampabay.com/news/...habits- convinces people why it is keep...immune-system.../1053748 important to be healthy. Primary Science Curriculum 2010 122 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 6 SCOPE OF WORK TOPIC: FROM FLOWER TO FLOWER STRAND1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Observe specimens of flowers to Most of the plants that we are 1a. Pick a variety of flowers and Harcourt Science Bk. 5 I. Label the picture of a flower to identify the parts of a flower, and familiar with are flowering plants. use hand lenses to study each show the four main parts. explain its function. Another name for flowering plants part closely. is angiosperms. All flowering plants II. Create a Venn Diagram to explain produce seeds. The seeds are 1b. Use coloured paper to cut and Science Horizons Bk. 4 the function of plant parts. produced by flowers. paste the parts of a flower Flowers are an adaptation that is together on a separate paper. Science Horizon Bk. 5 important to the success of Make labels and paste them angiosperms. The main parts of a near the part named. Modern Curriculum Press flower are the sepals, the petals, the Level D pistil and the stamens. The sepals are the green leaves that protect the www.naturegrid.org.uk/qca/flowerp flower while it is in the bud. Petals arts.html are the colourful parts that surround and protect the male and female www.primaryresources.co.uk/online parts of the flower. The pistil is the /pwerpoint/flower.ppt female part of the flower and the stamens are the male part of the www.saps.plantsci.com.ac.uk/primp flower. The female part of the arts.htm flower produces the fruit and the seeds and the male parts produce www.blithfieldeducationcentre.co.u pollen. k/.../flower_life_cycle.htm 2. Research and explain the life Flowers help to ensure that pollen 2. Sequence pictures to show the life II. Use numbers under each picture cycle of a flower. (plant) from the male part of the flower gets cycle of a flower (plant). www.bbc.co.uk>Home>Science>Liv to indicate which stage of to the female part of the flower. ingthings development of the flower is This process is called pollination. shown. Pollination is the first important step in seed formation. Primary Science Curriculum 2010 123 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 6 SCOPE OF WORK TOPIC: FROM FLOWER TO FLOWER STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Seeds have very tiny plants inside II. Collect a variety of seeds and sort them. These grow into new plants them in sandwich bags. Paste, and ensure that the group continues tape or staple them on hard card. to survive. Beside each bag of seeds, put a The fruit protects the seeds and picture of the flower or fruit that provides them with food and is produced from the seeds. minerals to produce a protective coat called the “seed coat”. When seeds are mature, the fruit ripens. Animals eat the fruit and scatter the seeds. This allows the seeds to grow into new plants in different places. The changes that occur from the time a seed grows into a new plant until that plant produces seeds, make up the life cycle of a plant. Primary Science Curriculum 2010 124 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 6 SCOPE OF WORK TOPIC: PLANT GROWTH AND RESPONSES STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Predict and experiment to To grow and be healthy every living 1. Conduct a class experiment Science Horizon Bk. 5 I. Draw a plant and list what it discover the needs of plants for thing needs certain things from its a. Plant without water needs for healthy growth. growth. environment. Plants need light, b. Plant without light Harcourt Science Bk. 6 water, oxygen, carbon dioxide, c. Plant without air minerals, proper temperature and d. Plant with all of the above. Harcourt Science Bk. 5 enough space in which to grow. Different plants have different Make a table to record the results Concepts and Challenges in Life growth patterns. Trees, vines and after one week. Science II 2. Investigate and compare the shrubs grow differently. A tree is a 2. Students work in groups. Each II a. Draw, use pictures or cut and growth patterns of different plant that has one main woody stem group will be given a picture of a www.biology-online.org/3/10- paste to show a tree, vine and plants. or truck. A shrub is usually a tree, vine or shrub. After growth-patterns shrub. middle sized plant that has many discussion among themselves, a stems or trunks. A vine is a plant reporter from the group will www.acessexcellence.org/AE/.../023 II b. Collect and press the leaves of 5 with a climbing stem that may grow explain whether the picture 6.MichaelJDemchik/ trees, 5 shrubs and 5 vines. on the sides of a building, fence or a shows a tree, vine or shrub and tree. support the choice. www.flipkart.com/growth- 3. Experiment to show how plants Growth-rate is also different for the 3. Class experiment: put a small patterns...plants.../0931146267- III. Write a paragraph to explain respond to their environment. different plant types. Some plants plant under a box. Put a tiny tax3f92quy what happened in the grow only during the wet seasons. hole in the box to allow a little experiment that was conducted. Others grow all year round. light to enter the box. Record the www.school.discoveryeducation.co (Use a picture to enhance the Growth-rate also can be controlled results after one week. m/lessonplans/…tropisms explanation). by changes in the environment. Like all living things, plants respond 4. Make up a rap to describe plants www.teachersdomain.org/resource/ Conduct the same experiment to things in the environment. different growth patterns and viewtext_printer---14620 with a different plant. Plants respond to a variety of things responses. (Use cowbells or other Compare the results to the (stimuli) such as light, gravity and creative musical instruments experiment that was completed water. when performing.) in class. Primary Science Curriculum 2010 125 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 6 SCOPE OF WORK TOPIC: PLANT GROWTH AND RESPONSES STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT A plant’s response that involves growth is a “tropism”. Plants bend towards light as they grow. The growth response of a plant to light is called “phototropism”. 4. Explore a variety of plants to Responses to gravity and water also 4. Visit The Bahamas Natural Trust/ www.springerlink.com/index/tx5 IV. Record the names of ten plants conclude their adaptive method help plants survive. A stem Family Islands – a similar area 1h75762532307.pdf and describe how they are for survival. responds to gravity by growing in with a variety of plants. adapted for survival. the direction opposite to the pull of or www.desertusa.com/du_plantsur gravity. When stems grow upward, Botanical Gardens v.html V. Write answers to questions leaves can get light. Roots respond provided by the teacher about to gravity by growing in the the entire unit on plant growth direction of the pull and adaptations. of gravity. The downward growth of roots helps the roots reach water in the ground. Roots also respond by growing towards the water itself. A plant’s response to gravity is called “gravitropism”. Plants that live in different environments have different adaptations. Pine trees grow where there is little rainfall. Pine trees have needle like leaves. These leaves have a small surface area. So pine trees do not lose much water through their leaves. Primary Science Curriculum 2010 126 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 6 SCOPE OF WORK TOPIC: PLANT GROWTH AND RESPONSES STRAND 1: STRUCTURE AND FUNCTIONS IN LIVING SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT The cactus plant has long roots that IV. Walk around the school yard or spread out just below the surface. at home or any appropriate They can absorb water quickly after place to find out the adaptive it rains. The thick stems of the method of at least 10 plants. cactus store the water that is used Record Information. during the long, dry spells. Some wild plants, like locoweed, produce poisons to prevent animals from eating the leaves. This prevent the growth of young plants. New plants do not grow around that tree. This poison is an adaptation because there are no new plants to compete with the tree for space. Some leaves are covered with wax to prevent water loss. Primary Science Curriculum 2010 127 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 6 SCOPE OF WORK TOPIC: BIOMES STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Investigate to define what a A biome is a large region on the 1a. Use a map to locate the biomes Science Horizons Bk. 5 I. Make a card to explain what a biome is. earth that has a certain climate and on Earth. biome is and name the six land certain kinds of organisms. There Harcourt Science Bk. 5 biomes. Describe the climate in are six land biomes: Tropical Rain 1b. Make a graph to show the each Biome. Forest, Deciduous Forest, Desert, number of each biome found on Harcourt Science Bk. 6 Grassland, Tundra and Taiga. the map. 2. Research and infer why organisms Tropical Rain Forests are noted for 2a. Choose two animals and two www.ucmp.berkeley.edu/exhibits/bi II. Teacher provides pictures/ live in certain biomes. strong sunlight and warm, wet plants from each biome. omes/index.php drawings of the tropical rain climate which provide ideal growing Write 3 sentences to explain forest, deciduous forest and the conditions for a variety of plants and how it survives in its biome. www.mbgnet.net/sets/ desert. The students will match animals. Most plants and animals on (use pictures) picture cards of organisms to the earth live in the tropical rain forests. www.teachersfirst.comlessons/biom correct biome. The Bahamas has a climate very 2b. Make a chart to show the es/biomes.html similar to that of the tropical rain rainfall and temperatures in the forests. Many insects, bats, birds desert, tropical rain forest and www.enchantedlearning.com/biome and mammals live in the tropical deciduous forest. s/ 3. Compare and contrast the tropical rain forest. The plants in the rain 3. Make a Venn diagram to III. Create two samples: one picture rain forest to the deciduous forest. forest are in three layers: canopy, compare similarities and of the tropical rain forest and the understory and forest floor. The differences between the two other picture of the deciduous Deciduous Forest has plants with forests. forest. broad leaves. The plants shed leaves 4. Group Work every year and remain off the trees Create “Biome Bottles”. for almost three months during Decorate each 5 gallon bottle to winter. Several layers of plants can depict the animals, plants and be found in the Deciduous Forest. climates of each biome. They are canopy, understory, shrub layer and forest floor. Or Create Dioramas Primary Science Curriculum 2010 128 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 6 SCOPE OF WORK TOPIC: BIOMES STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT A variety of plants and animals live IV. Keeping warm. Find out in the deciduous forest. Some whether fat can act as an animals are squirrels, deer, rabbits insulation to keep you warm. and beavers, foxes, black bears You need a bowl of ice water hawks and snakes. The desert and some vegetable fat. Mold biome receives very little rainfall. vegetable fat around one of The rain that does fall evaporates your index fingers. Completely quickly. During the nights, deserts cover the finger with a layer of are often very cold. Desert plants fat at least 1cm (0.5 in.) thick. are adapted to survive with very Then hold both of your index little water. The common desert fingers in ice water. How long plants, cacti, store water in their does it take for each finger to thick stems. Plants such as the get cold? creosote bush, have small, waxy leaves. Desert animals also have adaptations to prevent water loss. Snakes and lizards have dry scaly, skin. Many desert animals hunt at night to avoid the heat. Primary Science Curriculum 2010 129 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 6 SCOPE OF WORK TOPIC: ENVIRONMENTAL CHANGES CAUSING ENDANGERMENT OR EXTINCTION STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research and compare the results In ecosystems there is usually 1. Fold a blank sheet of paper in Harcourt Science Bk. 5 I a. Make two posters – One of natural disasters on the stability. However, changes occur halves. Label one side “Storms” showing an empty lot that was environment. constantly. These changes may be and the other side label “Forest Harcourt Science Bk. 5 cleared down. The other sudden or gradual. Storms, such as Fires”. showing the lot before it was hurricanes and tornados, as well as Concepts and Challenges in Life cleared. forest fires can cause rapid changes List the changes each one of these Science II to the environment. After a change cause to the environment. I b. List the effects on living things in the ecosystem, the environment Harcourt Science Bk. 4 in the lot as a result of the reacts by permitting new additions change. of plant and animal life. These new www.einews.com/bahamas/newsfee additions are called “succession”. d-Bahamas-natural-disasters Fires speed up the process of succession. www.bahamas.gov.bs/bahamasweb2 Forest fires occur on most of the /... islands of The Bahamas during the dry season. Some forest fires burn www.fema.gov/kids/dizarea.htm dead leaves and branches on the forest floor releasing nutrients into www.esa.int/esaKIDSen/Naturaldisa the soil. After a fire, grasses sprout ters.html and dormant seeds germinate in the rich soil. The bark of pine trees are resistant to fires which enable them to survive forest fires. Small changes in climate, in soil conditions or in plant or animal population can change an ecosystem. This change is gradual over thousands of years. Primary Science Curriculum 2010 130 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 6 SCOPE OF WORK TOPIC: ENVIRONMENTAL CHANGES CAUSING ENDANGERMENT OR EXTINCTION STRAND 1: ORGANISMS AND THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Communicate and summarize the Pollutation also changes the 2a. Students work in groups to www.bahamas.gov.bs/BahamasWeb/ II. Visit an area where there was a effects of human activities on the ecosystem. Mass land clearing, write a short skit that informs VisitingTheBahamas.../Endangeredt forest fire. Draw two posters. environment. cutting down of hills, filling in of about how each human activity Speciest&tEco One showing the area before mangroves and digging canals and affects the environment. the fire and the other showing marinas also affect the ecosystems. the area after the fire. Human activity contributes greatly 2b. Each group will suggest ways to (Family Island) to the changes in the environment. save the environment. Activities such as adding chemical The students will be given a fertilizers to soil, building new worksheet with 10 sentences. roads, homes, schools, shopping Six will be facts that will cause centres and burning fossil fuels lead harm to the environment. to the endangerment and extinction Four will be facts that will help of organisms. the environment. The students will circle only six sentences to identify the harmful facts. 3. Research and identify animals Animals such as the white crown 3. Play a game “Who Am I?” Resource Person from the National III. Students make a booklet with (organisms) in The Bahamas that pigeon, the iguana, the green sea Student picks a folded piece of Trust/Family Island-any pictures/drawings of the are endangered. turtle and the Bahama Parrot are paper with the name of one of the knowledgeable person or resource endangered species (white endangered. animals on the paper. The student books from the National Trust. crown pigeon, iguana, green sea Laws are being enforced to prevent will give the class clues so that turtle and Bahama parrot). the capture of these animals. This they can guess which animal it is. www.bahamas.gov.bs/BahamasWeb/ Under each picture write where way the number of these species can (Other endangered or extinct VisitingTheBahamas the animal is found (island) and increase to avoid extinction. animals may be added in the bag so the approximate number of that the game may last a little www.bnt.bs/download- them surviving. Also, how the longer.) main.php?mode=download&catid=4. animal became endangered. ..39 Primary Science Curriculum 2010 131 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 6 SCOPE OF WORK TOPIC: EARTH’S LAYERS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Identify and compare the layers We live on Earth’s crust which is 1a. Cut an apple/peanut, M & M Harcourt Science Bk. 6 I. Draw a picture showing the three of the earth. about 32 km (20 ml) thick under the candies to compare the layers of layers of the earth. (Use colours) surface of the continents and about each one to the layers of the under the picture draw three 8 km (5 ml) thick under the ocean earth. columns labeled: floor. Earth’s outermost layer is the 1b. Construct a model of the earth Science Horizon Bk. 6 Crust M a n tle C ore crust. The layer directly beneath showing the three layers. (inner/outer) the crust is the mantle. The (Use desired materials) www.science.pppst.com/layers.html Then write two facts about each innermost layer is the core. The layer under the labels. core has an inner core and an outer www.library.thinkquest.org/28327/ core. The inner core is mainly iron …/earth/…/layers_of_earth.html II. Build Earth layer by layer: Make and nickel. It is extremely hot and a model of Earth’s interior. Use metals would usually melt at that www.enchantedlearning.com/subjec clay of different colours to show extreme heat. But the inner core is ts/.../earth/Inside.shtml Earth’s Layers. Label each layer. solid because of the pressure and weight of the other layers around it. The crust is the thinnest layer of the earth. It is made up of rocks with loose dirt covering the rocks. The mantle is the thickest layer. Some of the upper mantle is melted because of the heat; however, great pressure keeps a part of the mantle solid. Scientists study the crust by drilling to get samples from it. The other layers are studied from materials taken after an earthquake and materials that come to the surface after a volcanic eruption. Primary Science Curriculum 2010 132 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 6 SCOPE OF WORK TOPIC: AIR POLLUTION STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Infer what natural resources are Natural resources are materials found 1. List 10 things in the class that Science Horizons Bk. 5 I. Collect pictures to cut and paste in and where they are located. in the environment that are useful to were made from a natural a folder to show natural resources humans. resource. www./hup.edu/smarve//seminar/fall in The Bahamas. 2. Classify resources as renewable or Natural resources can be grouped as 2. Make a booklet to show -2000/.../crissey.htm II. Draw a tree or any kind of plant. nonrenewable. renewable or nonrenewable. renewable and nonrenewable Under the picture, write 10 things Harcourt Science Bks. 5 and 6 Renewable resources can be replaced resources. Explain why they are that trees are used for. Display or used over and over. Soil, air, grouped together. www.enwikipedia.org/wiki/Renewa pictures of the things. water, and trees are renewable ble_resource resources. A nonrenewable resource www.enwikipedia.org/wiki/Non- is a resource that cannot be replaced renewable_resource easily or reused. Fossil fuels, such as oil, coal and natural gas are examples www.facts_about_solar_energy.com of nonrenewable resources. /renewable_resources.html 3. Investigate the environment to When natural resources such as, air, 3a.Make a poster/draw or cut pictures Science Horizon Bk. 5 III a. Write an essay. Give three distinguish between air, land and soil and water become polluted, they with activities that show how the reasons why people should not water pollution, are unsafe for use. Pollution occurs air becomes polluted. Harcourt Science Bks. 5 and 6 pollute the air. when harmful substances contaminate Explain each reason clearly. the air, land or water. The harmful Have students identify and www.botany.uwc.ac.za/SCI_ED/gra substances are pollutants. photograph images of pollution in de10/ecology/.../poll.htm Air can be polluted in several ways. their community. They will The pumping of exhaust fames from determine the scientific process www.greenstudentu.com/encyclope motor vehicles and smoke stacks of behind, and the cause and dia/pollution factories and ships and smoke from possible effects of, the pollution cigarettes are common causes of air in their photograph. www.eduationalimages.com/lit0600 pollution. When these pollutants mix Then have student groups present 01.htm with water vapour in the air, they their images and their related produce acid rain. Acid rain can contain a combination of gases and cause and effects to the rest of the www.springerlink.com/index/W701 solid particles that produce smog. class. 1303824Q7740.pdf Primary Science Curriculum 2010 133 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 6 SCOPE OF WORK TOPIC: LAND POLLUTION STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Air can also be polluted by the Discuss: III b. Make a pamphlet encouraging addition of chlorofluorocarbon - How easy was it to find pollution people to keep their (C.F.C.’s). These are gases used in to photograph? surroundings, Clean, Green refrigerators, air conditioners and - What do these images tell them and Pristine. fire extinguishers. They float to the about pollution in their top of the atmosphere and community? III c. Class arrange a beach clean up. breakdown the ozone layer. This - What surprised them during the allows harmful radiation from space process? III d. Write 5 ways that people waste to enter the atmosphere. The - What are the most common water. Then, write how they radiation causes humans to develop causes of pollution in their can use the water wisely. cancer. community? Another harmful effect of air III e. From a list of 20 items, form pollution is the: “greenhouse 3b. Class: Decorate a garbage bin two columns Biodegradable/ effect”. This is the trapping of heat encouraging people to use the Non Biodegradable. Put each in the atmosphere. bin instead of the ground. item in the appropriate group. 3c. Arrange a clean up day at The land is also being polluted. school/classroom. Garbage from homes and businesses and chemical wastes from industry 3d. Make a “no dumping” sign for and farming are being dumped into your school, home or the beach. and on the land. Land pollution can be reduced in a 3e. Use a dictionary to define number of ways including the use of biodegradable and non specially designed landfills and leak biodegradable. proof cans. 3f. Take an item that has been used and design it for another use. (e.g. can, bottle, popsicle sticks, phone cards, etc.). Primary Science Curriculum 2010 134 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 6 SCOPE OF WORK TOPIC: WATER POLLUTION STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Most of the water on earth is salt III a-f. Worksheet containing water. Both salt water and fresh different kinds of pollution. The water are being polluted by a variety students will classify each of sources including sewage, picture as: Air pollution, Land garbage, chemicals, like motor oil, pollution or Water pollution. bleach and other chemicals fishermen use to catch fish. Design a garbage bin to Pollution promotes breeding of encourage students to use it. vectors and also provides vectors with homes. Some items that pollute the resources are biodegradable, but others are non biodegradable. Conservation is the wise use of natural resources. Resources can be conserved by reducing (use only what is needed), reusing (use things again) and recycling wherever possible. Primary Science Curriculum 2010 135 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 6 SCOPE OF WORK TOPIC: OIL, COAL AND NATURAL GAS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 4. Research and compare coal, oil Coal, oil and natural gas are some of 1a. Class discussion of method that Science Horizon Bk. 5 I. Students answer questions about and natural gas. the most important fuels. A fuel is a were used long ago to light a the formation of coal, oil and substance that is burned to release fire. www.moorlandschool.co.uk/earth/e natural gas. its stored energy. They are also arthresources.htm called fossil fuels. Fossil-fuels are 1b. Make a poster that shows items made from decayed plants and made from oil. animals that lived long ago. Coal was formed from the remains 1c. Watch video of how oil is taken Dramatize of plants. Coal is grouped as either from the ground. Resource Person from one of our “The Importance of the Careful hard or soft. Soft coals were formed local dealers of Esso, Texaco or Shell Use of Gasoline and Diesel etc.” most recently. They were under to discuss low pressures and low temperatures. a. How Gasoline, diesel etc. get to Cut out magazine pictures for a Hard coals are the oldest coals and the Bahamas. collage that illustrates the were formed under high b. The cost in dollars and time for formation of coal, oil and natural temperatures and high pressures. one shipment to arrive in New gas. Oil and natural gas formed the same Providence. way that coal was formed. However, they were formed from www.32/energy.com_2hoursago the remains of simple animals and plants. These tiny organisms lived www.wikianswers.com/.../How_doe on the earth many millions of years s_nuclear_power_compare_to_coal_ ago. Over time, high pressures and oil_or_natural_gas_in_terms_of_cos temperatures changed their remains t_per_kwh to oil and natural gas. Many common products are made www.naturalgas.org/environment/n from oil. Gasoline and diesel fuel aturalgas.asp are both made from oil. Primary Science Curriculum 2010 136 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 6 SCOPE OF WORK TOPIC: PETROLEUM AND NATURAL GAS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT One of the main products made from natural gas is methane. Methane is the gas that is burned in most stoves. Coal, oil and natural gas are nonrenewable resources. 5. Research to compare/explain Petroleum is a liquid that is found 1a. Watch video which shows how www.library.thinkquest.org/20331/t I. Students answer questions about advantages and disadvantages of underground. It is sometimes called oil is taken from the ground. ypes/fossil/advent.html advantages and disadvantages of fossil fuels. oil. Oil can be as thick and black as fossil fuels. tar or as thin as water. Petroleum 1b. Experiment to show how oil www.alternativeenergysecret.com/f has a lot of energy. It is turned into floats on water. ossil-fuels.html II. Research: use the internet or different fuels – like gasoline, product map to find out which kerosene and heating oil. Most www.wiki.answers.com/…/What_ar countries have oil as a natural plastics and ink are made from e_the_advantages_and_disadvantage resource. petroleum. Long ago people did not s_of_fossil_fuels- dig for oil. The oil seeped from Assign a fossil fuel (coal, oil, under the ground into ponds. It www.ehow.com>...>Science&Natur natural gas) to cooperative groups. floated on the water. People e>Science Have each group use research gathered the oil from the top of the cards to prepare a three minute water. radio documentary script about The energy in petroleum came from the advantages and disadvantages the energy in the plants and animals. of fossil fuels. It was formed from long ago. That energy came from the sun. Petroleum that is used today was formed millions of years ago. It is a nonrenewable resource. Petroleum has to be drilled from small pockets in rocks. Primary Science Curriculum 2010 137 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 6 SCOPE OF WORK TOPIC: PETROLEUM AND NATURAL GAS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Oil wells are drilled into the rocks 2. Interview dealers at Esso, Texaco http://enwikipedia.org/wiki/naturalg to reach the oil. A lot of oil is also and Shell gas stations to find out as under the oceans. Oil rigs that float how gas prices have risen in 2008. are used to get this oil. Show this on a table/graph. After the oil is pumped, it is sent to refineries. At the refineries, it is separated into different kinds of fuels. Most of the oil is made into gasoline. Oil is also used to make products such as plastics, paints, medicines and soap. Burning fuels made from oil can pollute the environment. Natural gas is a gaseous fossil fuel consisting mainly of methane. Before a fuel, it must undergo extensive processes to have almost all other materials removed from it except methane. Compressed natural gas is a substitute for gasoline. It environmentally “clean” and it is safer than other motor fuels in the event of an oil spill. Natural gas is lighter than air, so it disperses quickly. Natural gas is also cheaper and is being used more in vehicles. Primary Science Curriculum 2010 138 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 6 SCOPE OF WORK TOPIC: PREDICTING WEATHER STRAND 2: CHANGES IN EARTH AND SKY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research and identify factors of Weather is the condition of the 1. Watch the weather channel and Science Horizons Bk. 5 I. List the factors of weather on cards weather. atmosphere at a certain time and record for one week the to write descriptive sentences. place. Weather is predicted for only weather conditions in Nassau or Harcourt Science Bk. 6 a few days because weather is your island (or listen to the always changing. Most weather radio). Factors to record are: McGraw Hill Science Bk. 3 conditions take place in the rainfall, temperature, air troposphere (the closest layer of the pressure, wind speed and www.ecn.ac.uk/Education/factors_a atmosphere to earth). A direction and relative humidity. ffecting_climate.htm meteorologist is a person who Channel: 37 studies the weather. A meteorologist World Map uses certain instruments to predict the weather. These include a wind Resource Person 2. Manipulate/look at pictures of vane, rain gauge, thermometer, 2a. Make models of some weather www.wiki.answers.com/../what_are II. Match the weather instrument to models of weather instruments to barometer, anemometer and instruments. _the_factors_affecting_climate_and the factor of weather it measures. identify them and explain how hydrometer. An anemometer is a. anemometer _weather Rainfall–rain gauge (precipitation) they work. used to measure wind speed and b. barometer direction. c. hydrometer/psychrometer. A barometer measures air pressure. Air pressure is the weight of the air 2b. Listen to a guest speaker from pressing down on the earth. the Meteorological Office. A hydrometer (psychrometer) is 3. Explain the difference between used to measure relative humidity. 3. Work in groups. Study a map and www.usda.gov/oce/weather/ III. Research and write five facts that weather and climate. Humidity is the amount of water choose one place. Discuss the state how Bahamians benefit vapour in the air. types of climate that country www.weatherwizkids.com/ from the type of climate we The conditions that make up would have according to its experience in The Bahamas. www.cybersleuth_kids.com/sleuth/ weather and are measured are rain, position on the map. Share with Weather/Weather_Instruments air, humidity, air pressure, the class. temperature, wind and water www.hometrainingtools.com/weath vapour. er-climate/c/21/ Primary Science Curriculum 2010 139 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 6 SCOPE OF WORK TOPIC: PREDICTING WEATHER STRAND 2: CHANGES IN EARTH AND SKY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Climate is the average weather IV. Visit the Met. Office to observe conditions year after year. Scientists how they set up the weather were able to tell what kind of station. Make a poster to show climate a place had by observing the that (competition). weather conditions of the area over a long period of time. In The Bahamas, we experience a sub-tropical climate. Primary Science Curriculum 2010 140 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 6 SCOPE OF WORK TOPIC: WEATHERING AND EROSION STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Observe the environment and Weathering is the changing of rocks 1a. Watch videotape on effects of Science Horizon Bk. 5 I. Fold a sheet of paper in halves. visuals to differentiate between near the earth’s surface through the erosion. On one side draw a picture to weathering and erosion. actions of natural elements such as 1b. Go on field trips to rocky shore, McGraw Hill Bk. 5 show erosion and on the other wind, rain, heat, wave action, ice beach or hills to observe side draw a picture to show and snow. different stages of erosion. Harcourt/Brace Bk. 6 weathering. (Group work) The Earth’s surface is constantly 1c. Collect samples of rocks and A reporter from each group will changing and breaking down due to place them in different explain each picture to the class. the process of weathering and the solutions. Activity by Emily Miller effects of erosion. a. Saline Fresh Creek Primary Weathering breaks rocks into b. Bleach Central Andros (1c) smaller pieces while erosion carries c. Plain water these weathered materials from one d. Sugar water Harcourt Science Bk. 4 place to another. Weathering e. Vinegar www.scarborough.k12.me.us/high/p occurs because of the changes in Make observations after two rojects/../erosion.htm temperature and exposure to water weeks. Record data on erosion. 2. Research and identify the forces and air (water, wind, ice and gravity 2. Students study pictures and www.kidsgeo.com/geology_for_kids II. Locate an area in the that cause weathering and are agents of erosion). under each picture write the /0060_weatgerubg_php environment (home, school) that erosion. Once rock is weathered and eroded, force that is responsible for the was weathered or eroded. Sketch water, wind, ice and gravity deposit weathering. www.nature.nps.gov/GEOLOGY/us a picture of it and explain what weathered material from the rocks gnps/misc/gweaer.html caused the weathering or erosion. to other places. This process is • Use a fan to represent wind known as deposition. and place it near soil to show www.science.nationalgeographic.co Earthquakes cause rapid changes on soil being blown to another m/.../weathering-erosion- earth. An earthquake is a vibration area. article.html or shaking of Earth’s crust. Most • Pour water slowly through a earthquakes occur along faults. A straw over soil to show the fault is a break in the crust along movement of soil by water. which rock moves. Primary Science Curriculum 2010 141 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 6 SCOPE OF WORK TOPIC: WEATHERING AND EROSION STRAND 2: PROPERTIES AND STRUCTURE OF EARTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Rock on either side of a fault can III. Go to your school library with a move up and down, side to side, or friend to read about Earthquakes both. Earthquakes are measured on and Volcanic Eruptions. Name a Richter Scale which uses numbers the mountains and state the from 1-9. damage it caused. Also, find out A volcano is a mountain that forms the measurement on the Richter when red hot melted rock flows Scale of the eruptions. through a crack onto the earth’s surface. Melted rock inside Earth is called magma. Melted rock that reaches Earth’s surface is called lava. The lava and gases that erupt from volcanoes are very hot and often destroy everything in their path. Volcanic eruptions also form new crust on continents. Primary Science Curriculum 2010 142 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 6 SCOPE OF WORK TOPIC: STORMS STRAND 2: CHANGES IN EARTH AND SKY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research to compare the A storm is an unusual weather 1a. Discuss what damages McGraw Hill Science Bk. 3 I. The students will be given a sheet traits/characteristics of storms. disturbance. There are many kinds storms/hurricanes usually do. of paper with three information of storms. But all storms have some (Katrina and others) Science Horizon Bk. 5 boxes. They must read the clues conditions in common. All storms 1b. View video of damages after a and decide whether the start when warm, moist air rises. hurricane. Harcourt Science Bk. 6 information in each box are those The rising air causes low air pressure of a hurricane, tornado or at the earth’s surface. Other Have students look at pictures www.yokota.af.mil/photos/mediagal thunderstorm. common weather conditions include of storm damages. They will lery.asp?galleryLD=3107 clouds, and either rain, sleet, hail or describe the damages and then II. Research to find out how storms snow. Storms also have strong and determine which type of www.en.wikipedia.org/wiki/storm_( are named. winds and lightning. storm caused it. Marvel_Comics) A thunderstorm is a small local weather disturbance which can be www.answers.yahoo.com/question/i identified by tall clouds, heavy rain ndex?qid and thunder and lightning. Most thunderstorms form along the edges of cold fronts. A hurricane is large tropical storm that is formed in warm waters. It has very high winds and heavy rainfall. The centre of a hurricane is called the “eye”. This area has calm winds. However, the winds around the eye are very powerful. A tornado is a small funnel of quickly spinning air. Tornados are formed on land. This is the most dangerous storm which lasts for only a few minutes. Primary Science Curriculum 2010 143 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 6 SCOPE OF WORK TOPIC: STORMS STRAND 2: CHANGES IN EARTH AND SKY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT The winds are more powerful than III. Research at least five years the winds of a hurricane. Tornados before to find the names of the often form during violent worst hurricanes for each year. thunderstorms. They are also Use a map to mark the route referred to as cyclones and each one traveled. waterspouts depending on where they form. Students can also describe the damage caused by those hurricanes. 2. Investigate and record safety Safety Precautions During a Storm: 2. Pretend to be a reporter telling Science Horizons Bk. 6 II. Make a flyer to inform people precautions during a storm. 1. Remain indoors. Avoid small people how to be safe during a how to prepare for a storm. buildings that are isolated from storm. Harcourt Science Bk. 5 other buildings. Select magazine pictures, to 2. Do not touch electrical outlets, www.yourradioplace.com/weather/l compile a storm safety booklet. telephones with cords (except for ightening.htm emergencies), faucets or plumbing pipes. home.howstuffworks.com/home...sa 3. If you are out in the open, lie flat. fety/.../storm_safety_tips.htm 4. Don’t take shelter under a tree. 5. Stay out of water. www.fema.gov/hazard/winter/wi_b 6. Secure any loose objects outdoors efore.shtm that can become missiles. 7. Make sure you have medical supplies, canned food, water, flashlights, candles, a radio and batteries. 8. Secure your property especially those that are on the outside. Primary Science Curriculum 2010 144 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 6 SCOPE OF WORK TOPIC: PLANETS STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Collect data to compare and Mercury has hardly any atmosphere 1a. Draw a table to show the gases Science Horizon Bk. 5 I. Match planet clues on cards to contrast the surface and at all. Its surface is covered with each planet’s atmosphere is each planet. atmosphere of the planets. crater like Earth’s moon. made up of. It is covered with rocklike dust. The II. Make a model of the Solar System main gases are helium, hydrogen and 1b. Search the internet for a song Science Horizon Bk. 6 using Styrofoam balls of different oxygen. Scientists think that Venus about the planets. Share it with sizes or other desired materials. has a rocky core and surface. Pictures the class. Harcourt Science Bks. 5 and 6 of its surface show mountains, rolling Use a table to compare and plains and what may be active 1c. Make a model of the Solar www.factmonster.com>...>TheSolar contrast the planets. volcanoes. There is no water on System. System Venus. The main gases are carbon dioxide and nitrogen. Mars’ surface is Students can create their own www.msnucleus.org/membership/ht covered with red dust. The songs about the planets and mk/k-6/uc/.../ucss5_3a.html atmosphere of Mars is thin and consists mainly of carbon dioxide gas. share with the class. Mars also has volcanoes, canyons, www.universetoday.com>guidetosp craters and sand dunes. ace>thesolarsystem Jupiter’s well known feature is the Great Red Spot. This is believed to be www.kidsastronomy.com/the_plane a swirling storm in the atmosphere. ts.htm Jupiter is made mainly of hydrogen and helium gases. www.smartconversion.com?..?surfac Saturn’s rings are thought to be made e_area_of_planets_and_the_Sun.asp up of ice. The main gases in Saturn’s x atmosphere are hydrogen, helium and methane. Uranus is the planet that rotates on its side. The atmosphere consists of the gases hydrogen, helium and methane. Primary Science Curriculum 2010 145 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 6 SCOPE OF WORK TOPIC: PLANETS STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Hypothesize which planets are Neptune is a pale blue planet with 2. Make up a rap to any desired www.astro.rug.nl/~onderwys/sterllp II a. Design a model of planet earth. susceptible to life. an atmosphere of methane, tune to explain why earth has roject97/.../index.html Let it hang from a hanger hydrogen and helium. The living things on it. (mobile). Use strings to attach at atmosphere has a Great Dark Spot www.columbia.edu/cu/augustine/ar least four living things from the that is believed to be a huge storm Cut circles and manipulate them ch/frear/rutler97.htm hanger. system the size of earth. to represent the composition of (Other versions may be made.) Pluto, which is no longer considered gases in earth’s atmosphere. to be a planet, was recorded as being II b. Build Earth layer by layer: made mostly of frozen gases and the Make a model of Earth’s coldest of all the planets. The interior. Use clay of different atmosphere is thin and made of colours to show Earth’s layers. methane. Label each layer. Earth’s atmosphere consists of about (4/5) four fifths nitrogen gas and the remaining one fifth (1/5) is mostly oxygen gas. Earth is the only planet with that amount of oxygen. Oceans of liquid water cover nearly three quarters of the surface of earth. Clouds of tiny droplets of water or ice crystals hang above Earth’s surface. Ice covers the poles. Mountains, valleys and deep canyons are found on Earth. Earth seems to be the only planet that has living things on it. Primary Science Curriculum 2010 146 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 6 SCOPE OF WORK TOPIC: EXPLORING THE UNIVERSE AND SURVIVING IN SPACE STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research to identify equipment The study of objects in space is 1a. Study picture/video of various Science Horizon Bk. 5 I a. On a sheet of paper each student used to study objects in space. astronomy. A scientist who studies telescopes. explains the difference between objects in space is an astronomer. Harcourt Science Bk. 6 Reflecting and Refracting Astronomers use devices, including 1b. Use class telescopes around the telescopes. Exchange papers telescopes to study distant objects in school and measure the distance www.en.wikipedia.org/.../United_St then check the answers. space. A telescope is a device that that objects can be seen clearly. ates_Space_Surveillance_Network Discussion with the teacher will makes objects that are far away, follow. Students correct their appear closer. Some telescopes 1c. Make a telescope. www.xml.coverpages.org/gbXML- mistakes after receiving their collect more light than the unaided schema.txt sheets with their answers. eye can see. A light telescope collects visible light and uses it to www.rasc.ca/im/education/saskatch I b. Write the advantages of using form images of distant objects. ewan.pdf the telescope to study objects in One of these telescopes is called a space. Refracting telescope. It uses lenses to form objects. Another type of I c. Research the internet to find out light telescope collects light with a how to build a model telescope. saucer-shaped mirror. This is called a Reflecting telescope. Scientists now have a reflecting telescope out in space. It is called the Hubble Space Telescope. This telescope is designed to be in orbit around Earth and to send images to Earth from space. Primary Science Curriculum 2010 147 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 6 SCOPE OF WORK TOPIC: EXPLORING THE UNIVERSE AND SURVIVING IN SPACE STRAND 2: UNIVERSE AND THE SOLAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Investigate and identify pictures Scientists use special crafts to 2. Collect pictures of spacecrafts Harcourt Science Bk. 4 I & II. Complete a questionnaire of vehicles used to explore the explore space. The crafts are pushed and paste them in a booklet. about the information that was universe safely. into space by powered rocket Identify each picture. given about space crafts. engines. Three types of spacecrafts Science Horizon Bk. 5 are presently being used. In groups students will design I & II. Visit the planetarium at the The space probe does not carry and build a Crew Exploration http://www1.nasa.gov/pdf/146851m Adventure Learning Centre. humans. It gathers data about Vehicle (CEV) that will be a ain_Designing_a_CEV_Student.pdf objects in space and sends that model for future space Probe Research. Type the information back to earth to be exploration words “Starchild NASA Space processed. One of the most useful Probes” into an internet search spacecrafts is the space shuttle. A engine. Click on the website space shuttle is a vehicle composed that ends in “nasa.gov,” and of giant fuel tank, large rocket read the latest news on space (engine) and an obiter. The orbiter probes. Write a short report can be launched into space and on what you find, and read it returned to earth. It carries to the class. passengers and equipment. A space station is a spacecraft in space at all times. This is where scientists live while working in space. The two countries that have done the most work in space are the U.S.A. and Russia. Other countries involved in space exploration are China and a group of European countries. Primary Science Curriculum 2010 148 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 6 SCOPE OF WORK TOPIC: PHYSICAL PROPERTIES AND CHANGES STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Manipulate objects to identify All substances have certain 1. Describe an object while the Harcourt Science Bk. 6 I. Students list 3 physical physical properties. characteristics called properties. remainders of the class guess properties of pictures of six Properties can be physical or what the object is. objects. 2a. Predict and experiment to chemical. A physical property is a 2a. Work in groups: Each group Science Horizons Bk. 5 II. Students pop corn then explain physical changes in feature that can be observed or will be given an object. measure the densities of the objects. measured without changing the Together they will decide how Science In Your World Bk. 6 popped and unpopped corn substance or any of the materials it to change the object without using a balance. 2b. Manipulate equipment used to is made of. Physical properties that changing the properties. www.chem4kids.com/files/matter_i measure physical properties of can be observed are colour, shape, (i.e. Chalk, popside sticks, ntro.html III. Observe the densities of matter. size, luster and texture. orange, paper, cloth, etc.) different liquids. Draw and Physical properties that can be www.emints.org>eThemes record observations. measured are density, heat, length, 2b. Class experiment: heat water to 1. Measure and pour the same height, width and thickness. Some change it to steam, then let the www.youtube.com/watch?v=pmHx volume of honey, cooking physical properties such as melting steam go on a plate to be YE_vDBs oil and water into a jar. point, boiling point and colour do changed back to water. Replace the lid tightly then not change. When we change the www.2.mcdaniel.edu/Graduate/TI/p shake. physical properties of a substance, ages/../matterweb.htm 2. Observe and record your this is called a physical change. observations over the next Examples of physical changes hour or so. include sharpening a pencil, grating 3. What can you conclude coconut, cutting paper and melting about the density of the wax. Although change took place, liquids you used? the properties of each substance remained the same. Primary Science Curriculum 2010 149 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 6 SCOPE OF WORK TOPIC: CHEMICAL PROPERTIES AND CHANGES STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 3. Experiment and record chemical Chemical properties describe how 3. Teacher conducted experiment: Harcourt Science Bk. 5 III a. Students describe in a short changes in objects and substances. particles are re-arranged when one Light a piece of paper using a paragraph how a chemical substance reacts with another match to show how the properties Science Horizons Bk. 5 change takes place. substance. When two substances of the paper will change. Smoke react and a new substance is and ashes will be formed. Science In Your World Bk. 6 4. Investigate chemicals to identify produced, which is unlike either of 4. Students experiment: IV. Collect labels from chemical some that will cause changes in the original substances used, a Materials: 20ozs plastic bottle, www.chemistryabout.com/od/…/a/c items used in the house to clean. matter. chemical change has taken place. A balloon, baking soda, spoon, hemphyschanges.htm E.g. Joy, Ajax, tile cleaner, new substance is formed during a funnel, white vinegar. washing detergents. chemical change. Some substances a. Put two spoonfuls of baking www.chem4kids.com − Identify which substances react quickly while others react soda in the balloon. contribute to the make-up of slowly. Combustion (burning) and b. Pour a little vinegar into the www.lessonplanspage.com/Sciecne each item. decomposition (rotting) are types of bottle. MDChangeMatterChocolates57.htm chemical reactions. Some chemical c. Place the mouth of the changes give off energy. E.g. balloon over the bottle. www.iit.edu/~smile/cheminde.html burning coal releases heat and light d. Pour the baking soda from the energy. Some changes require the balloon to the bottle. www.ccboe.net/../elementary addition of heat energy. Examples e. Draw the diagram and explain of these are the chemical changes the results. www.acs.org/kids 5. Research to distinguish between a that cause food to spoil or iron to 5. Collect three jars and three nails: Va. Student will complete a physical change and a chemical rust. pour the same amount of coke, www.teachers.yale.edu/curriculum/ worksheet. 10 activities will be change. Naturally occurring chemical alcohol and salt water in each jar. search/viewer.php?id+houston_04 on the worksheet. The students changes can be harmful. To avoid Place one nail in each jar. Place will write whether the activities the effect of naturally occurring one nail in each jar. Record the show a physical or a chemical chemical changes, we can resort to results over a one month period. change. freezing or drying to preserve food. Primary Science Curriculum 2010 150 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 6 SCOPE OF WORK TOPIC: CHEMICAL PROPERTIES AND CHANGES STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Tools can be kept well oiled to V b. Class activities: prevent rusting. Rusting takes place b. Make a fruit salad. when chemicals react with oxygen. c. Bake cup cakes. Substances that prevent corrosion (rusting) are called antioxidants. Explain why the fruit salad is an example of, a physical change, but the cup cakes demonstrate a chemical change. Primary Science Curriculum 2010 151 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 6 SCOPE OF WORK TOPIC: COMPARING AND MEASURING MATTER STRAND 3: PROPERTIES AND CHANGES IN MATTER LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Experiment to compare and Many physical properties can be 1a. Guess which objects will be Science Horizon Bk. 5 I. Complete a table by filling in the measure matter. measured with instruments. Mass is heavier or lighter. Measure instrument that is used to measure one of those properties. Mass is the them and record the results. Harcourt Science Bk. 4 each object on the table. amount of matter in an object. A (Use scale) E.g. sugar, Wesson oil, tin of soap, golf ball has more mass than a table- www.cmouston.org/en/cev/1436 etc. Also, state the units of tennis ball, but to find the exact 1b. Measure the volume of objects measurement for each one. mass of each ball, it must be such as stones, marbles etc. by www.eduplace.com/math/.../te_1_1 measured with a balance. using a graduate with water. 0_measure_developl.html Have students collect items used Density is a property that is related for measurement at home and at to mass. Density is the measure of 1c. Collect 10 household items and www.classroom.jc-schools.net/sci- school. Then have them make a the mass of a certain volume of a record the measurement of units/matter.htm list of the items and beside each substance. Suppose that two each one. measurement whether it is used substances have the same mass but www.oecta.on.ca/curriculum/matter as a measure of length, volume, or that one takes up more space. The /grade5/5Intro.pdf mass and then indicate the one that takes up more space has the correct unit of measurement. E.g. lower density. Milk – volume - Liter The amount of space that matter takes up is called volume. Measuring cups and spoons are used to measure volume. Scientists measure volume with a beaker or a graduate, a tall cylinder with measuring marks on the side. Primary Science Curriculum 2010 152 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 6 SCOPE OF WORK TOPIC: MAGNETISM STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Experiment with magnets to The force in which magnets are used 1a. Students work in with different Harcourt Science Bk. 4 I a. Design the lines of a magnetic locate the poles and the magnetic is the force of magnetism. A magnet kinds of magnets to feel the field on a coloured sheet of field. is an object that attracts certain push and pull of the poles. Science Horizons Bk. 5 paper. material, usually objects made of iron or steel. 1b. Use a magnet and iron filings to Science In Our World I b. Draw bar magnets to show when A magnet has two ends called show the lines formed in the they will repel and when they magnetic poles or just poles. A magnetic field. www.eskimo.com/~billb/electrom/st will attract. magnet’s pull is strongest at the atbot/.html poles. The north-seeking pole is 1c. Experiment: I c. Use a magnet to go around the usually marked N and the south- a. Attach a piece of sting www.education.jlab.org/qa/electrom school to find out which things seeking pole is usually marked S. (6-8 ins) or cord to a paper agnet.html will be attracted to the magnet. At times magnets pull toward each clip. Record observations and make a other, but at other times they push b. Anchor the string to the www.image.gsfc.nasagov/poetry/ma note of what you expected to be away from each other. This is a desk with clay. gnetism/magnetism.html attracted and which things magnetic force caused by magnetic c. Use a magnet to attract the surprised you. fields. A magnetic field is the space paper clip. www.science.howstuffworks.com> all around a magnet where the force d. Pull the magnet away from …>PhysicalScience>Physics of the magnet can act. the paper clip to see how far Opposite magnetic poles attract the magnetic field extends. (NS). The same magnetic poles repel. (NN/SS) Primary Science Curriculum 2010 153 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 6 SCOPE OF WORK TOPIC: MOTION AND FORCES STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 2. Manipulate objects to infer the Motion is any change of position. 1a. Make a ramp using books. Use Harcourt Science Bk. 4 I. Students make cards to define: relationships between motion, To observe motion, an object’s small toy cars to go down the Motion, speed, force, direction, speed and direction. position must first be determined. ramp. Measure the distances in Science Horizon Bk. 5 position and rest. Position is an object’s place or inches/cm and record results on location. If an object’s position is a graph. www.physics4kids.com/files/motion II. Write a story that has to do changing, the object is in motion. If _velocity.html with an object that has to be the object is still, it is at rest. 1b. Students go outside to bat balls. moved but is difficult to move. One way to describe the motion of They must then explain how www.skwirk.com.au/...motion/moti Describe different ways that are an object is its speed. Speed is the the direction and speed of the on/motion/direction-and-speed- used to apply force to the measure of the distance an object ball changes. velocity object. Make the story lively moves in a given amount of time. and humorous. A force is a push, pull or lift of an Have students work in pairs to www.pbs.org/wgbh/nova/teachers/a III. Collect small toys (usually given object. A force can start a motion, describe the changing motions ctivities/2513_mir.html in “Kids Meals” at fast food stop a motion or change direction of of a yo-yo using the vocabulary places e.g. K.F.C.) Display the a motion. It can also change the words: force, speed, gravity, toys and label each one with the speed of motion. If a force pushes and friction. All partners will kind of motion it has. an object in the same direction as help each other clarify the object’s motion, the speed will explanations as they practice. Have each student design a increase. If it pushes in the opposite Record on a class chart which poster including diagrams to direction, the speed will decrease. students are able to successfully illustrate the motion of the yo- use the vocabulary in their yo as it falls and moves back up explanation. the string. Ask them to identify where the yo-yo moves fastest and slowest with labels and arrows. Ask students to use the vocabulary words in their descriptions. Primary Science Curriculum 2010 154 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 6 SCOPE OF WORK TOPIC: SIMPLE ELECTRIC CIRCUIT STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Experiment to explain how a A flow of electric charges is called 1a. Students use wires, bulb, Harcourt Science Bk. 4 I a. Write the steps in sequence that simple circuit works. an electric current. A wire, a bulb batteries and switch to make a were carried out to make the and a battery are needed to make a simple circuit. light bulb come on. Draw a path in which negative charges diagram. could flow. This path is called a 1b. Explain what each part of the Science Horizons Bk. 5 circuit. The battery is an electric circuit is used for. I b. Explain how conductors and cell which supplies energy to move (bulb, wires, switch, battery) www.science.howstuffworks.com>,,, insulators are different. charges through the circuit. The >Energyproduction electric wire is made of metal, I c. Make a simple circuit on a mainly copper. This wire is the www.cando.com/uci/lessons99/elect wooden board or hard card. conductor that allows current to ricity.html Design questions and answers to pass through it easily. The plastic display how it works. covering the wire is called an www.hantsfire.gov.uk/circuits insulator. Insulators do not allow current to pass through them easily. www.earthcarecanada.com/EarthCa A switch is used to turn an electric re.../6_simplecircuits.pdf current off or on. When the switch is on, the path is complete. Then www.electronics.howstuffworks.co the light bulb comes on. (Closed m>…>SolidStateElectronics circuit). When the switch is off, the path is broken (open circuit). The light bulb would be off. Primary Science Curriculum 2010 155 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 6 SCOPE OF WORK TOPIC: FRICTION STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Investigate objects and materials Friction is the force that resists the 1. Demonstrate activities on certain Science Horizon Bk. 5 I. Students choose three activities in to discover the effects of friction movement of one object against materials to find out the affects of the classroom or outside. They on them. another when objects touch. friction on them. Harcourt Science Bk. 5 must state how friction affects Friction enables you to push against a. Try to open the door knob these activities. the ground and move your body with oil on the hands. Science In Your World Bk.6 (E.g. teaching writing on the forward. b. Attempt to slide on the carpet chalk board with chalk; erasing Friction is involved in the most with shoes on. www.sciencebuddie5.org/science- with a rubber for ink versus a ordinary actions of your daily life. c. Push a heavy book across the fair.../ApMech-p012.shtml rubber for pencil lead.) Although friction is needed to desk, then put the book on produce motion, it is also needed to some round pencils then push www.science.jrank.org/pages/2858/F reduce motion. (I.e. friction the book across the desk riction.html between nails and wood will hold again. the wood together). At times, friction is not useful (too much friction can prevent moving parts on a machine to stop working). It causes wear and tear in clothing, tennis and shoes. The amount of friction can be changed by using different materials. Primary Science Curriculum 2010 156 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 6 SCOPE OF WORK TOPIC: PULLEYS AND WHEEL AND AXEL STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Research to identify pulleys and Work is done on an object when a 1. Observe pictures and videos of Harcourt Science Bk. 4 I. Use the internet to collect wheel and axle. force moves the object through a pulleys and whell and axle. pictures of pulleys and wheel distance. People have made some Harcourt Science Bk. 6 and axle. 2. Experiment to conclude how machines to make work easier. A 2. Examine the school’s flag and II. Students learn how to make a pulleys and wheel and axles make pulley is one such machine. It is draw a picture to show how it Invite a resource person in from simple pulley or wheel and axle. work easier. made up of a rope or chain and a works. Write a short paragraph B.T.V.I or in the community. wheel around which the rope fits. to explain how it works. III. List some simple machines in When you pull down on one rope Science Horizon Bk. 3 your house. Compare your list end, the wheel turns and the other with your neighbor’s. rope end moves up. A pulley that www.science.jrank.org/page/4060/M stays in one place is called a fixed achines-Simple.html pulley. It is used to raise and lower something lightweight, such as a flag www.lessonplanel.com/search?...pul or a small sail. The other kind of pulley is called a moveable pulley. It leys%2C+wheel...axle is free to move up and down. One end of the rope is tied down. The www.owlnet.rice.edu?~elec201/Boo load is hooked to the pulley. Pulling k/basic_mech.html upon the rope makes both the pulley and the load rise. A wheel and axle is made up of a large wheel attached to a smaller wheel or rod. A doorknob is part of a wheel and axle. The large, round knob turns the smaller axle. The axle is what pulls in the latch to open the door. Without the large knob, it would be difficult to turn the axle. The small effort force you use to turn the knob becomes a large resulting force put out by the axle. Primary Science Curriculum 2010 157 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 6 SCOPE OF WORK TOPIC: CONSERVATION OF ENERGY STRAND 3: FORCES AND ENERGY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Investigate and describe ways in Like matter, energy cannot be 1a. Discuss general practices in the 50 Things You Can Do To Save The I. Students record 10 things they did which energy can be conserved. created or destroyed. Once we have homes regarding lights, fans, Earth at home to conserve energy. used up the supply of energy, it T.V., refrigerators and air cannot be renewed. We must conditioners. www.enwikipedia.org/wiki/Energy_ Divide class into groups with 2 - conserve (use wisely) the energy conservation 4 students. Give the students supplies that we have and look to 1b. Watch a video about energy. pictures of items (E.g.: TV, coffee other substances for energy. www.library.thinkquest.org/2745/da pot, dishwasher, electric clock, Some of the areas we might be able ta/lawcel.htm hair dryer, phone, refrigerator, to find additional energy include toaster, can opener, fan, vacuum wind power, the energy stored in www.earthcarecanada.com/EarthCa cleaner, stereo, computer, VCR, moving waves of the sea and solar re.../EarthCARE_lessons.asp iron, electric blanket, energy. Scientists are exploring washer/dryer, etc.) that are found ways of utilizing these now. One classroom.jc-schools.net/SCI- in our homes and which use way to conserve energy in out units/energy.htm electricity. Students will pretend homes is to turn off lights and other that there is an energy shortage electrical appliances like fans and www.internet4classrooms.com/skills and they have to pick only twelve televisions when they are not in use. _2ndscience_tx.htm items from the above pictures. In their groups they will rank their choices using numbers. Each group discuss their choices and reasons for making those particular choices. Primary Science Curriculum 2010 158 P H Y S I C A L S C I E N C E SECTI ON D Primary Science Curriculum 2010 159 Scientific Literacy is an essential support for sustainable development in the global economy. It therefore stands to reason that one of the main goals of the Science Instructional Programme would be the promotion of Scientific Literacy. The benefits that accrue from the promotion of Scientific Literacy in the curriculum are numerous. For, as Scientific Literacy increases, so does the students’ appreciation of the application of scientific principles to problem solving. In addition, students are encouraged to focus their creative energies, spawned by alert inquiring minds, to produce positive end results that can be of economic, social and emotional value to themselves and society. As educators zealously attempt to prepare students for coping with the challenges of life in a technology driven world, care should be taken to incorporate current and innovative practices in the Science Instructional Programme. These and other instructional strategies will:  Motivate students to increase their understanding of the subject through practical immersion and discovery encounter experiences.  Increase the effectiveness of Science instruction  Build students’ confidence and competence  Heighten students’ expectations  Promote higher overall achievement This section is intended to provide teachers at the primary level with a wide range of perspectives and innovative practices for implementing an effective Science Instructional Programme. These strategies comprise:  Inquiry-based Learning  Constructivism  Bloom’s Taxonomy  Process Skills Development  Use of the Scientific Method  Cooperative Learning Technique  Student-centred vs Teacher-centred Learning  Multiple Intelligences and Learning Styles  Assessment Strategies  Information Technology Linkages  Science Safety Primary Science Curriculum 2010 160 Inquiry–based Learning places emphasis on experiential learning; where practical Inquiry–based learning goes beyond providing students with opportunities for “hands-on” activities are used to motivate students to focus their innate curiosities practical, “hands–on” experiences to illustrate established scientific principles e.g. and inquiring minds on problem solving through the application of scientific giving them batteries, bulbs, and wires to show the concept of current electricity. principles. This strategy takes the learning process to a different level e.g. It may challenge students to use the batteries, bulb, wire and additional materials to develop something useful for a deaf person or something that can assist with a specific Proponents of the traditional “lecture method” of instruction (i.e. imparting chore, homework assignment, etc. information directly from text books with limited or no opportunity for students to engage exploration, questioning and discovery skills) are rapidly being convinced that this strategy (with respect to the teaching of Science) is very The inquiry–based approach to the teaching of Science is key to effective and ineffective, and when compared with other modern approaches is now obsolete. meaningful instruction as it encourages students to: ♦ Critically evaluate situations Research has shown that frequent use of the lecture method especially with ♦ Frame their own questions regards to the teaching of Science results in diminished student expectation and ♦ Develop diverse strategies for coping with problems in their environment achievement. Research “shows that people don’t learn science by absorbing stuff that has been poured unto them (via lectures) but rather by constructing meaning ♦ Cultivate organizational and creative skills out of experiences that the teacher provides.” Wendy Saul, Science Education ♦ Assume leadership roles and be self motivated Analyst; University of Maryland, Baltimore County, U.S.A. ♦ Be accountable for their learning ♦ Collaborate and communicate with each other In Inquiry–based Learning, opportunities are provided that create an environment ♦ Develop team interaction skills that enable students to gain experience as a result of Science exploration. Practical experiences are provided and open-ended questions asked to encourage experimentation that does not necessarily have a known outcome and that will lead to testable questions. During this experimentation, students are encouraged to take risks and are therefore, not afraid to make mistakes. Some of the greatest scientific discoveries come after many failures and disappointments. Primary Science Curriculum 2010 161 Constructivism is closely related to Inquiry-based Learning therefore, effective Constructivists probe students’ knowledge base, examine and classify their application of Inquiry-based Learning is enhanced by Constructivism. concepts then provide them with opportunities to share and debate common Constructivism means generating meaning by connecting what is to be learned knowledge. They then convert and expand students’ knowledge by asking with personal knowledge that has been constructed from past experiences. “A open-ended questions and presenting problems which cause them to gain new Constructivist is one who believes that the learner is responsible for constructing understanding of the concepts being taught. By doing this they challenge and knowledge and, therefore, the responsibility for learning must be returned to the promote conceptual change. child.” Ebenezer & Conner 1998, Learning to Teach Science, A Model for the 21ST Century. When using the Constructivism Theory, it should be noted that there are times when knowledge has to be imparted directly by the teacher in a detailed Students’ understanding of the world is moulded by their experiences. As they and explicit way. Although many benefits can be accrued from utilizing the think about these experiences, their views and beliefs, they construct personal Constructivism Theory if it is not used properly, learning may become meaning and acquire knowledge. Constructivists advocate that students should sporadic and disorganized. Although students should not be stifled in their not be expected to just accept knowledge and skills developed over the years and exploration to acquire knowledge, when using this theory it is important to: imparted by the teacher. Instead they become “active seekers” of knowledge as inquiry is encouraged and they discover and decipher things for themselves. ♦ Set clear precise goals for the knowledge and skills that the students are expected to acquire In using Constructivism, teachers become facilitators that create stimulating ♦ Communicate these goals to the students and ensure that they are environments with a variety of “hands-on” experiences that empower students to understood explore. The teacher’s main role is to provide experiences that help students make ♦ Organize assignments in a clearly planned sequence connections between what is learned and what they already know or believe. ♦ Provide guidance for the students More learning takes place when students become active participants in the learning process and are “allowed to make their own sense out of the world.” Providing students with “hands-on” experiences that reinforce ideas or perceptions that they already have results in them assimilating or absorbing new concepts easily. The knowledge that the students construct from the information that they receive as a result of these “hands - on” activities makes sense and is easier for them to relate to and apply to their everyday life and their environment. Primary Science Curriculum 2010 162 Benjamin Bloom is accredited with identifying a list of Students can express objective and subjective opinion supported by behavioural terms that are reflective of various levels of fact. It is the ability to detect fallacies in reasoning based on facts and the ability to judge learning. Th is list is referred to as Bloom’s Taxonomy and it Decide, rate, evaluate, dispute, enables us to better understand the cognitive level at which discuss, verify, judge, grade, students process information. Students that process choose, assess, select, information at the higher levels develop critical thinking conclude, have discussion, skills and are able to analyse, synthesize, and evaluate. Students are able to create a new body of information from previous information. It pisa nel, give opinion, give They c o ns truct ne w mean ings, an d becom e origi nal and the ability to put elements together to form a new pattern with an emphasis on verdict, recommend, debate creative thinkers. Students that process information at the originality and creativity. lower levels may not become independent thinkers and compose, imagine, infer, hypothesize, invent, create, estimate, may not be empowered to problem solve. The list of produce, forecast, design, predict, film, formulate, invent, write behavio ural terms are as shown. poem, devise, develop, create project, create new game, write Students break an idea into its parts, and show that they understand their story, media, interpret relationship, organization, and basic assumptions. summarize, abstract, classify, dissect, compare, contrast, deduce, order, show bias, investigate, differentiate, categorize, separate, compile, questionnaire, survey, report, graph, chart, outline, diagram, conclude, plan Apply students concepts learned to their environment and everyday life. They apply knowledge in new and/or practical ways to solve new problems in new situations. show, apply, translate, illustrate, record, teach, construct, demonstrate, photograph, diagram, collect, map, complete puzzle, model, keep diaries, compile, report This is the lowest level of understanding. Students are expected to explain materials, which may be presented in a variety of forms – paragraphs, tables, charts, graphs, cartoons, etc. They also make inferences or solve problems when told what to do. draw, review, match, define, explain graph, give example, convert, test This is the most basic level, the rote memorization of facts. Students are e xpected to recognize or recall information with an emphasis on remembering. identify, locate, memorize, name, enumerate, read, reproduce, recall, label, use, list, recite BEHAVIOURAL TERMS Primary Science Curriculum 2010 163 SCIENCE PROCESS Source: The American Association for the Advancement of Science BASIC SKILLS 1. Observing. Observation is an objective process of gathering data or facts through the use of one or more of the five senses – hearing, sight, touch, taste, and smell. The five senses are used to find out about objects and events, their characteristics, properties, differences, similarities, and changes.  Observations are recorded. 2. Classifying. Classification is the process of sorting or grouping objects on the basis of observable traits. When objects share a common characteristic, they are said to form a set.  Lists, tables, or charts are generated. 3. Measuring. Measuring is the process of expressing the amount of an object in quantitative terms, or comparing an object to a standard (metric units, time, student- generated frames of reference).  Measurements are to be recorded in an orderly and systematic fashion with labeled units of measure. Charts, graphs, or tables can be generated manually or with a computer. 4. Inferring. Inferring is an inventive process in which an assumption of cause is generated to explain an observed event. Inferring takes place when we arrive at a conclusion or guess based on what we observe or already know.  More than one inference may be presented to explain an observation. 5. Predicting. Predicting deals with projecting events based upon a body of information. It is a belief based on what will occur based upon present knowledge and understandings, observations, and inferences. The nature of the skill of predicting is to be able to identify a trend in a body of data and then to project that trend in a way that can be tested. Predicting takes place when you tell what you think will happen.  A prediction should be followed by a written or oral explanation to clarify ideas and reveal any misconceptions or missing information. 6. Interpreting. Interpreting is arriving at explanations, inferences, or hypotheses from data that has been placed in a data table or graph. Primary Science Curriculum 2010 164 7. Communication. This process refers to the systematic reporting of data and may be oral, written, or mathematical. It should organize ideas using appropriate vocabulary, graphs, other visual representation, and mathematical equations. The purpose of the communication skills is to represent information in such a way that maximum amount of data can be reviewed with an eye toward discovering inherent patters of association. 8. Hypothesizing. An hypothesis is a response or potential solution to a specific question or problem. 9. Experimenting. This is a systematic approach to problem solving. Usually experimenting is synonymous with the scientific method. The scientific method follows five basic steps: PROBLEM HYPOTHESIS PREDICTIONS TEST OF PREDICTIONS EVALUATION OF HYPOTHESIS Science Process Skills Process Skills Students Scientists Observe use your senses computers, microscopes, senses Experiment change something watch what happens manipulate and control variables Collaborate other in classroom other scientists Record science journals and notebooks field notes, data sheets, computer Measure thermometers, lab equipment, etc. scientific instruments Sort/Classify color, size, shape, weight classification keys, field guides Compare Which one is biggest? change over time, Which one went the farthest? etc. change in conditions Analysis and Sharing Why did this happen? data analysis Tell others… tell others Primary Science Curriculum 2010 165 Students need to be taught valuable problem solving skills in order to react appropriately to the many situations that confront them on a daily basis. The Scientific Method sets out a sequence of logical steps that are employed in problem solving. It is applicable to ALL areas of life and is not restricted only to the teaching of Science. The components of the Scientific Method and their descriptors are set out below. It is to be noted that students should utilize this format when writing up experiments or laboratory reports. The purpose is the question that is to be answered by doing the experiment. State the reason or reasons why you are doing the 1. PURPOSE experiment. State the purpose as a question needing an answer. A hypothesis is an educated guess on how the experiment/ activity will turn out, that is based on prior knowledge. Although a 2. HYPOTHESIS good hypothesis is testable, it may not be correct. Experimenting can find out whether or not he hypothesis is correct or not. All materials required for the activity/ experiment need to be identified. One must be as accurate as possible in describing the 3. MATERIALS materials. Be sure to give exact amounts and quantities. The procedure describes everything that will be done during the experiment. The procedure affects the result of the 4. PROCEDURE experiment therefore, care should be taken to explain the procedure as accurately as possible. State the procedure as numbered steps. (It would help if they be written beginning with behavioural terms.) The observation describes exactly what happens during an experiment. Report the observations made and the data collected 5. OBSERVATION during the experiment. Data are recorded facts or measurements from an experiment. Data should be presented as tables, charts, and graphs, to be easily understood. The conclusion is a comparison between the results and the hypothesis of an experiment. To draw a conclusion, the data needs to be analysed to see what is meant. Explain observations and describe how the data relates to the problem. The conclusion 6. CONCLUSION should state whether or not the data supports the hypothesis. Part of the conclusion may be a statement or a new hypothesis based on findings and suggestions for testing the new hypothesis in a further experiment. Primary Science Curriculum 2010 166 Builds Critical Thinking Skills The Cooperative Learning Technique allows all students to have a sense of accomplishment. Cooperative Learning promotes group work and opportunities for verbal face-to-face interactions, which assist students to acquire and apply concepts. Builds Team Interaction Skills and Cooperative Learning builds interpersonal skills and positive interdependence characterized by Social Skills specific roles, sharing of knowledge and materials and achievement of mutual goals. It encourages group processing as students analyse how well their groups are functioning and design and employ strategies to ensure that they function effectively. Promotes Individual and When using the Cooperative Learning Technique, the teacher functions as a facilitator and students are Collective Responsibility more accountable for their learning and share the responsibility for the learning of others. It is important for the teacher to set and evaluate social and academic goals for the groups and the quantity and quality of students’ learning. Promotes Responsibility for Learning When forming cooperative groups, it is recommended that groups work together for three to six weeks Develops Leadership Skills before students are assigned new roles or groups changed. During the year, each student should have an opportunity to function in each role. Once groups are formed, ensure that all members realize that they are jointly responsible for achieving group goals. They do this by: Shares Knowledge • Contributing ideas to the group • Listening carefully for ideas from others Gives All Team Members a Sense of • Helping the group make good decisions. Accomplishment • Cooperating rather than competing • Solving problems in a calm manner Utilizes Peer Teaching Reference: Circle of Learning: Cooperative Learning in the Classroom by D. W. Johnson et al, 1986 STUDENTS’ ROLES AND FUNCTIONS Improves Student Performance Supervisor, Leader or Investigator Does experiments, manipulates materials Increases Retention Assistant, Helper or Organizer Collects, organizes and distributes materials and makes sure group cleans up any mess. Develops Self Esteem Manager or Motivator Assists supervisor, leader or investigator, encourages the group, encourages time on task and adherence to Encourages Time on Task goals and safe practices, and also times activities, if necessary. Writer or Recorder Records observations, questions, answers, illustrations etc. Reporter Collaborates with Writer or Recorder and shares group’s data, results, and conclusion with class. Primary Science Curriculum 2010 167 Student-centred Learning develops self-directed learners who are confident in doing Science, proactive in the learning process and willing to share and accept responsibility for their own learning. Student-centred Learning activities are adaptive and cater to the learning needs of students. COMPARISON OF STUDENT-CENTRED AND TEACHER- CENTRED LEARNING STUDENT-CENTRED TEACHER-CENTRED ♦ Students’ conceptions and experiences are explored. ♦ Teacher is the authority figure and has the final say. ♦ Teacher challenges students to question before accepting information. ♦ Students must never question the teacher. ♦ Discussion is encouraged between students and teacher. ♦ Students only respond when a question is asked. ♦ Students are allowed to move about in an orderly manner to discuss and ♦ Students must remain seated at all times. problem solve. ♦ Collaboration between students is discouraged and regarded as ♦ Students share and help each other. They use peer tutoring. cheating. ♦ Students actively participate in decision-making. ♦ Students do not participate in decision-making. ♦ Learning activities cater to multiple intelligences and different learning styles. ♦ There is very little variation in learning activities. Primary Science Curriculum 2010 168 HOWARD GARDNER The theory of Multiple Intelligences is a way of understanding the different facets of the intellect and each person’s level of intelligence. The intelligences can work individually or in collaboration with the other intelligences, so a person could be operating in more than one intelligence. As we teach children, we should ensure that appropriate provision is made for individual differences and multiple intelligences.  Linguistic Intelligence is a person’s ability to construct and comprehend language. It is the capacity to use language to express feelings and to understand other people. It may be in a person’s native language or another language. Poets, writers, orators, speakers, lawyers specialize in linguistic intelligence.  Naturalist Intelligence is the ability to identify and classify patterns in nature. It the way a person relates to his environment and the recognition of the role that the environment plays in our lives. It is the ability to discriminate among living things like plants and animals and sensitivity to changes in nature e.g. weather patterns, rock configurations.  Spatial Intelligence is how persons comprehend shapes and images in three dimensions. Spatial Intelligence is utilized to perceive and interpret things that we may or may not see. It is the ability to represent the spatial world internally in your mind--the way a sailor navigates the seas with only the stars or airplane pilot navigates aerial space, or the way a chess player or sculptor represents the spatial world. Spatial intelligence can be used in the arts or in the sciences. Persons with this type of Spatial Intelligence are usually painters, sculptors, architects and scientists that deal with anatomy and topology.  Musical Intelligence is the ability to perform and compose music. It is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. Persons with strong musical intelligence are completely preoccupied with music, it is always playing in their minds. Persons with musical intelligence use music to face their challenges and to assist them in solving their problems.  Bodily - Kinesthetic Intelligence is a natural sense of how the body should act and react in demanding situations. These persons have extraordinary control of their movements, balance, agility and grace. They have the capacity to use their whole body or parts of their body to solve a problem, make something, or put on some kind of a production. Bodily - Kinesthetic Intelligence is evident in athletes and persons in the performing arts, particularly dance or acting.  Logical – Mathematical Intelligence is the ability to mentally process logical problems. Persons with a highly developed Logical-Mathematical Intelligence can manipulate numbers, operations and quantities, and they have the ability to process logical questions at an unusually fast rate. These persons have the ability to understand the underlying principles of some kind of a causal system, the way a scientist or a logician does. Primary Science Curriculum 2010 169  Intrapersonal Intelligence is a person’s cognitive ability to sense and understand him or herself. It refers to a very strong self-concept and strength of character, which gives the person the ability to solve internal problems. These persons know who they are, what they can do, what they want to do, how they react to things, which things to avoid, and which things to gravitate toward. These persons have a strong sense of purpose and are not easily deterred from that purpose. They know their strengths and their limitations and know where to go if they need help.  Interpersonal Intelligence is understanding and interacting with others and interpreting their behaviour. As social beings, it is an essential ability that we all need however, persons with Interpersonal Intelligence have a greater perception of distinctions between persons and have the ability to judge their moods, temperaments, intentions and motivations. Persons with Interpersonal Intelligence become teachers, clergy, leaders, clinicians, salespersons, or politicians. Anybody who deals with other people has to be skilled in the interpersonal sphere. DAVID A. KOLB Persons have their unique, individual way of learning. Understanding how students learn and planning activities that cater to various learning styles will enhance their learning and ensure higher achievement.  Visual Style Persons who prefer the visual style convert what they hear and read to pictorial images in their brain. When recalling information they go through a process similar to reviewing pictures in a movie. These students have no problems in obeying conventional classroom rules. They will sit quietly, write neatly and use all materials well. These persons often choose careers like engineer, surgeon, designer, architect and positions of leadership that requires visionary thinking.  Auditory Style These persons learn best by hearing and listening, they process information through their listening and repeating skills. They are good storytellers and can successfully talk through their problems. These students can easily repeat what they heard just as it was said. They are the most talkative and the most likely to participate in discussion however, they may experience difficulty in writing. These persons often become psychologists, disc jockeys, great musicians and other occupations that require a great deal of listening.  Kinesthetic Style These persons process and remember information through their bodies and their feelings. Kinesthetic learners need to touch and feel what they are learning about. They may become restless unless they are actively involved in the learning process. Primary Science Curriculum 2010 170 WHAT IS ASSESSMENT? ♦ Informal assessment takes place during normal learning activities. Much information can be picked up by teachers in their normal interaction with individual students, allowing problems to be ♦ Whenever we interact with other people we obtain and interpret information about their overcome at an early stage and progress accelerated. Hence informal assessment is often used knowledge and understanding, and may well make judgements about their ideas, abilities and diagnostically. attitudes. ♦ It is often said that informal assessment should be unobtrusive if the teacher is to gain reliable ♦ Assessment whether direct or indirect is a human encounter and is a central feature of social life. insights about students’ abilities and the state of development, and that it should be for a ♦ Educational assessment includes a wide range of methods for evaluating student performance that specific purpose and for private use only. describes the nature and extent of learning and how it matches up to the objectives of teaching. ♦ With formative i.e. informal assessment the results are fed back to the learner. Such feedback can be confirmatory (a recognition that the particular tasks have been mastered at that particular time) When assessing there must be alignment between what is in the curriculum, what is actually taught and or can be corrective, allowing dialogue between teacher and learner to show where the learner what is tested. went wrong. ♦ Formal assessment is only aimed at obtaining knowledge about the student. It is obtrusive and may WHY DO WE ASSESS? not be able to provide direct instructional function. ♦ The main purpose of assessment is to judge the attainment or performance level of students, with a ♦ Formal assessment becomes summative when information is not available for feedback purposes view of evaluating or grading them for one purpose or another. because it is obtained too late in the learner’s career to be used in this way. ♦ Purpose might include: ♦ Formal and summative assessment is used largely for public purposes (e.g. BJC, BGCSE and RSA Examinations)  Placing students in appropriate teaching sets; ♦ Even this is changing with the advent of initiatives such as the GLAT where formal and summative  Providing extra motivation for learning and an aid to remembering; assessments are made with students at grade 3 and 6. The results of formal assessments made at an  Informing parents about progress; early stage can be used for the benefit of the learner at the next stage of education.  Informing other teachers who have to make decisions about students e.g. when students transfer to a new school or new courses, which may have been studied; ASSESSMENT MAY ALSO BE TRADITIONAL OR AUTHENTIC  Accumulating records of achievement;  Acting as a diagnostic tool e.g. diagnosing weaknesses so that remedial action may be taken; Traditional Assessment measures what the students were taught and basically assesses their ability to  Making decisions about examination entries involving predictions about future performance; recall information. This type of assessment includes homework, quizzes, tests and book reports.  Informing further education institutions or employers about attainment so that suitable placement may be made. In doing this, we are using measured attainment to make Authentic Assessment measures what students have actually learned and can promote further learning. predications about likely future performance. This type of assessment includes portfolios, journal keeping, anecdotal records, student conferencing, self and peer assessment and projects and reports. Hence assessment has primarily been used as a means of judging the attainment and progress of students, providing a reporting system and deciding appropriate action. Although there is no alternative for traditional assessment in certain situations, authentic assessment should be frequently used in the Primary Science Instructional Programme, especially portfolios and FORMS OF ASSESSMENT the keeping of Science journals. Assessment may be:  Informal Contributed by Sheena Williams, Testing and Evaluation Section  Formal Primary Science Curriculum 2010 171 Assessment is a way of providing feedback to the various stakeholders in the education system and a way of communicating the expectations of that system to all concerned. Data generated through the process of assessment provides the students with feedback on how well they are meeting course expectations and teachers with feedback on how well students are learning. Assessment allows teachers to determine the effectiveness of the instructional strategies employed in the teaching process. Thus, effective assessment practices can drive both instructional strategies employed by the teachers and learning strategies that may be used by students. National Science Education Standards identified four components of the assessment process: data use, data collection, methods to collect data, and users of data. These components can be combined in numerous ways and should be used to inform decision making and actions taken in science education. National Science Education Standards suggested the following changes in emphasis in assessment: Less Emphasis on … More Emphasis on … Assessing what is easily measured Assessing what is most highly valued Assessing discrete knowledge Assessing rich, well-structured knowledge Assessing scientific knowledge Assessing scientific understanding and reasoning Assessing to learn what students do not know Assessing to learn what students understand Assessing only achievement Assessing achievement and opportunity to learn End-of-term assessment by teachers Ongoing assessment by students of their work and that of others Development of external assessment by experts alone Involvement of teachers in the development of external measurement Assessing Student Learning Assessing science through paper-and-pencil tests is akin to assessing a basketball player’s skills by giving a written test. We may find out what someone knows about basketball, but we won’t know how well that person plays the game. (Hein and Price, 1994) Instituting change in the classroom assessment program can be challenging. It is important for the classroom teacher to remember that new assessment strategies should be introduced slowly and carefully, being careful to maintain some traditional testing. A balance of traditional testing and alternative assessments will result in a more complete picture of student progress. In addition to traditional testing, the following assessment strategies have been used effectively in many science classrooms. • Matched pre-and post-module assessments Primary Science Curriculum 2010 172 • Embedded assessments Prediction activities • Final assessments, such as hands-on assessments, paper-and-pencil tests, and science notebooks • Informal assessments • Documentation and record keeping Matched Pre- and Post-Module Assessments Pre- and post-module assessments serve two important functions. The first is to track how much students have learned during the unit. The latter enables the teacher to observe how the student’s understanding of a subject has grown. A pre-module assessment might include a teacher asking a question, assign an investigation, brainstorm, draw a picture, or perform a simple experiment at the beginning of the unit to determine how much a student knows about a given subject. As the class progresses through the unit, the teacher might refer to the pre-module assessment to further refine the teaching strategies. The post-module assessment would then be used as a way for the teacher to measure his or her teaching strategies. Embedded Assessments Embedded assessments are woven into the instructional sequence in the module. They may be part of the activities that naturally occur in a lesson or a logical extension of the lesson’s central activity. Embedded assessment allows the teacher to obtain and record information about student learning. Prediction Activities A prediction activity allows the student to predict an outcome based on previous experience and knowledge of a subject. By asking students to make predictions at appropriate times, teachers can assess the science concepts their students have mastered and how well they can apply that knowledge to a new situation. Final Assessments Final assessments are used at the end of a science unit or module and can take many forms. Examples of final assessments are described below: Hands-on Assessments Hands-on assessments provide opportunity for teachers to observe how well students can perform an experiment similar to one they worked on during the module or unit. Through hands-on assessments, teachers see how students approach a problem, gather data, record results, and draw conclusions form their findings. Teachers may also use stations to offer a series of tasks for students to complete. Students may work individually or collectively as a group. Primary Science Curriculum 2010 173 Paper-and-Pencil Tests Paper-and-pencil tests are questions used at the end of the unit to assess student knowledge. The questions can be pictorial or reflective. Pictorial questions evaluate how well a student can think through problems that require both the knowledge and the application of ideas to a new situation. Reflective questions evaluate how well student scan express themselves in writing, as indicated by the way they respond to problem sobbing questions. Science Notebooks Students can be asked to prepare individual science notebooks that include all the observations and records generated during a module or unit. The note books may include stories and poems, record sheets, charts, tables, and graphs. Drawing also reveals what students have learned. Teachers should assess the level of detail, use of labels, and quality of explanations accompanying the drawing. Notebooks also provide an effective way for students to keep records of what they have done in the module. Informal Assessments It is also beneficial to conduct informal assessments of student progress. Informal assessment might include reviewing written materials, observing students at work, and simply listening to students talk as you stroll around the classroom. By asking the right questions, teachers can uncover students’ reasoning and the steps they used to solve problems. The questions that students ask can also provide valuable information about their understanding. Individual and group presentations also provide insight into student understanding or interpretation of concepts. Finally, questions posed by students following presentations can provide opportunities to gather important information. Documentation and Record Keeping One of the hardest parts of incorporating alternative assessments into the science program is developing an accurate record keeping system. Many teacher’s guides include record keeping charts the help teachers focus on the goals of each assessment instrument. The record keeping devices may include observation sheets, student worksheets, student profile charts, and evaluation rubrics. These devices provide a structure for teachers to use as they experiment with new assessment strategies and they can be adapted to suit the needs and record keeping styles of different teachers. Primary Science Curriculum 2010 174 Our students are known as the digital or the information generation. As computers are transforming the way students learn and are making a big difference in the way that their brains process information, we must use information technology to cater to the unique needs of this computer savvy generation. Computer technology can play a pivotal role in the instructional strategies of teachers as they adapt and adjust their modes of teaching to incorporate information technology into their lessons. As we seek to use information technology to our advantage, we must be forever mindful of the challenges of the information highway and make a comprehensive review of all Web sites before they are used and recommended to students. Please note that the suggested Web sites listed below have been reviewed for currency and suitability for students and teachers. As the Internet is constantly changing, some Web sites may become non functional, outdated or unsuitable. 1. The Learning Site 5. Education Place 9. Astronomy for Kids www.harcourtschool.com www.eduplace.com/science www.kidsastronomy.about.com A world of Science resources, expeditions, Houghton Mifflin site with Science related A space site full of fun, information, games, interactive learning games and activities by resources that include textbook support, maps and links designed for students and their Harcourt School Publishers. professional development, Science activities, parents. projects and links, etc. 2. NSTA SciLinks 10. NASA www.scilinks.org/harcourt 6. Science www.arc.nasa.gov/kids.html Connects students to a variety of innovative www.npac.syr.edu/textbook/kidsweb/science.ht Information on all aspects of space and the work Science Web sites. ml of the North American Space Agency (NASA). Information on the Solar System and Marine 11. NASA Kids 3. Teachers Science with links to interactive exhibits of www.NASAKids.com www.teacher@hmco.com/act_archive Science museums around the world by Syracuse NASA’s official fun and comprehensive Resource of ideas and activities for each month University. children’s site that includes information about of the year by the Houghlin Mifflin Company. planets, the Solar System, space travel and our 7. Windows to the Universe universe; space news, features, games, questions 4. Education World www.windows.ucar.edu and answers and homework questions. www.educationworld.com Information, fun, games and activities about the Lesson plans, resources and assistance for Solar System and Earth Science. 12. The Canadian Space Agency teachers. www.space.gc.ca/kidsspace/csasupports 8. Links for Teachers A children’s space site that teaches them about www.pe.ca/athena/awebtelk.htm the Solar System, space careers and Canada’s Links with Web sites for teachers. role in space. Primary Science Curriculum 2010 175 13. Do Science 19. Discovery Channel 24. Kids Science www.doscience.com www.discoverychannel.com www.kidscience.about.com Cool Science tricks, experiments and activities Exciting information about Science as featured Information, experiments and activities in all that can be done anywhere. on the Discovery Channel. areas of Science. 14. Magic School Bus 20. National Geographic for Kids 25. The Smithsonian Institution www.place.scholastic.com/magicschoolbus/index. www.nationalgeographic.com/kids www.si.edu/info/education.htm htm Learn amazing Science facts, opportunities to Details on museum’s exhibits and educational Fun filled interactive site that covers many chat with other students about Science, write resources, including activities and lesson plans aspects of Science. cartoons and try out outrageous experiments; for teachers. 15. Cyber Sleuth interactive activities, adventure, exploration and www.cybersleuth-kids.com maps. 26. Brain Pop A comprehensive educational search engine www.brainpop.com directory and homework helper for levels K-12 21. Nickelodeon for Teachers Features animated activities to learn about cells, that also features information about Science www.teachers.nick.com tissues, organs and the rest of the body. exhibitions. Features include Bill Nye, The Science Guy, The 16. MSNBC Network Broadcasting Big Help and 3-2-1 Contact, a programme that 27. Fun Brain www.msnbc.com/news/SCIENCE_front.as exposes children to all aspects of science. This www.funbrain.com Science headlines and information about current site has activities, lesson plans, resources, cable Fun, games and trivia on Science and other and innovative science research. connections, etc. subjects. 17. MSNBC Network for Kids 22. Yahooligans 28. The Franklin Institute - Brain Drops www.kids.msn.com/kidz/partnerdiscovery.asp www.yahooligans.com/Science and Nature www.fi.edu/braindrops/ Fact, fun, games and homework help that give Information, experiments, games, activities and “Nuggets” of Science to expand students’ focus to animals and space. links to many scientific sites. knowledge of Science in their environment. 18. Discovery 23. Canadian Broadcasting Corporation for Kids 29. Neuroscience for Kids www.discovery.com www.cbc4kids.ca/general/the_lab www.faculty.washington.edu/chudler/neurok.html Uses adventure, fun and games to explore the Powerhouse of learning and fun in Science for Experiments, activities, games and lesson plans impressive world of discovery with features on students, parents and teachers. to teach students about the senses, the brain and nature, Science and technology, also includes the nervous system, by the University of homework help. Washington. Primary Science Curriculum 2010 176 30. Sandlot Science 36. YES Mag – Canadian Science Magazine for Kids 42. SciCentral K-12 Science www.sandlotscience.com www.yesmag.bc.ca/ www. Scicentral.com/K-12/ A site full of unbelievable optical illusions. The latest news about Science and Technology, Features lesson plans, suggestions for Science experiments and activities. exhibition projects and links to “Ask a Scientist” 31. Cool Science for Curious Kids service. www.hhmi.org/coolscience/ 37. The Lab Explorations in Life Science by the Howard www.abc.net.au.science 43. Dr. Bob’s Interesting Science Stuff Hughes Medical Institute. Information and interactive activities that cover www.frontiernet.net/~docbob/ almost all areas of Science featured in this Interesting Science and Technology facts, 32. The Exploratorium colourful gateway to Science by the Australian articles, bulletin board ideas, Science Exhibition www.exploratorium.edu Broadcasting Corporation. projects, questions and answers and Science Hands-on Internet museum that lets students links. explore Science and Art in interactive exhibits 38. Canadian Hurricane Centre for Kids and games. www.ns.ec.gc.ca/weather/hurricane/ids.html 44. CyberFair – Science Project Steps A comprehensive look at hurricanes including a www.isd77.k12.mn.us/resources/cf/steps.html 33. Science Learning Network full glossary and list of hurricane links. See sample projects and get information on how www.sln.org to do projects. Experiments, activities and information for 39. Hurricanes students and teachers in all areas of Science www.eduscapes.com/42explore/hurricane/htm 45. Bonus (Kindergarten- Junior High School). Information, activities and links for hurricanes. www.bonus.com Super resource for students that offers activities, 34. Educational Web Adventures 40. EcoKids Online interactive games and graphical toys to help www.eduweb.com www.ecokids.earthday.ca/ them learn to about Science and other subjects. Exploring Science, Social Studies and Art Games, news and stories that teach students through storytelling and interactive games. about the environment. 35. Ontario Science Centre 41. EcoKids and Teachers www.osc.on.ca www.ecokids.earthday.ca/pub/educators/clamate/ Students learn how their minds and bodies work frm_set.htm through experiments and interaction with some Information about climate change, global of the exhibits at the Ontario Science Centre. warming, the green house effect and other atmospheric conditions for educators and parents Primary Science Curriculum 2010 177 The following sites features information and strategies for helping students develop the reading and writing skills needed for success in the science classroom. Sites That Matter Resources for Science Literacy: Professional Development The mission of Project 2061, a long-term initiative of the American Association for Advancement of Science, is to advance literacy in science, math, and technology through workshops for teachers, principals, curriculum and materials developers, policy makers, and others. There are also self-guided courses and trade book information for teachers. This site also includes a fabulous evaluation tool for comparing Benchmarks for Science Literacy with the benchmarks set by the National Council of the Social Studies, the National Council of Teachers of Mathematics, and the National Research Council. www.project2061.org/publications/rsl/online Science and Literacy, by Ellen Stone, National Energy Foundation This brief article is posted on the Science Site from the Utah Office of Education. The author explains why the science curriculum ought to help students learn to read and write about science. She includes suggestions for how to integrate reading into a science program and lists strategies for helping students comprehend nonfiction. www.usoe.k12.ut.us/curr/Science/ReadScience/NEF%20Sci%20and%20Lit.html Reading and Writing in the Science Classroom, by Dr. Patricia Bowers This article from the Professional Development section of Houghton Mifflin’s Science Discovery Works site emphasizes the connection between science and what the author calls “the communication skills of reading and writing”. Focusing primarily on the upper and lower elementary grades, the author provides a chart that demonstrates how the process skills of science, reading, and writing are interrelated, and she includes suggestions for how to develop an integrated unit. www.eduplace.com/science/profdev/articles/bowers.html MCPS Science Instruction This section of the Montgomery Country Public Schools web site contains numerous ideas and strategies for integrating reading and writing with science instruction. www.mcps.k12md.us/curriculum/science/instr/instr.htm Learning Styles and Writing in Science This report from England’s Department for Education and Skills list numerous strategies for integrating writing into the science curriculum. The strategies are organized into categories based on Howard Gardner’s multiple intelligence theory: visual, auditory, kinesthetic, intrapersonal, and interpersonal. www.standards.dfes.gov.uk/midbins/keystage3/Learning%20styles%20and%20writing%20in%20science.PDF Use of Writing in Science Class This web page from the University of Akron’s K-12 Science Education site gives a concise rationale for including literacy instruction in the science class and gives some practical suggestions for how to do it. www.agpa.uakron.edu/k12/best_practices/using_writing_resources.htm Journals and Logs: Science, Conversation, and Writing This article from Perspectives in Education and Deafness describes different types of logs and journals and includes ideas for how they can be used in the science classroom. Primary Science Curriculum 2010 178 An integral part of a successful science program is conducting laboratory experiments, activities, and investigations. Laboratory experiments, activities, and investigations can lead to accidents or injuries. Prevention is the best cure to reduce the possibility of such accidents or injuries. Preparation and planning is the key to laboratory safety. Safety should be the first priority in preparation and planning every experiment, activity, and investigation. The teacher should provide an environment where laboratory safety is always considered. While it is not possible to anticipate every accident, a well planned experiment, activity, or investigation will minimize potential. Keys to safety in elementary school science are planning, management, and monitoring. Listed below are areas for consideration: • Teachers should perform an experiment prior to class presentation to determine any inherent safety issues • Teachers should model safety procedures at all times • Teachers should supervise and monitor student behavior and enforce safety rules and procedures immediately • Teachers must be present during the entire laboratory session • Students should understand rules dealing with glassware, electrical equipment, chemicals, fire, sharp instruments, and eye safety • Safety rules should be prominently posted in the classroom laboratory • Appropriate protective equipment should be provided and worn as required (eye, hand, clothing, etc.) • Teachers should be aware of student allergies • Safety equipment should be immediately accessible in laboratory/classroom and in working order (eye station, fire extinguisher, ground-fault interrupters (GFI), first aid kit, etc) • Laboratory equipment should be cleaned or sanitized, age appropriate, and in working order • Teachers should understand basic first aid rules, in case of injuries • Proper storage of materials and equipment is required Primary Science Curriculum 2010 179 Chemical Safety Hazards Laboratory chemicals pose a potential hazard in the elementary science classroom. Most elementary school teachers are not formally trained in chemistry, yet chemicals are sometimes used in their science programs. Listed below are chemicals considered too hazardous for use in elementary science classrooms. a. Acids. Acids such as hydrochloric, sulfuric, or nitric acid should not be used. Even diluted solutions of these acids can cause skin and eye burns. Two acids generally safe to use are vinegar or a weak citric acid solution. When working with acids, always were chemical splash safety goggles. b. Asbestos. Asbestos should not be used and should be discarded according to school system policy. Some forms of this mineral – commonly used in hear-proofing applications – is know to cause cancer. c. Bases. Sodium hydroxide (lye) or potassium hydroxide is an extremely strong base. Even diluted solutions will irritate the skin, and if splashed in the eyes, may cause injury before one can begin to wash the eye out. For acid-base (pH) activities, the teacher should consider sodium bicarbonate (baking soda) when making a basic solution. When working with bases. Always wear chemical splash safety goggles. d. Mercury. Mercury compounds should not be used in the elementary school classroom. Any thermometers or other instruments containing mercury have no place in the elementary classroom and should be properly disposed of. (Mercury thermometers can be identified by their silver-colored liquid.) When thermometers are needed, use alcohol-filled thermometers. e. Smoke Generating Activities. Smoke of any kind affects the lungs because smoke is composed of particles floating in the air. Any classroom demonstration that produces smoke should be done in a fume hood, near an exhaust fan, or outdoors with students upwind. f. Other Chemicals. Teachers should use only those chemicals that are approved for the use in elementary classrooms. Primary Science Curriculum 2010 180 Teachers should communicate the following safety rules to their students and ensure that they are obeyed. In the Classroom • Never eat, drink or smell unless you are instructed to do so by the teacher. • Listen to your teacher for special safety directions. If you do not understand something, ask for help. • Never draw any material into a tube with your mouth. • Wear safety goggles when your teacher tells you to wear them. • Clean up your work area, and wash your hands afterwards. • Tell your teacher if something breaks or spills. Move away from it and wait for • Put tools and equipment safely away the way your teacher tells you to as soon as the teachers’ instructions. you finish using them; do not leave them out where they may be stumbled over. • Be careful around a hot plate, a candle or open flame. Only use these items if • When using liquids or other potentially messy substances, cover work surfaces instructed to do so by the teacher. with newspaper. • When heating materials in test tubes, always slant the tubes away from yourself and others. On Field Trips • Wear safety aprons if you work with anything messy or anything that might spill. • Always be accompanied by a trusted adult – like your teacher or a parent or • Read all of the directions before doing experiments or using equipment. Make guardian. sure you understand them. If you do not, ask your teacher for assistance. • Never touch animals or plants without the adult’s approval. The animal might • Carefully read the label on the container of a product before you use it; follow the bite. The plant might be poisonwood or another dangerous plant. manufacturer’s instructions and pay special attention to health or safety warnings. • Stay with your group and keep within sight of the accompanying adult. Report • Keep your hair and clothes away from open flames. Tie back long hair and roll up any scrapes, cuts, and injuries to your teacher immediately. long sleeves. • Keep your hands dry around electrical equipment. Responsibility • Know the location and proper use of the fire extinguisher and first aid kit. • Treat living things, the environment, and each other with respect. • Never run or play around in the Science Laboratory classroom. Primary Science Curriculum 2010 181 Rubrics offer the teacher an opportunity to evaluate the student’s understanding of a scientific topic by levels of performance on certain criteria. A rubric can evaluate the depth, breadth, creativity, and conceptual framework of an essay, presentation, skit, poster, project, lab report, portfolio, etc. A rubric may be applied to numerous tasks in the classroom. Rubrics are scoring criteria that are: • summative – provide information about a students’ knowledge • formative – provide information about a student’s strengths and weaknesses • evaluative – provide ways to create instruction that better fits each student’s needs • educative – provide students with an understanding of how they learn science In the classroom, they can make assessment more meaningful, clarify expectations, and yield better feedback. Specifically, rubrics are matrixes that define what is expected in a learning situation. For the students, a rubric clarifies the often mysterious grade at the end of a unit, project, paper, or presentation by giving insight and direction about what is important about the science activity. There are two predominant types of rubrics; holistic and analytical. Holistic Rubric Proficient – 3 points The student’s project has a hypothesis, a procedure, collected data, and analyzed results. The project is thorough and the findings are in agreement with the data collected. There are minor inaccuracies that do not affect the quality of the project. Adequate – 2 points The student’s project may have a hypothesis, a procedure, collected data, and analyzed results. The project is not as thorough as it could be; there are a few overlooked areas. The project has a few inaccuracies that affect the quality of the project. Limited – 1 point The student’s project may have a hypothesis, a procedure, collected data, and analyzed results. The project has several inaccuracies that affect the quality of the project. Analytical Rubric Criteria 4 points 3 points 2 points 1 point Has a plan for Investigation The plan is thorough The plan is lacking a few The plan is missing major The plan is incomplete and details details limited Use of Materials Manages all materials Uses the materials responsibly Mishandles some of the Does not use materials responsibly most of the time materials properly Collects the Data Thorough collection Some of the data Major portions of the data are The data collection consists missing of a few points Primary Science Curriculum 2010 182 Construction a Rubric: • Know the goals for instruction – what are the learning outcomes? • Decide on the structure of the rubric – holistic or analytical – what fits best for the task? • Determine the levels of performance – are there levels of performance specific to each criterion? • Share the rubric with your students – students should have an opportunity to see, discuss or even design the rubric prior to the performance or the science activity. Adapted from “Design Your Own Rubric” by Julie Luft, Science Scope, February 1997 Examples of Rubrics Holistic Rubric for Essay Questions Response Criteria Rating Exemplary Clarity of though, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions 11 supportable by data, shows creativity, some graphic representation of data or concepts. Competent Clarity of though, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences 10 and conclusions, may have graphic representations. Minor Flaws Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, 8 inappropriateness, or unclearness in representation, hypothesis, understanding of processes or conclusions. Nearly Satisfactory Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect 6 or omitted, incorrect or incomplete in analysis, inferences and conclusions. Fails to complete Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or 4 omitted hypothesis. Unable to begin effectively Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making 2 an attempt at a solution. No attempt Does not begin assignment. 0 Primary Science Curriculum 2010 183 Analytical Rubric for Logs and Journal Writing Area of Product Criteria Rating Regular daily entries 4 Entries 90% of the time 3 Daily entries Entries 80% of the time 2 Entries less than 80% of the time 1 Consistent, accurate usage of terms 4 Adequate usage of scientific terms 3 Use of scientific language Occasional use with few errors 2 No terms or frequent errors in usage 1 Able to apply learning 4 Usually finds practical application 3 Application to the real world Occasionally relates to real life skills 2 No practical application 1 Shows understanding of key concepts 4 Usually demonstrates understanding 3 Concept understanding Inadequately demonstrates understanding 2 Poor understanding of concepts 1 Clarity of thought Well organized 4 Adequate organization 3 Limited organization 2 Poor organization 1 Primary Science Curriculum 2010 184 Analytical Rubric for Contour Maps (Earth Science) Map is crystal clear, no isolines touch or cross, no stray pen or pencil marks, and overall appearance shows care and attention to 3 points detail. Numbers are legible, yet unobtrusive, symbols are unmistakable. Map is clear, although signs of carelessness may appear. Isolines do not cross, and stray pencil marks are minimal or mostly 2 points Neatness erased. Numbers are legible, symbols conform with handout guidelines. Map lacks clarity. Isolines are nebulous, extraneous marks litter the page. Numbers are messy, symbols confusing. 1 point Map is an utter mess. No attempt at neatness is evident. Includes a blank page. 0 points Every isoline is present on map and clearly labeled. Proper lines are used for topographic elements, and symbols represent all 3 points known or discernible structures. Requires isolines are present, some labels may be missing. Most identifiable structures in landscape are represented by 2 points Completeness appropriate symbols. Some isolines missing, labels intermittent. Few structures are represented by the appropriate symbols. 1 point More isolines are missing than are present, labels rare to nonexistent. Symbols for other structures are not present whatsoever. 0 points Map clearly corresponds to given landscape. Geologic formations are clearly identifiable, and distances between objects on map 3 points are directly related to reality. Map represents landscape. General contours are identifiable, although details may be slightly off. Distances are mostly 2 points Accuracy consistent with reality. Map is a gross interpretation of reality. Hills and valleys exist, but shapes vary from given landscape. Distances between objects 1 point are only roughly proportional to given landscape. Are you sure you were mapping the landscape I gave you? 0 points Joel Stachura, 1995 Primary Science Curriculum 2010 185 Holistic Rubric for Lab Write-Ups Frequent and proper use of scientific terminology appropriate for the lab. 1 3 5 2 4 strongly disagree somewhat agree strongly agree Data collection was within expected norms, explanations were given where they deviated. 1 3 5 2 4 strongly disagree somewhat agree strongly agree Conclusion is appropriate for the data collected and shows a strong grasp of the scientific concepts. 1 3 5 2 4 strongly disagree somewhat agree strongly agree Writing style shows neatness, grammatical correctness, and good spelling. 1 3 5 2 4 strongly disagree somewhat agree strongly agree The lab write up was complete with graphs and charts where appropriate. Check the parts present. Purpose ______ Materials List ______ Procedures _______ Data and Oservations ______ Calculations ______ Questions ______ Conclusion ______ 1 3 5 2 4 strongly disagree somewhat agree strongly agree The response to the questions were carefully though out and well reasoned. 1 3 5 2 4 strongly disagree somewhat agree strongly agree By Barbara Schaner Primary Science Curriculum 2010 186 SECTION E APPENDICES Primary Science Curriculum 2010 187 http://www.newhorizons.org/strategies/front_strategies.html In this area of the website you will find information on some of the best researched and the most widely implemented methods of helping all students to learn more successfully. The information includes a description of how the teaching and learning strategies work, where they have been applied, results, and where to find further information from experts in the field, books, websites, and other resources. They have been demonstrated to be successful with students of all ages and ability levels, including those with various kinds of disabilities and those who do not learn in traditional ways. Following are links to different teaching and learning strategies, a description of how they work, where they have been applied, results, and where to find more information from individuals, books, web sites, and other resources. Accelerated Learning Techniques Environments for Learning Action Research Graphic Tools Applied Learning Instrumental Enrichment Arts in Education Keeping Fit for Learning Assessment Alternatives Learning Styles Character Education Literacy Cognitive Coaching Multicultural Education Cooperative Learning Multiple Intelligences Democratic Classrooms Service Learning Differentiated Instruction Teaching for Understanding Emotional Intelligence Technology in Education Environmental Education Thinking Skills Primary Science Curriculum 2010 188 I. “OWL STRATEGY” Credit is given to Ansberry and Morgan 2005 for the creation of the OWL Strategy. This strategy is a three – column chart – OBSERVATIONS, WONDERINGS and LINK TO LIFE/LEARNING where students record their observations about a phenomenon or object, their wonderings/thoughts and what they learned as it relates to life. II. “READ ALOUD” ~ SCIENCE LITERATURE/CONCEPTS This strategy is appropriate for all grade levels. Many researchers contend that this strategy improves reading skills and increase interest in reading and literature and can improve overall academic achievement. III. “FRAYER MODEL” The Frayer Model is a tool use to help students develop their vocabulary. Frayer believes that students develop a stronger understanding of concepts when they study them in relational manner. Participants write a word (e.g. ECHINODERMS) in the middle of a box and proceed to list characteristic, examples, non- examples, and a definition in other quadrants of the box. They are encourage to proceed in any order; using the examples and characteristics to help them formulate a definition. IV. “ALPHABOXES” This strategy could be use as a brainstorming activity to elicit student’s prior knowledge and to activitate learning, or it could be use at the end of a unit to assess what students learned. Students would be given a blank alphabox (with letters from A to Z – see sample handout). They are given a topic (e.g. MATTER) and are given a time period to write or suggest a word/phrase beginning with each letter of the alphabet associated with the given topic. V. “PUT RHYTHM TO WORDS” This strategy could be use to aid students in learning definitions of science words and assessing their knowledge of concepts taught in a lesson/unit. This strategy provides the opportunity for participants to be creative. In small groups, participants are provided with five definitions each. Example: “AN ECOSYSTEM IS A PLACE WHERE LIVING AND NONLIVING THINGS AFFECT EACH OTHER.” They are encourage to read the definitions, identify key words in the definitions, identify the part of speech for selected words in the definitions – (integrating language Arts) discuss meaning and finally use words in a rhythmic beat so that the definition can easily be remember. To assess definition of words, each word of the definition is placed in squares of firm construction paper and cut out individually. (Word puzzle.) The words are shuffled and participants are given a specific time to put word puzzle in correct order. VI. USING MUSIC Using music instead of memorization is a technique use to show how science concepts can be taught. Example: Information on “Bones Found in the Human Body” is provided. In small groups, participants use the tune of familiar nursery rhymes and songs to learn basic content on a topic. Primary Science Curriculum 2010 189 VII. VOCABULARY WHEELS (by Jane Feber) Participants create a moving wheel that was placed within a folded piece of paper, which has a small opening cut on both sides. Through the small openings, students write science words on one side of the wheel and their definitions on the other side of the wheel. This visual tool which participants can make can be use to test vocabulary in Science. VIII. SWAT This is a fun way to review vocabulary. Teachers are encourage to select an area in the classroom where science words can be mounted (science wall). At the end of each unit, the students are grouped into two teams. Each team is provided a light plastic fly swatter. At various intervals two persons (one from each team) stand with fly swatter and back to word wall. Remaining students are given the initiative to give the definition of a word on the word wall. The “GO” Sign then give permission for the two individuals to turn and SWAT the correct word for the meaning given as quickly as possible. This game reinforces concepts and allow students to have fun while learning. IX. FOLDABLES (by Denise White) Foldables are great hands-on instructional strategy and more valuable than worksheets. Students can create various styles of foldables using sheets of colored paper. They can use the foldables for note taking or written activities. X. VOCABULARY CHARADE (by Madeline Marcotte) This strategy can be use with any age group. The purpose of this technique is to review Science vocabulary previously studied. The techniques utilize visual/spatial, body/kinesthetic and interpersonal intelligences. • Students are given cards with science vocabulary words (one word per card). • Each student is given the opportunity to choose two persons to work with them. • A time limit is given for discussion of vocabulary in small groups, and then participants ACT out the WORDS for the class without using oral language. • The class observe the ACT and then make an effort to identify the WORD. This technique can be used in conjunction with a visualizing activity in which students draw a small picture or symbol next to each word in their notes. XI. “CONCEPT DEFINITION MAP” The teacher will choose a word or concept, which relates to topic being studied and write it in the center of the graphic, keep in mind a few questions: 1. What is the central word, concept, research question? (example: Vertebrates) 2. What are the concepts? The items, descriptive words, or telling questions that you can associate with the concept, topic etc. (for example: animals with backbone, warm blooded). The Concept Definition Map could be used during or after reading of a Science passage. It can be used with expository and narrative text. (See www.forpd.ucf.edu/strategies/samMap.html) Primary Science Curriculum 2010 190 GRADE: 5 – 6 WORD: DEFINITION: Angiosperm A plant in which the sex organs are within flowers and the seeds are in a fruit. Antioxidants Substances that prevent corrosion (rusting). Astronomer A scientist who studies objects in space. Astronomy The study of objects in space. Atmosphere The layer of air that surrounds our planet. Atrium The two upper chambers of the heart. Balanced Diet A diet of a variety of foods that give the body all the nutrients it needs. Biodegradable The chemical breakdown of materials by a physiological environment. Biome A large region on the earth that has a certain climate and certain kinds of organisms. Cartilage The ends of all bones are coated with a layer of rubber-like tissue. Cell The basic structural and functional unit of all organisms. Chemical property The property of changing readily from a solid or liquid to a vapor. Chlorophyll Chlorophyll is a chemical found in special structures in plant cells Chloroplasts Food producers of the cell Circuit A wire, a bulb and a battery are needed to make a path in which negative charges could flow. This path is called a circuit. Climate The average weather conditions year after year. Compound Machine Made up of two or more simple machines. Conservation The wise use and careful management of natural resources. Constellation A group of stars such as Southern Cross, Great Dipper, Little Dipper, Orion and the twelve signs of the Zodiac. Primary Science Curriculum 2010 191 WORD: DEFINITION: Core The central part of the Earth. Crust The outer layer of the Earth. Crustaceans Arthropods that have two body sections and two pairs of antenna Degree A thermometer measures heat on a scale. Density How full area is: the concentration of people or things within an area in relation to its size. Drug A medicine is a drug-a chemical taken into the body the affects how the body functions. Drug abuse The misuse of drugs. Echinoderm Echinoderms are marine invertebrates. Ecosystems An environment where living and nonliving things interact and affect each other. Electric current A flow of electric charges. Energy The power to do work. It is the ability to cause change. Exoskeleton The exoskeleton protects the organs inside the animal’s body. Fiber Helps food move through the digestive system and prevents some forms of cancer. Flower The reproductive structure found in flowering plants. Food Chain The movement of energy from organism to organism. Food Web Shows the overlapping food chains in an ecosystem. It shows more clearly how energy moves. Fossil fuels Fuels formed by natural resource. Fossils The remains or traces of past life found in sedimentary rock. Friction The rubbing of two objects against each other when one or both are moving. Fungi A kingdom that is separate from plants, animals and bacteria. Primary Science Curriculum 2010 192 WORD: DEFINITION: Graduate A tall cylinder with measuring marks on the side. Greenhouse effect Warming that result when solar radiation is trapped by the atmosphere. Heart The main organ of the circulatory system. Hibernation A period when an animal goes into a long, deep ‘sleep’. Hurricane A large tropical storm that is formed in warm waters. Indigenous Plants that is native to The Bahamas. Invertebrates Animals without backbones. Kinetic Energy The energy of motion. Levers Simple machines used to lift weights. Ligaments Are connective tissue. Magnetic field The lines of force surrounding a permanent magnet or a moving charged particle. Magnetism Describe how materials respond on the microscopic level to an applied magnetic field. Mantle Covers the organs. The mantle is a fleshy covering that protects the organs. Mass A body of matter that forms a whole but has no definable shape. Meteorologist A specialist who studies processes in the earth's atmosphere that cause weather conditions. Migration Turtle’s instinct on where to go. Mixture Made of two or more different substances. Mollusk An invertebrate that has a soft body. Motion The act or process of moving, or the way in which somebody or something moves. Muscles Found throughout the body and are responsible for movement. Primary Science Curriculum 2010 193 WORD: DEFINITION: Natural resource Occur naturally within environments that exist relatively undisturbed by mankind. Non renewable resource A finite mass of material which cannot be restored after use, such as natural gas. Non-renewable resources may be sustained by recycling. Non-Biodegradable Waste that cannot be broken down by other living organisms. Orbit A path on which an object travels as it moves around another planet. Paleontologists Scientists who study fossils. Parasite Mushrooms growing on live trees. Photosynthesis A process in which plants make their own food. Physical property A feature that can be observed or measured without changing the substance or any of the materials it is made of. Planet One of the eight large bodies that move around the sun. Pollination The process by which plant pollen is transferred from the male reproductive organs to the female reproductive organs to form seeds. Pollutant waste matter that contaminates the water or air or soil Pollution Changes the ecosystem. Pore The outer covering of the sponge’s body is covered with tiny holes. Potential Energy It is the energy of position or condition. It is stored energy. Predator An animal that feeds on other living animals. Prey The animals that predators eat. Reflecting telescope A telescope in which light from the object is initially focused by a concave mirror. Renewable resource Any natural resource that can be replenished naturally with the passage of time. Reproduce To produce offspring or new individuals through a sexual or asexual process. Resource A material that living things use. Primary Science Curriculum 2010 194 WORD: DEFINITION: Retracting telescope Uses lenses to form objects. Revolution The movement of a planet along its orbit around the sun. Richter scale A scale for measuring earthquakes, which uses numbers from 1-9. Rotation The turning or spinning of a planet on its axis. Shrub Woody plant with several stems: a woody plant without a trunk but with several stems growing from the base. Skeleton Made up of all the bones in the body. Solar System Made up of all the planets that orbit our Sun. Solute The substance that melts. Solution When water is added to sugar, a solution is made. It dissolves in another substance. Solvent The substance that does the dissolving. Speed Distance travelled per unit time. Sponge Sponges are marine animals, invertebrates, filter feeders (they filter tiny particles of food from the water). Stimuli A detectable change in the internal or external environment. Stinging-Cell Animals Have stinging cells that contain poisonous threads. Stomata Tiny openings in the leaves. Storm An unusual weather disturbance. Substance Something made of only one kind of matter. Succession The series of changes that create a full-fledged plant and animal community. Temperature The amount of heat in a substance. Tentacles A tentacle is an arm-like part that contains the stinging cells. Primary Science Curriculum 2010 195 WORD: DEFINITION: Thermometer Measures heat on a scale. Thunderstorm A small local weather disturbance which can be identified by tall clouds, heavy rain and thunder and lightning. Tornado A tornado is a small funnel of quickly spinning air. Tree A figure that branches from a single root. Tropism A plants response that involves growth. Troposphere The closest layer of the atmosphere to earth. Vectors Organisms that spread germs and diseases. Vent An opening. Ventricle The two lower chambers of the heart. Vine A plant with a weak stem that derives support from climbing, twining, or creeping along a surface. Vitamins Vitamins help important chemical reactions take place in your body. Volcano A mountain that forms when red hot melted rock flows through a crack onto the earth’s surface. Weather Weather is the condition of the atmosphere at a specific time and place. Weathering The changing of rocks near the earth’s surface through the actions of natural elements such as wind, rain, heat, wave action, ice and snow. Work When the position of an object is changed either by using a pushing, lifting, pulling, dragging or dropping force. Worm Worms are invertebrates. Primary Science Curriculum 2010 196 SECTION F Primary Science Curriculum 2010 197 50 Simple Things Kids Can Do To Save The Earth A Field Guide to the Sandy and Rocky Seashore (Bahamas National Trust) Abruscato, Joseph, (1996). Teaching Children Science: A Discovery Approach, Fourth Edition, Massachusetts, Allyn & Bacon Adventure Learning Centre Bahamas National Trust Resource Library Bailey,Andy, et al., (1994). Caribbean Primary Science: A Practical Course, Great Britain, Longman Group Limited. Beck, Robert, Cook, (1960). Walter & Kearney Nolan, Curriculum in the Modern Elementary School, 2nd Edition, New Jersey, Prentice - Hall, Inc. Bennet, William J., Finn, Chester E. Jr. & Cribb, John T. E. Jr., (1999). The Educated Child: a Parent’s Guide From Preschool Through Eigth Grade, New York, The Free Press. Bernstein, Leonard, (1989). Concepts and Challenges in Life Science, 2nd Edition, New Jersey, Global Book Co. British American Insurance Calendar 2004 & 2005 Bybee, Roger W., et al., (Biological Sciences Curriculum Study) (1989). Science For Life and Living: Integrating Science, Technology and Health, Iowa, Kendall/Hunt Publishing Collect visual aids from the Ministry of Fisheries Concepts and Challenges in Life Science II Department of Environmental Health Discovery Works Bk. 2, 3 Doctors Hospital or P.M.H. Radiology Department Douglass, Raphael & Garcia, Trevor(1999). Primary Science for the Caribbean, Great Britain, Heinemann. “Draft Strategic Plan” (2000). Ministry of Education and Youth. The Bahamas. Ebenezer, Jazlin V., & Conner, Sylvia, (1998). Learning To Teach Science: A Model For The 21st Century, New Jersey, Prentice-Hall. Inc. EEK – Environmental Education for Kids Primary Science Curriculum 2010 198 Elementary Science Study Environmental Health Education Division on Vector Control Family Island Clinic Feather, Ralph M., et al., (1990). Merrill Science Connections, Ohio, Merrill Publishing Company. Frank Slavick, Marjorie, et al., (2002). Harcourt Science, Florida, Harcourt, Inc. Frank Slavick, Marjorie, et al., (2002). Harcourt Science, Florida, Harcourt, Inc. Funk, James H., et al., (1979). Learning Science Process Skills. Iowa, Kendall/Hunt Publishing Company. Gift, Edrick, Byron, et al, (2000). A Curriculum Guide for Technology Education for Primary and Secondary Schools in CARICOM, Trinidad, The School of Education. Growing Seeds (Teacher’s Guide) Harcourt Health and Fitness Bk. 6 Harcourt Science Bk. 1, 2, 3, 4, 5, 6 Harcourt Science Workbook 3 Health Organization Houghton Mifflin Science Bk. 4 Houghton Mifflin Science Discovery Works Houghton Mifflin Science Discovery Works Bk. 3 Javna, John, et al, (1989). 50 Simple Things You Can Do To Save The Earth, California, Earthworks Press. Jenkins, Edgar W. Editor, (1997). Innovations in Science and Technology Education Volume VI, Paris, UNESCO Publishing. Johnson, D. W., Johnson R. T., (1986). Circles of Learning: Cooperation in the Classroom (Revised Edition), New Jersey, Prentice-Hall Mallinson, George G., et al., (1993). Science Horizons, Sterling Edition, Silver, Ohio, Burdett Ginn . Mallinson, George G., et al., (1993). Science Horizons, Sterling Edition, Silver, Ohio, Burdett Ginn. Primary Science Curriculum 2010 199 Mangroves Ecosystem Mathematics Today Bk. 5 McGraw Hill Science Bk. 3 McGraw Hill Science Bk. 5 McGraw-Hill Book Company Medeiros, Robert W., (1982). Science; Its Social Significance. New Jersey, Silver Burdett Company. Ministry of Agriculture and Fisheries Model of fish Modern science for the Caribbean Bk. 5 Moyer, Richard H & Bishop, Jeanne E. (1986). Merrill General Science, Ohio, Merrill Publishing Company. Murdoch, Keith, et al, (1980). The Mangrove Swamp and Freshwater Areas, The Bahamas, Bahamas National Trust. New Integrated Science for the Caribbean I Nutrition Ed. In Pr. Schools (Vol. 2 Activities) Putnam, J. (1997). Cooperative Learning in Diverse Classrooms, Ohio, Merrill Publishing. Rabley, Margaret, (1980). A Field Guide to the Sandy and Rocky Seashore, The Bahamas, Bahamas National Trust. Resource person form Ministry of Fisheries Resource Person from the National Trust/Family Island-any knowledgeable person or resource books from the National Trust. School Health & Family Life Education Curriculum Module – Reducing Pests and Insect Vectors. Science Horizons Bk. 1, 2, 3, 4, 5, 6 Science In Your World Bk. 6 Scott Foresman Science Bk. 2 Primary Science Curriculum 2010 200 Scott Foresman Science Bk. 5 Silver Burdett Science Bk. 4 Sorenson, Lisa G., et al., (2000). Wondrous West Indian Wetlands, United Kingdom, Archmain Communications Ltd. Springmeyer, Fritz, et al., (1990). 50 Simple Things Kids Can Do To Save The Earth, New York, A Universal Press Syndicate Company. “Technology in the National Curriculum, (1990). Department for Education and the Welsh Office, United Kingdom, HMSO Publication Centre. The Atlantic Green Turtle Treasures in the Sea Ward, Christine, (1980). Handbooks for Further Education: Designing a Scheme of Assessment, Britain, Pitman Press. Watkins, Patricia A., et al, (1989). General Science, annotated Teacher’s Edition, Florida, Harcourt Brace Jovanovich, Inc. Wiltshire, Arnette, Short-term Consultant, (1994). School Health and Family Life Education Curriculum Module, Reducing Pests and Insect Vectors, Barbados, Pan American Wondrous West Indian Wetlands Your Health Bk. 3 Primary Science Curriculum 2010 201