Primary Science Curriculum-Grade 1-2

COMMONWEALTH OF THE BAHAMAS MINISTRY OF EDUCATION
PRIMARY SCIENCE CURRICULUM GUIDELINES GRADES 1-2

DEPARTMENT OF EDUCATION JUNE 2010
GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS
PRIMARY SCIENCE CURRICULUM GUIDELINES
A COMPONENT OF EDUCATION DEVELOPMENT PROGRAMME
PRODUCED BY THE SCIENCE & TECHNOLOGY SECTION DEPARTMENT OF EDUCATION JUNE 2010
MINISTRY OF EDUCATION PRIMARY SCIENCE CURRICULUM GUIDELINES 2010 GRADES 1 2 (REVISED 2010) TABLE OF CONTENTS
SECTION A Message from the Minister of Education Message from the Director of Education Acknowledgements SECTION B Vision, Mission Statement Ministry of Education Rationale, Overreaching Goal, Sub-Goals, Objectives Scope and Sequence Unit /Topic Allocation Standards and Bench-Marks Learner Outcomes Definition of Terms SECTION C The Curriculum/ Scope of Work Grade 1 Grade 2 62 91 2 3 4 14 33 51 60 ii iii iv SECTION D Perspectives That Enrich Instruction Inquiry-based Learning Constructivism Blooms Taxonomy Science Process Use of the Scientific Method Cooperative Learning Technique StudentCentred vs. Teacher-Centred Learning Multiple Intelligences and Learning Styles Assessment Strategies/ The Assessment Process Information Technology Linkages/Literacy Skills Laboratory Safety/ Science Safety Rubrics SECTION E Appendices: Teaching and Leaning Strategies Sample Glossary: Grades 1 2 SECTION F References 141 136 139 108 109 110 111 112 114 115 116 117 119 123 127 130
SECTION A
Primary Science Curriculum 2010
MESSAGE FROM MINISTER OF EDUCATION
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MESSAGE FROM ACTING ASSISTANT DIRECTOR OF EDUCATION (SCIENCE AND TECHNOLOGY 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.
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The development and production of the Revised Primary Science Curriculum Guidelines were made possible through the collaborative efforts of many. Our thanks and gratitude are extended to Mrs. Leanora Archer, Deputy Director of Education (Curriculum and Development) for her support and pointed guidance; Mr. Hamblin Newbold for assisting with the editing of this document; the contributions of the Science Standards and Benchmarks by Dr. Linda Davis who provided a point of reference that assisted in aligning the Primary Science Curriculum Guidelines with Science Standards Globally. Dr. Karen St. Cyr (Coordinator of Regional and International Projects) for her support and collaborative efforts in the integration of Garden-Base Learning. The following persons are singled out for special commendations for the part they played in bringing to fruition this curriculum revision exercise: Mrs. Barbara Dorsett, Acting Education Officer for Primary Science, for her commitment and dedication as Chairperson of the Curriculum Production Team. Ms. Portia Sweeting, Director of Education of Bahamas National Trust, who began the process as Facilitator during the initial fact-finding activities for the curriculum. The High School Science Team led by Ms. Louise Barry, Education Officer for High School Sciences. Charlotte Brown, Dorothy Rolle, Terry Deveaux, Joan Knowles, Ronique Curry, Vernay Henfield, Vanessa Turnquest, Carolyn Dorsett, Marcia Musgrove, Danielle Braithwaite, Joyce Darville, Sheena Williams, Marsha Bartlett, Bernadette Beneby and Nicola Bowe, Konya Bascom, members of the Curriculum Production Team, for their input and support. The Primary Science Co-ordinators and Curriculum Workshop groups on Abaco, Andros, Bimini, Cat Island, Eleuthera, Exuma, Grand Bahama, Long Island and New Providence for their suggestions and input to the Data Collection exercise. Ms. Patrice Kemp for her clerical expertise. Ms. Portia Sweeting, Danielle Brathwaite, Charlotte Brown, Maxine Missick and the Science Coordinators on New Providence for assisting with the editing of this document.
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SECTION B
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 objectives ctives: 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.
RATIONALE To provide opportunities that expose and engage students in The Bahamas in acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problem-solving and organizational skills. In so doing, students will be able to participate in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for its sustainability. OVERARCHING GOAL To empower individuals to become critical thinkers, problem-solvers, visionaries, and scientifically and technologically literate citizens who appreciate, interpret and conserve the natural and physical environment. SUBSUB-GOALS To enable students to solve problems using the scientific method. To provide experiences which will help students develop analytical and evaluative skills thus enabling them to become critical thinkers. To assist students in the application of scientific knowledge and principles to stimulate their creative expressions. To expose individuals to scientific knowledge and technological advances so they will be able to function effectively in the world in which they live. To enable students to formulate, present and defend arguments based on facts. To promote an appreciation for the safe and sustainable use of resources.
OBJECTIVES
Correctly and safely use materials and scientific equipment. Identify problems and apply the scientific method to solve them. Collect, interpret and process data to generate information. Communicate information. Recognize scientific relationships. Apply scientific principles and concepts to daily life in order to make responsible and wise decisions. Apply scientific and technological principles and concepts to daily life in order to make responsible and wise decisions. Pursue new scientific knowledge. Design, conduct and evaluate scientific investigations. Demonstrate critical thinking by responding to what if scenarios (situation analysis). Appreciate and utilize environmental conservation strategies. 3
SCOPE AND SEQUENCE
and
UNIT/ TOPIC ALLOCATION
Primary Science Curriculum 2010 4
PRIMARY SCIENCE CURRICULUM SCOPE AND SEQUENCE STRAND 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 2 Grade 3 Grade 4 Grade 5 Characteristics of Characteristics of Characteristics of Characteristics of Organisms Organisms Organisms Organisms 1. A1 Conduct research about 1. A1 Observe a variety of 1. A1 Compare Vertebrates and 1. A1 Communicate traits organisms to determine animals in the Invertebrates. common to all which are vertebrates. environment. invertebrates using 1. A2 Investigate and record technology/pictures/ 1. A2 Observe/investigate 1. A2 Observe/explain what a traits common to all specimens. animals to classify them habitat is. invertebrates. according to their 1. A2 Observe a variety of characteristics. 1. A3 Explore selected 1. A3 Classify invertebrates invertebrates (models/ 1. A3 Observe organisms to habitats to observe and based on body parts and visuals) to identify their describe the traits common covering. examine a variety of characteristics. to vertebrates. animals. (mollusks, crustaceans 1. A4 Observe a variety of 1. A4 Observe the main traits of and stinging cell animals) organisms to describe and insects and spiders. 1. A4 Compare body identify vertebrate vectors. coverings of animals. 1. A3 Observe organisms 1. A5 Observe a variety of 1. A5 Compare insects and (visuals/models) to identify organisms to compare vertebrate and spiders using models. 1. A5 Observe animal parts to mammals to birds and predict how they invertebrate vectors. reptiles to fish and function/move. 1. A6 Compare the life cycles of amphibians. 1. A4 Analyze the impact of mosquitoes and 1. A6 Predict and infer vectors on the society cockroaches. 1. A6 Infer how body parts and what animals need for and infer ways to body coverings of survival. eliminate them. 1. A7 Analyze how insects use vertebrates help them mimicry and camouflage survive. 1. A5 Investigate the behaviour 1. A7 Compare animal habitats 1. A7 Experiment with specimens for survival. using visuals/field areas. of animals and infer their of animal body coverings to adaptive method. determine their function.
1. A8 Experiment with materials which imitate mouth parts of animals to determine their diet.
Grade 1 Characteristics of Organisms 1. A1 Observe human models and Identify body parts. (external only) 1. A2 Observe human models to identify sense organs. 1. A3 Experiment to describe functions of sense organs.
Grade 6 Characteristics of Organisms 1. A1 Observe and describe the structure of a cell in organisms (plant/animal). 1. A2 Compare plant and animal cells. 1. A3 Observe plant and animal cell parts and record their functions. 1. A4 Classify four types of fungi by their traits. 1. A5 Observe/investigate a variety of invertebrates and classify them as sponges, echinoderms and worms. 1. A6 Compare the traits of sponges, echinoderms and worms.
L I F E
1. A4 Observe models and compare growth development in humans. 1. A5 Experiment with manipulatives to demonstrate habits which support good health. 1. A6 Infer results from poor health habits. 1. A7 Describe the basic needs of living things. (plants/animals) 1. A8 Investigate/explain the uses of plants and animals.
STRAND 1: LIFE SCIENCE

Grade 1 Structure and Functions in Living Systems 1. B1 Classify living and nonliving things. 1. B2 Classify plants and animals according to their traits/ characteristics. 1. B3 Compare traits/ characteristics of plants and animals. Grade 2 Structure and Functions in Living Systems 1. B1 Observe organisms to identify the basic parts of the human skeleton. 1. B2 Communicate the importance of the skeleton using models/visuals. 1. B3 Compare skeletons of various animals. 1. B4 Observe and record a variety of muscles in the body using visuals/models. 1. B5 Infer and communicate the importance of muscles in the body. 1. B6 Infer how poor health habits affect personal and family health. 1. B7 Predict the basic needs of plants for survival. 1. B8 Observe a live plant to record its parts. Grade 3 Structure and Functions in Living Systems 1. B1 Use visuals to observe the parts of the digestive system. 1. B2 Communicate the function of the digestive system. Grade 4 Structure and Functions in Living Systems 1. B1 Observe the parts and explain the function of the respiratory system. Grade 5 Structure and Functions in Living Systems 1. B1 Observe models to identify parts of the skeletal system.
Research to explain functions of the skeletal system. Predict and communicate the importance of the muscular system.
GRADES: 1-6
Grade 6 Structure and Functions in Living Systems 1. B1 Observe parts of the circulatory system and communicate its function.
1. B2 Observe and identify the four chambers of the heart and its function. 1. B3 Observe the Immune system and communicate its function/importance. 1. B4 Predict risk factors to health and communicate how these risks may be reduced. 1. B5 Infer how negative habits affect the immune system. 1. B6 Use specimen of flowers to observe and label the parts and explain their function.
1. B2 1. B2 Observe the main parts of the nervous system and communicate its importance. 1. B3
L I F E
1. B3 Experiment to explain how food is broken down as it 1. B3 Identify the main parts and the importance of passes through the the nervous system. digestive system. 1. B4 Infer how proper nutrition is related to good health. 1. B4 Infer risk factors to health and communicate how these risks may be reduced.
1. B4 Compare skeletal and muscular systems. 1. B5 Infer how poor eating habits affect health. 1. B6 Experiment to explain the process of photosynthesis. 1. B7 Classify and record indigenous plants of The Bahamas and their uses.
1. B5 Observe/Predict appropriate exercises 1. B5 Analyze safety and food choice to procedures for natural develop a healthy lifestyle. disasters. 1. B6 Observe the six main food groups, and explain 1. B6 Compare seed and nonthe nutrients found in seed plants. each group. 1. B7 Classify plants with 1. B7 Identify health resources, and communicate their function. 1. B8 Observe plants to identify their parts.
1. B8 Hypothesize/Investigate the 1. B7 Research to communicate medicinal value of plants. the life cycle of a flower. 1. B9 Predict ways to conserve plants. 1. B8 Compare the growth patterns of plants.
flowers and plants with cones according to their traits. 1. B8 Compare monocots and dicots. 1. B9 Experiment and describe seed germination.
STRAND 1: LIFE SCIENCE

Grade 1 Structure and Functions in Living Systems Grade 2 Structure and Functions in Living Systems 1. B9 Classify and compare a variety of fruit seeds. Grade 3 Structure and Functions in Living Systems 1. B9 Experiment with plant parts and describe their functions. 1. B10 Experiment with seeds to communicate various growth patterns. Organisms and the Environment 1. C1 Observe and infer where plants/animals live. 1. C2 Compare homes of animals. 1. C3 Research and predict ways in which plants and animals help each other. Organisms and the Environment 1. C1 Observe pictures/ models to identify plant and animal habitats. Infer how these habitats help the animals and plants. 1. C2 Organisms and the Environment 1. C1 Observe living and nonliving things in a garden (ecosystem). Organisms and the Environment 1. C1 Observe/Investigate food chains and food webs in ecosystems and communicate their function. Organisms and the Environment 1. C1 Infer why plants, decomposers and animals (organisms) are found in ecosystem. Grade 4 Structure and Functions in Living Systems 1. B10 Observe and describe indigenous flowering plants in The Bahamas. Grade 5 Structure and Functions in Living Systems
GRADES: 1-6
Grade 6 Structure and Functions in Living Systems 1. B9 Observe a variety of plants to conclude their adaptive methods for survival.
1. B10 Experiment to discover the needs of plants for growth. Organisms and the Environment 1. C1 Research to define biomes.
L I F E
1. C3 1. C4 Observe environment to infer what are vectors, where they live, and 1. C4 their effect on humans. 1. C5
1. C2 Observe a variety of model gardens 1. C2 Compare the (pictures/real) to ,,,,,,,,,,,relationship among communicate and Predict how habitats can producers, consumers compare types of gardens. be harmed and and decomposers. protected. (e.g. vegetable/ flower) 1. C3 Observe/Research plants and animals that live in Research to observe 1. C3 Experiment with seeds the pine forests, coral what are vectors. to create several reefs and mangroves. containerized gardens. 1. C4 Hypothesize the effect on Predict where specific organisms when a pine vectors live. 1. C4 Use ruler/tape to measure forest is damaged. growth of seedlings/ 1. C5 Observe/Investigate Infer how vectors can record growth organisms in coral reefs be eliminated. development. and communicate their importance.
1. C2 Infer/Investigate why plants/animals live in certain biomes. 1. C2 Compare food chains and food webs. 1. C3 Compare weather factors and organisms in 1. C3 Communicate the several biomes. relationship of predator, 1. C4 Predict the results of natural disasters on the 1. C4 Predict/Research what are environment. resources. 1. C5 Analyze the effects of 1. C5 Analyze why water, human activities on the energy and electricity are environment. resources. 1. C6 Infer ways to use resources wisely. prey and scavenger.
SCIENCE STRAND 1: LIFE SCIENCE

Grade 1 Organisms and the Environment Grade 2 Organisms and the Environment Grade 3 Organisms and the Environment 1. C5 Observe rocky and sandy shores to identify living and nonliving parts. 1. C6 Observe a variety of ecosystems to identify home of conch, grouper, lobster and hutia. Grade 4 Organisms and the Environment 1. C6 Observe and investigate the four types of mangroves. 1. C7 Communicate the importance of mangroves to our Islands. Grade 5 Organisms and the Environment 1. C7 Predict the importance of preserving National parks.
1GRADES: 1-6
Grade 6 Organisms and the Environment 1. C6 Classify organisms (plants and animals) as endangered or extinct. 1. C7 Infer ways to avoid plants/animals from becoming endangered.
L I F E
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 SCOPE AND SEQUENCE STRAND 2: EARTH AND SPACE SCIENCE Fundamental concepts and principles of Earth and space science are related to the origin, Structure and physical phenomena of the Earth and the Universe. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Properties and Structure of Properties and Structure of Properties and Structure of Properties and Structure of Properties and Structure of Earths Systems Earths Systems Earths Systems Earths Systems Earths Systems 2. A1 Identify and describe the 2. A1 Predict resources found in 2. A1 Infer what the earth is 2. A1 Observe rocks and 2. A1 Investigate to identify the ocean. three layers of the earth. made up of (e.g. land minerals to identify Earths resources water and air). their traits. 2. A2 Observe Earths natural 2. A2 Experiment to describe the 2. A2 Predict which pollutants resources and their uses. affect the ocean and how 2. A2 Observe/Explain land effects of weathering and 2. A2 Compare a variety pollution affects marine forms found on earth. erosion on earth. of rocks. 2. A3 Infer the importance of (e.g. hills, mountains, life. natural resources to the valleys) 2. A3 Compare rocks and 2. A3 Investigate to identify survival of people. Ocean resources. 2. A3 Infer the importance of minerals. 2. A3 Research and observe 2. A4 Experiment to show conserving the ocean. several bodies of water 2. A4 Experiment to the various types of 2. A4 Investigate the 2. A4 Infer what are fossils and on Earth (e.g. ponds, pollution. movement of the ocean communicate some compare types of fossils. lakes, oceans). uses of rocks and water and how it is 2. A5 Analyze the sources of air, affected by the moon. minerals. water, and land pollution. 2. A5 Analyze the process of 2. A4 Investigate appropriate fossil formation. ways to care for the 2. A5 Infer what is ocean 2. A6 Infer ways to prevent pollution/examine its effect earth. pollution. 2. A6 Hypothesize how on organisms in the scientists know which 2. A7 Investigate the role ocean. 2. A5 Experiment to explain fossils are the oldest. of students as how hills are formed. environmental stewards. GRADES: 1-6
SPACE
Grade 6 Properties and Structure of Earths Systems 2. A1 Identify and compare the layers of the Earth. 2. A2 Infer what natural resources are and where they are located. 2. A3 Observe the environment to compare weathering and erosion. 2. A4 Observe the environment to distinguish between air, land and water pollution. 2. A5 Predict ways to prevent pollution. 2. A6 Classify resources as renewable or nonrenewable.
E A R T H
AND
2. A8 Predict ways to care for Earths resources.
STRAND 2: EARTH AND SPACE SCIENCE

Grade 1 Changes in the Earth and Sky 2. B1 Explain how seasons affect weather. 2. B2 Predict and record weather conditions using basic weather instruments. 2. B3 Investigate career and service opportunities related to weather. Grade 2 Changes in the Earth and Sky 2. B1 Predict weather conditions by observing the sky. Grade 3 Changes in the Earth and Sky 2. B1 Experiment to explain the water cycle and its relationship to weather and climate. Grade 4 Changes in the Earth and Sky 2. B1 Predict What is meteorology?
GRADES: 1-6 1Grade 5 Changes in the Earth and Sky 2. B1 Research to define atmosphere. 2. B2 Analyze layers of the atmosphere. 2. B3 Analyze conditions that change weather. 2. B4 Infer how weather changes affect people. 2. B5 Experiment with weather instruments to describe their function. (rain gauge, wind sock) Grade 6 Changes in the Earth and Sky 2. B1 Observe tools that measure factors of weather. 2. B2 Observe and describe factors that make up weather. 2. B3 Compare traits/ characteristics of storms/hurricanes. 2. B4 Measure weather conditions using a barometer, a hydrometer and an anemometer. 2. B5 Interpret and record weather data. 2. B6 Compare weather and climate.
SPACE
2. B2 Observe the immediate environment and 2. B2 communicate the kinds of weather experienced in The Bahamas. 2. B3 Observe weather instruments and their uses.
2. B2 Observe layers in the earths atmosphere. Experiment to show the properties of air. Predict and communicate the elements which contribute to weather.
AND
Interpret diagrams to explain the changes that 2. B3 occur at each phase of the water cycle. 2. B4 2. B3 Experiment to describe how clouds are formed.
E A R T H
2. B4 Research and classify 2. B4 Hypothesize the different clouds according to their ways in which weather traits. affects people. 2. B5 Analyze weather conditions associated with different types of clouds.
2. B5 Compare weather and climate. 2. B6 Experiment with weather instruments to determine their use. (thermometer wind vane) 2. B7 Analyze the suns effect on Earth.
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STRAND 2: EARTH AND SPACE SCIENCE

Grade 1 Universe and the Solar System 2. C1 Observe objects in the solar system. 2. C2 Distinguish between day and night. Grade 2 Universe and the Solar System 2. C1 Describe the differences between the moon and Earth. 2. C2 Identify the source of moonlight. Grade 3 Universe and the Solar System 2. C1 Experiment to explain the suns position in relation to the Earth. 2. C2 Experiment to describe the motion of the Earth around the sun. Grade 4 Universe and the Solar System Grade 5 Universe and the Solar System
GRADES: 1-6
Grade 6 Universe and the Solar System
2. C1 Research to communicate 2. C1 Observe and communicate 2. C1 Compare the the make-up of the Solar atmosphere of the the order of the eight System. planets. planets. 2. C2 2. C2 Research to classify the planets as inner and outer planets. 2. C3 2. C3 Compare the inner planets and the outer 2. C4 planets. 2. C4 Create a scale model of the distances between planets. Investigate to compare planets. Compare rotation and revolution. 2. C2 Hypothesize which planets are susceptible to life.
2. C3 Analyze changes in the moon. 2. C3 Experiment to explain the terms orbit, revolve and 2. C4 Infer what a rotate. constellation is. 2. C4 Predict what causes 2. C5 Identify and compare seasons. common constellations. 2. C5 Investigate to explain seasonal changes.
2. C3 Observe equipment used to study objects in space. Communicate how the sun benefits the earth and 2. C4 Analyze distances other planets. between planets. 2. C5 Compare and analyze objects in space. 2. C5 Analyze safety precautions for asteroids, comets, astronauts in space. meteors and meteoroids.
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PRIMARY SCIENCE CURRICULUM SCOPE AND SEQUENCE STRAND 3: PHYSICAL SCIENCE 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. Grade 1 Properties and Changes in Matter 3. A1 Classify objects according to their physical properties such as size, color and shape. 3. A2 Experiment to identify how matter changes: state, size, color and shape. 3. A3 Compare physical changes in matter. Grade 2 Properties and Changes in Matter 3. A1 Analyze forms and properties of matter. 3. A2 Observe tools used to measure matter. 3. A3 Experiment to determine what is volume. 3. A4 Observe a variety of solids to communicate which is lighter or heavier. Grade 3 Properties and Changes in Matter 3. A1 Experiment with materials to identify matter as solids, liquids and gases. 3. A2 Compare characteristics of solids, liquids and gases to classify them. 3. A3 Investigate how matter changes from one form to another. Grade 4 Properties and Changes in Matter 3. A1 Investigate, using a variety of materials to identify properties of matter. 3. A2 Investigate physical changes in matter. 3. A3 Compare physical properties and physical changes in matter. Grade 5 Properties and Changes in Matter 3. A1 Classify matter as a substance or a mixture. 3. A2 Compare substances and mixtures. 3. A3 Experiment to explain how mixtures can be separated. GRADES: 1-6
Grade 6 Properties and Changes in Matter 3. A1 Analyze physical properties in matter. 3. A2 Experiment to explain physical changes in materials. 3. A3 Experiment and record chemical changes in substances. 3. A4 Measure and graph physical properties of matter. 3. A5 Observe chemicals that will cause changes in matter. 3. A6 Compare physical and chemical changes in matter.
P H Y S I C A L
3. A4 Experiment to explain 3. A4 Use a balance to measure what is a solution. 3. A4 Examine objects to and record the mass of communicate the physical objects. 3. A5 Compare solutes and properties of matter. solvent. 3. A5 Compare the weights of 3. A5 Experiment with solids using a 3. A5 Compare forms and measuring instruments 3. A6 Experiment to separate balance/scale. properties of matter using (graduates or measuring solutes. measuring utensils. cups) to measure the volume of matter (varied 3. A7 Compare mixtures and 3. A6 Experiment to discover materials). solutions. the length, volume and mass of objects using metric units.
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STRAND 3: PHYSICAL SCIENCE

Grade 1 Forces and Energy 3. B1 Compare pushes and pulls. Grade 2 Forces and Energy 3. B1 Infer why the sun is the greatest source of energy on Earth. Grade 3 Forces and Energy 3. B1 Experiment to discover the sources of energy.
1GRADES: 1-6
Grade 4 Forces and Energy Grade 5 Forces and Energy Grade 6 Forces and Energy
3. B1 Experiment with materials 3. B1 Investigate Energy and 3. B1 Experiment with to conclude what is force, compare various forms of magnets to abate the work and motion. Energy. poles and the magnetic 3. B2 Experiment to 3. B2 Experiment to define field. 3. B2 Identify other sources of identify poles of a 3. B2 Measure and record pulls 3. B2 Experiment to explain fuels. light besides the sun. magnet. using a spring scale. what is work. 3. B2 Experiment to record 3. B3 Experiment to the relationships 3. B3 Investigate traits of the 3. B3 Experiment to find out communicate how fossil 3. B3 Use charts to interpret 3. B3 Compare potential and between motion, speed sun and communicate which objects data recorded on pushes fuels are formed. kinetic energy. and direction. its importance. (materials) a magnet and pulls. will attract/repel. 3. B4 Infer why water is a 3. B4 Analyze the uses of 3. B4 Infer how heat affects 3. B3 Experiment to show source of energy/ 3. B4 Analyze work and infer energy from fossil fuels. temperature. how a simple circuit explain its use. how it is related to force. works. 3. B5 Predict which materials will 3. B5 Investigate how energy 3. B5 Experiment to explain transfer electricity. 3. B5 Experiment to explain what changes. 3. B4 Observe objects and the wind as a source of a simple machine is. materials to discover energy. 3. B6 Experiment with magnets 3. B6 Analyze the impact of the effects of friction on to observe the properties 3. B6 Observe objects as technology on forms of them. 3. B6 Predict what would of varied materials. wedges or inclined energy. happen if there were planes. 3. B5 Experiment to identify no water on Earth. 3. B7 Investigate the term 3. B7 Investigate compound/ pulleys, wheels and 3. B7 Hypothesize ways in conservation and explain 3. B7 Communicate what is complex machines that axels. which we can conserve its importance. energy conservation. use the lever and screw water. to help us do work. 3. B6 Analyze how forces 3. B8 Analyze and share ways Technology affect everyday living. 3. B8 Experiment with to conserve energy. 1. Describe ways technology is 3. B8 Communicate the magnets and explain used to explore the ocean. importance of conserving 3. B7 Experiment to conclude what they do. energy. how pulleys, wheels and axels make work 3. B9 Classify materials easier. according to their magnetic force. Primary Science Curriculum 2010 13
P H Y S I C A L
UNIT/ TOPIC ALLOCATION GRADE: 1 SECTION LIFE SCIENCE STRAND Characteristics Characteristics of Organisms TOPICS 1. HUMAN BODY SENSE ORGANS a. Body Parts b. Function of Body Parts c. Sense Organs d. Function of Sense Organs e. Stages of Human Development f. Physical Changes in Human Development g. Keeping Healthy h. Keeping Clean 2. WHAT ARE LIVING THINGS? a. Needs of Living Things b. Uses of Plants and Animals c. Animals as Pets and Animals That Help People Work DURATION (Hours) 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Nonliving Living and Nonliving things
30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
3. LIVING AND NONLIVING THINGS a. Living and nonliving things b. Similarities of Living and Nonliving Things c. Plants and Animals d. Homes of Plants and Animals e. Plants Parts f. Animal Parts g. Plants and Animals Help Each Other h. Harmful Animals-Vectors
30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins.
__45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins.
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UNIT/ TOPIC ALLOCATION GRADE: 1

SECTION SECTION EARTH SCIENCE STRAND Properties and structure of Earths Systems TOPICS 4. THE EARTH a. Our Earth b. Landform Hills and Valleys c. Landforms Plains and Mountains d. Natural Resources e. Saving Natural Resources f. Uses of Water 5. WEATHER AND SEASONS a. Different Types of Weather b. Weather Changes c. Weather Instruments d. Types of Clouds e. Seasons System Universe and the Solar System 6. CHANGES IN THE SKY a. The Sun b. Looking at the Sky c. Day and Night 7. PROPERTIES AND CHANGES IN MATTER a. Matter b. Physical Properties of matter c. Physical Changes in Matter 8. FORCES AND ENERGY a. Push and Pull b. Using Magnets c. Attract and Repel Primary Science Curriculum 2010 DURATION (Hours) 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
PHYSICAL SCIENCE
30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
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SECTION LIFE SCIENCE STRAND Characteristics of Organisms TOPICS 1. ANIMALS a. Animals in the Environment b. Body Coverings and Parts c. How Animals Move d. What Animals need to Survive e. How Animals Get Food f. Animal Habitats 2. THE HUMAN BODY a. The Skeleton b. The Muscles c. Keeping Your Bones and Muscles Healthy DURATION (Hours) 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Structure and Function of Living Systems
2x30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
3. PLANTS a. What plants Need to Grow b. Parts of the Plant c. Seeds Organisms and the Environment 4. HABITATS a. Land Habitats Schoolyard, Backyard b. Water Habitats Pond, Lake, Seashore, Ocean c. Caring for Habitats d. Eliminating the Habitats of Vectors
30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
30 mins. 30 mins. 30 mins. 30 mins.
__45 mins. __45 mins. __45 mins. __45 mins.
16

SECTION SCIENCE EARTH SCIENCE STRAND Properties and Structure of Earth TOPICS 5. EARTHS RESOURCES a. Rocks and Minerals b. Uses of Rocks and Minerals 6. WEATHER CHANGES a. Weather in The Bahamas b. Weather Instruments c. How Weather Affects People 7. CHANGES IN THE SKY 1. The Moon and its Changes 2. Constellations 8. MEASURING MATTER 5. What is Matter? 6. Measuring Length and Mass 7. How Much Can Things Hold? 9. SOURCES OF ENERGY a. The Suns Energy b. Wind Energy c. Energy from the Water d. Magnets DURATION (Hours) 30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins.
Changes in the Earth and Sky
30 mins. __45 mins. __60 mins. 30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins.
Universe and the Solar System
2x30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins.
PHYSICAL SCIENCE
Properties and Changes in Matter
30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins. 2x30 mins. __45 mins. __60 mins.
Forces and Energy
30 mins. 30 mins. 30 mins. 2x30 mins.
17

SECTION LIFE SCIENCE STRAND Characteristics of Organisms TOPICS 1. VERTEBRATES a. Definition/Characteristics/Traits b. Vectors c. Mammals and Birds d. Reptiles, Fish, Amphibians e. Body Parts/Function of Fish f. Body Parts-Survival 2. DIGESTIVE SYSTEM a. Parts of the Digestive System b. Process of Digestion/Function c. Proper Nutrition/Exercise d. Food Groups e. Health Resources Structure and Function 3. PLANT PARTS AND FUNCTION d. Plant Parts/Function e. Function of Seeds f. Seed Growth Patterns 4. ECOSYSTEMS i. Living/non-living organisms in a garden j. Types of Gardens k. Experiment with seeds Containerized with Seeds l. Rocky and Sandy Shores m.The Grouper Coral Reefs (Home) n. The Grouper Protection/Laws DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
__30 mins. __30 mins. __30 mins.
45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins.
Organisms and the Environment
__30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins.
45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins.
18

SECTION EARTH EARTH SCIENCE STRAND Properties and structure of Earth Systems TOPICS 5. Earth Materials a. Earths Natural Resources Uses b. Sources of air, water and land pollution c. Pollution prevention d. Environmental stewards Care of Earths Resources DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Changes in Earth and Sky
6. EARTHS AIR AND WATER a. The Water Cycle b. How Clouds Form Classify/Traits c. Weather Conditions Types of Clouds
__30 mins. __30 mins. __30 mins.
7. THE EARTH a. The Earth Relation to Sun b. Motion of Earth
__30 mins. __30 mins.
45 mins. __60 mins. 45 mins. __60 mins.
8. SEASONS a. Types of Seasons b. Causes of Seasons
__30 mins. __30 mins.
45 mins. __60 mins. 45 mins. __60 mins.
19

SECTION PHYSICAL SCIENCE STRAND Properties and changes in matter TOPICS 9. MATTER a. States of Matter (solid, liquid, gas) b. Properties of Matter c. Changes in Matter d. Measuring Matter DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Forces and Energy
10. MATTER contd. a. Sources and Forms of Energy/Uses b. Define fuels c. How Fossil Fuels Form d. Transfer of Electricity e. Magnets Objects Repel/Attract f. Magnets Uses g. Conservation h. Ways to Conserve
45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins.
20

SECTION LIFE SCIENCE STRAND Characteristics of Organisms TOPICS 1. INVERTEBRATES a. Vertebrates and Invertebrates b. Traits of Invertebrates c. Invertebrate Groups d. Traits of Insects and Spiders e. Life Cycle of Insects (mosquito and cockroach) f. Animal Adaptations (mimicry and camouflage) 2. THE HUMAN BODY AND HYGIENE a. The Respiratory System b. The Nervous System c. Risk Factors to Health d. Safety Procedures for Natural Disasters 3. PLANTS a. Seed and Non-seed Plants b. Seed Plants c. Monocots and Dicots d. Seed Germination e. Indigenous Plants Organisms and The Environment 4. CONSERVING ECOSYSTEMS a. Food Chain and Web b. Relationships in Ecosystems (producers, consumers and decomposers) c. Pine Forests, Coral Reefs, Mangroves d. Four Types of Mangroves e. Importance of Mangroves (Hours) DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Structure and Function in Living Systems
__30 mins. __30 mins. __30 mins. __30 mins. __30 mins.
45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins. 21

SECTION EARTH SCIENCE STRAND Properties and Structure of Earth TOPICS 5. CHANGES ON EARTH a. The earths Layers b. Weathering and Erosion c. Causes of Weathering d. Ocean Resources e. Movement of Ocean Water f. Ocean Pollution (Hours) DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins. __60 mins.
6. WEATHER a. Meteorology b. The Earths Atmosphere c. Properties of Air d. Elements of Weather e. Weather and Climate f. Measuring Weather Conditions (temperature and wind direction) g. The Suns effect on Earth
__30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins. __30 mins.
45 mins. __60 mins.
Universe and The Solar System
7. EXPLORING THE PLANTS a. The Planets b. The Inner and Outer Planets c. Scale Model of Planets
__30 mins. __30 mins. __30 mins.
22

SECTION PHYSICAL SCIENCE STRAND Properties and Changes in Matter TOPICS 8. MATTER CHANGES a. Properties of Matter b. Physical Changes in Matter c. Physical Properties and Physical Changes in Matter d. Measuring Matter (mass and volume) DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. 45 mins. 45 mins. 45 mins. 45 mins. __60 mins. __60 mins. __60 mins. __60 mins.
Forces and Energy
9. MAKING WORK EASIER a. Force, Work and Motion b. Measuring Force (pushes and pulls) c. Simple Machines d. Wedges and Inclined Planes e. Energy Conservation
45 mins. 45 mins. 45 mins. 45 mins. 45 mins.
10. TECHNOLOGY a. Technology in the Ocean
__30 mins.
45 mins. __60 mins.
23

SECTION LIFE SCIENCE STRAND Characteristics of Organisms TOPICS 1. INVERTEBRATES Crustaceans a. Common traits of invertebrates b. Characteristics and identification of crustaceans c. Impact on the Bahamian economy and laws that preserve the spiny lobster DURATION (Hours)
60 mins. 60 mins. 60 mins.
2. Mollusks a. Characteristics, identification and classification of mollusks and the queen conch in our economy b. Stinging Cell Animals
60 mins. 60 mins.
3. Vectors (Insect) a. Definition, identification and characteristics b. Diseases, treatment and elimination of vectors
60 mins. 60 mins.
4. How Animals meet their needs a. Instincts and Learned behavior b. Animals that migrate and hibernate
60 mins. 60 mins.
24

SECTION LIFE SCIENCE STRAND Structure and Function in Living Systems. TOPICS 5. HEALTH a. Skeletal System b. Muscular System c. Personality, relationships and self concepts d. Investigating eating habits, disorders and their affect on growth and development DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. __45 mins. __45 mins. __45 mins. __45 mins. 60 mins. 60 mins. 60 mins. 60 mins.
Structure and Function of Living Systems.
6. PLANTS a. Photosynthesis b. Indigenous and Medicinal Plants c. Plant Conservation
Organisms and the Environment
7. ECOLOGY a. Ecosystems and the interdependence of living and nonliving elements b. Predator, prey and scavengers as it relates to food chains and webs c. Water, fisheries and electricity as resources d. Preserving national parks of The Bahamas
60 mins. 60 mins. 60 mins. 60 mins.
25
UNIT/ TOPIC ALLOCATION GRADE: GRADE: 5

SECTION EARTH SCIENCE STRAND Properties and Structure of Earths Systems TOPICS 8. EARTH a. Resources of the earth and oceans b. Pollutants, their affect on marine life, prevention and conservation of the oceans DURATION (Hours) __30 mins. __45 mins. __30 mins. __45 mins. 60 mins. 60 mins.
9. FOSSILS a. Description, formation and types of fossils
__30 mins. __45 mins.
60 mins.
10. THE ATMOSPHERE a. Layers of the atmosphere b. Conditions that change weather and its effect on people c. Measuring weather using a rain gauge and windsock
Universe Universe and the Solar System
6. SOLAR SYSTEM a. What is the solar system? b. Rotation and revolution c. The sun and other stars d. Benefits of the sun on the earth and other planets e. Other objects in space
26

SECTION PHYSICAL SCIENCE STRAND Properties and Changes in Matter TOPICS 7. INVESTIGATING MATTER a. Classification of matter b. Substances and mixtures c. Solutes and solvents DURATION (Hours) __30 mins. __45 mins. __30 mins. __45 mins. __30 mins. __45 mins. 60 mins. 60 mins. 60 mins.
Forces and Energy
8. ENERGY a. Potential and Kinetic Energy b. Effects of forces on the motion of objects c. Heat and temperature as forms of energy d. Technology and forms of energy e. Simple machines, the lever and screw f. Conservation of energy
27

SECTION LIFE SCIENCE STRAND Characteristics of Organisms TOPICS 1. THE CELL a. Parts and Functions b. Compare plant and animal cell 2. FUNGI a. Classify four types Harmful and helpful fungi b. Harmful and helpful fungi c. Growth of fungi 3. INVERTEBRATES a. Traits of sponges b. Traits of echinoderms c. Kinds of worms DURATION (Hours) __30 mins. __45 mins. __30 mins. __45 mins. 60 mins. 60 mins.
Structure and Functions in Living Systems
4. CIRCULATORY SYSTEM a. Parts of the Circulatory System and labels of the heart b. Function of the heart and blood vessels. c. Risk factors that affect the Circulatory System
5. IMMUNE SYSTEM a. Functions and parts of the immune system b. Negative affects on the immune system
60 mins. 60 mins.
28

SECTION LIFE SCIENCE STRAND Structure and Functions in Living Systems Systems TOPICS 6. FROM FLOWER TO FRUIT a. Parts and Functions of a flower b. Life cycle of a flower c. Plant growth and responses d. Plant adaptation 7. BIOMES a. Define biomes and infer why organisms live in certain biomes b. Compare and contrast different biomes DURATION (Hours) __30 mins. __30 mins. __30 mins. __30 mins. __45 mins. __45 mins. __45 mins. __45 mins. 60 mins. 60 mins. 60 mins. 60 mins.
Organisms and the environment
60 mins. 60 mins.
8. ENVIRONMENTAL CHANGES CAUSING ENDANGERMENT OR EXTINCTION a. Compare natural resources on the environment. b. The effects of human activities on the environment c. Endangered animals EARTH SCIENCE Properties and Structure of Earth 9. WEATHERING AND EROSION a. Forces of weathering and erosion b. Wind, rain, heat, wave action, ice, snow, gravity. c. Earthquakes, Volcanoes d. Natural resources on Earth e. Renewable and non renewable resources
29

SECTION EARTH SCIENCE STRAND Earth Properties and Structure of Earth 10. POLLUTION a. Air Pollution b. Land Pollution c. Water Pollution 11. OIL, COAL AND NATURAL GAS a. Compare coal, oil and natural gas b. Advantages and Disadvantages of fossil fuels c. Petroleum and Natural Gas TOPICS DURATION (Hours) __30 mins. __45 mins. __30 mins. __45 mins. __30 mins. __45 mins. 60 mins. 60 mins. 60 mins.
12. PREDICTING WEATHER a. Factors of weather b. Weather Instruments c. Weather/Climate 13. STORMS a. Compare traits of storms b. Safety precautions during storms
60 mins. 60 mins.
14. a. b. c. d. Surface and atmosphere of planets planets susceptible to life space equipment vehicles to explore space __30 mins. __30 mins. __30 mins. __30 mins. __45 mins. __45 mins. __45 mins. __45 mins. 60 mins. 60 mins. 60 mins. 60 mins.
30

SECTION PHYSICAL SCIENCE STRAND Properties and Changes in Matter TOPICS 15. PHYSICAL PROPERTIES AND CHANGES a. What are physical changes in matter b. Use equipment to measure physical properties DURATION (Hours) __30 mins. __45 mins. __30 mins. __45 mins. 60 mins. 60 mins.
16. CHEMICAL PROPERTIES a. Record chemical changes in matter b. Define/State chemicals that cause changes in matter c. Compare physical and chemical changes in matter
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. direction 19. A SIMPLE CIRCUIT a. How a simple circuit works
60 mins.
__30 mins. __45 mins.
60 mins.
31
UNIT/ TOPIC ALLOCATION GRADE: GRADE: 6

SECTION PHYSICAL SCIENCE STRAND Forces and Energy TOPICS 20. FRICTION a. The effects of friction on certain materials DURATION (Hours) __30 mins. __45 mins. 60 mins.
21. PULLEYS AND WHEEL AND AXEL a. How simple machines make work easier
__30 mins. __45 mins.
60 mins.
22. DEFINE ENERGY CONSERVATION a. Write ways that energy can be conserved
__30 mins. __45 mins.
60 mins.
32
STANDARDS AND BENCH CHMARKS BEN CH MARKS
33
Benchmarks Standards & BenchmarksScience & 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 Earths 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) 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.
a
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 suns 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
35
Grade 6 ** **knows that clouds and fog are made of tiny droplets of water ** **knows that water can change from one state to another (solid, liquid, gas) through various processes (e.g. freezing, condensation, precipitation, evaporation) ** **knows that night and day are caused by the Earths rotation on its axis ** **knows that the Sun provides the light and heat necessary to maintain the temperature of the Earth
STANDARD
**UNDERSTANDS BASIC EARTH PROCESSES
Benchmarks Grade 1 *identifies patterns and cycles in the natural world (e.g. pattern of petals on a flower; life cycle of a butterfly) *describes some natural occurrences, using his/her own observations (e.g. sprouting of seeds; opening of buds; *** ***weather conditions as sunny, cloudy, rainy, snowy, windy, hot, warm, cold) *demonstrates an understanding of changes that occur in daily and seasonal cycles and of how these changes affect the characteristics, behaviour, and location of living things *investigates changes that occur in a daily cycle and in a seasonal cycle (e.g. *** ***identifies spring, summer, autumn and winter as the four seasons) *describes how living things, including humans, adapt to and prepare for daily and seasonal changes Grade 2 *demonstrates an awareness of the forms in which water and air are present in the environment, and describes ways in which living things are affected by water and air (*** ***e.g. describes weather changes and how they affect people, identifies seasons and how they affect what people wear) *** *investigates the visible effects of air and water in the environment *describes ways in which clean air and water are vital for meeting the needs of humans and other living things ** **knows that rocks come in many different shapes and sizes (e.g. boulders, pebbles, sand) Grade 3 *demonstrates an understanding of the similarities and differences between various soils and the effects of moving water on soils *investigates the components of various soils, and describes the effects of moving water on these soils *recognizes the dependence of humans and other living things on soil and recognizes its importance as a source of materials for making useful objects understands the concept of weather (*** ***e.g. defines the term weather, defines the temperature and wind direction, describes weather conditions, classifies clouds *** according to how they look and the weather conditions with which they are associated) Primary Science Curriculum 2010 36
Grade 4 ** **knows that smaller rocks come from the breakage and weathering of bedrock and larger rocks ** **knows that rock is composed of different combinations of minerals *demonstrates an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape *investigates, tests and compares the physical properties of rocks and minerals and investigates the factors that cause erosion of the landscape *describes the effects of human activity (e.g. land development, building of dams, mine development, erosion-preventing measures) on physical features of the landscape, and examines the use of rocks and minerals in making consumer products Grade 5 ** **knows the composition and properties of soils (e.g. components of soil such as weathered rock, living organisms, products of plants and animals; properties of soil such as colour, texture, capacity to retain water, ability to support plant growth) *demonstrates an understanding of the major climatic factors and patterns associated with weather (e.g. describes the key features of a variety of weather conditions, identifies factors responsible for weather systems locally and globally) *investigates the major climatic factors associated with weather, and designs, constructs and tests a variety of instruments for recording various features of the weather (e.g. identifies and measures the factors that influence local weather, uses instruments to measure local weather conditions) *examines how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions (e.g. describes the consequences of extreme weather conditions) Grade 6 *demonstrates an understanding of the patterns of change observable on Earth as a result of the movement of the different bodies in the solar system (e.g. solar and lunar eclipses, tides, phases of the moon, position of the constellations) and of the physical characteristics of the different components of the solar system; *investigates, using models and simulations, the relationship between the Sun, Earth, and Moon, the patterns of change observable on earth that result from the movement of these bodies, and the physical characteristics of the different components of the solar system (e.g. the Sun and planets, inner planets and outer planets) *describes technological and scientific advances that enable humans to study space, and explain how these advances have affected the quality of life on earth (e.g. lists the contributions that space exploration has made to everyday life) ** **knows how features on the Earths 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 **
37
STANDARD
EARTHS **UNDERSTANDS ESSENTIAL IDEAS ABOUT THE COMPOSITION AND STRUCTURE OF THE UNIVERSE AND THE EARTHS PLACE IN IT
Benchmarks
Grade 1 *** ***knows the basic composition and structure of the universe (e.g. identifies the basic characteristics of the sun, observes that the earth gets light and warmth from the sun, identifies the moon and stars as objects in the night time sky, explains what causes day and night) Grade 2 ** **knows basic patterns of the Sun and Moon (e.g. the Sun appears every day, and the Moon appears sometimes at night and sometimes during the day; the Sun and Moon appear to move from east to west across the sky; the Moon appears to change shape over the course of a month) Grade 3 ** **knows that the stars are innumerable, unevenly dispersed, and of unequal brightness Grade 4 ** **knows that telescopes magnify distant objects in the sky (e.g. the Moon, planets) and dramatically increase the number of stars we can see (*** ***e.g. understands the *** usefulness of telescopes in studying space Grade 5 ** **knows that the Earth is one of several planets that orbit the Sun, and the Moon orbits around the Earth (*** ***e.g. identifies the position of earth relative to the sun, the *** moon and other planets, describes the movements of earth, discusses the relationship between a planets 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) ***
38
STANDARD
**KNOWS ABOUT THE DIVERSITY AND UNITY THAT CHARACTERIZE LIFE
Benchmarks
Grade 1 *knows the basic needs of animals and plants (e.g., the need for food, air, and water, *** ***identifies conditions that animals and plants need to grow) *investigates the characteristics and needs of animals and plants (*** ***e.g. describes ways in which plants are alike and different, classifies things as living or non-living: *** growth, reproduction, and movement, measures and records plant growth--metric) *demonstrates awareness that animals and plants depend on their environment to meet their basic needs (*** ***e.g. identifies foods that come from plants, identifies foods *** from plants that must be processed before they are eaten, identifies animals that are used as a source of food, identifies animals that are used for clothing) *describes the requirements for good health for humans (*** ***e.g. determines the requirements of healthy plants and healthy animals, describes habits that maintain good *** health, lists common illness caused by pests and vectors) Grade 2 *demonstrates an understanding of the similarities and differences among various types of animals and the ways in which animals adapt to different environmental conditions (*** ***e.g., explains how animal body parts and other adaptations help them to live in their habitats) *** *investigates physical and behavioural characteristics and the process of growth of different types of animals *identifies ways in which humans can affect other animals Grade 3 ** **knows that plants and animals need certain resources for energy and growth (e.g. food, water, light, air) *demonstrates an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow (e.g. describes structures that enable different plants to survive in different environments, compares and contrasts different types of plant life cycles) *investigates the requirements of plants and the effects of changes in environmental conditions on plants (e.g. describes how plants take in water, nutrients and light and the effect of these factors on them) *describes ways in which plants are important to other living things, and the effects of human activities on plants (e.g. suggests reasons for the endangerment or extinction of plant species, explain how animals interact with one another) ** **knows that some kinds of organisms that once lived on Earth have completely disappeared (e.g. dinosaurs, trilobites, mammoths, giant tree ferns, horsetail trees) ** **knows that plants and animals have features that help them live in different environments (e.g. compares and contrasts different types of animal life cycles, compares and contrasts plant and animal life cycles, describes structures that enable animals to survive in different environments)
39
Grade 4 *** ***distinguishes between living and non-living things (e.g. states characteristics) *** ***classifies different types of animals (e.g. distinguishes between vertebrates and invertebrates) *** ***classifies different types of plants (e.g. identifies seed plants, flowering plants, traits of conifers, non-seed plants) *** ***identifies living organisms that are neither plants or animals Grade 5 ** **knows different ways in which living things can be grouped (e.g. plants/animals; pets/non-pets; edible plants/non-edible plants) and purposes of different groupings ** **knows that fossils of past life can be compared to one another and to living organisms to observe their similarities and differences Grade 6 ** **knows that plants and animals progress through life cycles of birth, growth and development, reproduction and death; the details of these life cycles are different for different organisms ** **knows that the transfer of energy (e.g. through the consumption of food) is essential to all living organisms ** **knows the organization of simple food chains and food webs (e.g. green plants make their own food with sunlight, water, and air; some animals eat the plants; some animals eat the animals that eat the plants) *demonstrates an understanding of ways in which classification systems are used to understand the diversity of living things and the interrelationships among living things *investigates classification systems and some of the processes of life common to all animals (e.g. growth, reproduction, movement, response, and adaptation) *describes ways in which classification systems can be used in everyday life
STANDARD Benchmarks
**KNOWS THE GENERAL STRUCTURE, ORGANISATION AND FUNCTIONS OF CELLS IN ORGANISMS
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
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Grade 2 *describes changes in the appearance and activity of an animal as it goes through a complete life cycle (e.g., mealworm) *compares the life cycles of some animals that have similar life cycles (e.g. bee and butterfly) and some that have different life cycles (e.g., gerbil and butterfly) ** **knows that plants and animals closely resemble their parents *identifies constant traits (e.g. number of legs) and changing traits (e.g., weight) in animals as they grow, and compares the appearance of young and mature animals of the same species *investigates physical and behavioural characteristics and the process of growth of different types of animals *** ***evaluates the importance of the five senses (e.g. describes their basic structure and function of the organs involved in hearing and speech, relates the nature of sound to hearing, describes ways to protect his/her hearing and speech organs from damage) Grade 3 ** **knows that differences exist among individuals of the same kind of plant or animal ** **knows that animals require air, water, food, and shelter; plants require air, water, nutrients, and light *demonstrates an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow *identifies the major parts of plants (e.g. seeds, stem, pistil) and describes their basic functions *describes, using his/her observations, the changes that plants undergo in a complete life cycle (e.g. from the germination of a seed to the production of flowers or fruit) *compares the life cycles of different kinds of plants (e.g. plants that grow from bulbs or from seeds) *identifies traits that remain constant in some plants as they grow (e.g. leaf shape, leaf size, flower colour) Grade 4 understands that all living things are composed of cells identifies the characteristics of various single-celled organisms knows that dietary habits and behaviour are related to an organism's health knows that the life processes of an organism are related to its use of nutrients, water, and oxygen describes the changing requirements of organisms as they grow Grade 5 *demonstrates an understanding of the structure and function of the respiratory, circulatory, digestive, excretory, and nervous systems, and the interactions of organs within each system *investigates the structure and function of the major organs of the respiratory, circulatory, digestive, excretory, and nervous systems *demonstrates an understanding of factors that contribute to good health Primary Science Curriculum 2010 41
Grade 6 ** **knows that many characteristics of an organism are inherited from the parents of the organism (e.g., eye colour in human beings, fruit or flower colour in plants), and other characteristics result from an individuals interactions with the environment (e.g. peoples table manners, ability to ride a bicycle) ** **knows that each plant or animal has different structures which serve different functions in growth, survival, and reproduction (e.g., humans have distinct structures of the body for walking, holding, seeing, and talking) identifies the similarities and differences in plant and animal cells analyses the effects of micro-organisms on other organisms describes the human body's various defences against harmful micro-organisms
STANDARD
**UNDERSTANDS HOW SPECIES DEPEND ON ONE ANOTHER AND ON THE ENVIRONMENT FOR SURVIVAL
Benchmarks Grade 1 *demonstrates awareness of the need for recycling (e.g. *** ***describes ways in which people can protect the places where plants and animals live (reuse, recycle) *demonstrates an understanding of and care for the natural world *** ***describes ways in which people can harm the places where plants and animals live (pollution, encroachment) *** ***describes ways in which plant and animal habitats depend on each other Grade 2 ** **knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals *knows the concepts of a habitat and community Grade 3 *knows the factors that could affect habitats and communities of plants and animals (e.g. *** ***identifies sources of air and water pollution and how it can be eliminated, explains how recycling is related to conservation) *investigates the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat *describes ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats Grade 4 *** ***defines natural resources and gives examples *** ***identifies ways to avoid pollution *understands the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals (e.g., ***describes ways in *** Primary Science Curriculum 2010 42
which groups of animals live in a neighbourhood) *investigates the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat *describes ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats. Grade 5 ** **knows that the behaviour of individual organisms is influenced by internal cues (e.g. hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues ** **knows that an organisms patterns of behaviour are related to the nature of that organisms environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment) *** ***understands the concept of an ecosystem (e.g. explains the interdependence of living and non-living parts of an ecosystem, identifies the three different groups in an ecosystem, lists the importance of producers, consumers and decomposers to the ecosystem, explains how living things in an ecosystem form a community) Grade 6 ** **knows that changes in the environment can have different effects on different organisms (e.g. some organisms move in, others move out; some organisms survive and reproduce, others die) ** **knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental (*** ***e.g., defines the term *** pollution, defines the term conservation, lists ways to conserve our national resources)
STANDARD
**UNDERSTANDS BASIC CONCEPTS ABOUT THE STRUCTURE AND PROPERTIES OF MATTER
Benchmarks
Grade 1 *distinguishes between objects and materials (e.g. scissors are objects and they can be made of metal and/or plastic), and identifies and describes the properties of some materials (e.g. flexibility of plastic, hardness of wood) *investigates the properties of materials and makes appropriate use of materials when designing and making objects (*** ***e.g., identifies materials that are used to make *** mixtures, describes how things change when you mix them) *describes the function of specific materials in manufactured objects that he/she and others use in daily life Grade 2 * *demonstrates an understanding of the properties of familiar liquids (e.g. vinegar, detergent, water, oil) and solids (e.g., sugar, salt, sand), and of interactions between liquids and between liquids and solids Primary Science Curriculum 2010 43
*investigates the properties of and interactions between liquids and between liquids and solids, and identifies the types of objects or materials that can be used to contain * liquids and solids (e.g. a plastic bowl will hold a liquid or a solid but a paper towel will only hold a dry solid) * *identifies and describes ways in which we use our knowledge of liquids and solids in making useful objects and in living in our environment (*** ***e.g., evaluates the *** importance of the five senses, estimates the length mass and volume of objects, compares relative sizes of objects, measures the length, mass and volume of different objects) ** **knows that different objects are made up of many different types of materials (e.g., cloth, paper, wood, metal) and have many different observable properties (e.g. colour, size, shape, weight; *** ***describes and classifies objects by size shape colour, weight, texture, and weight, *** ***compares objects using size, shape, colour, weight, texture) Grade 3 ** **knows that things can be done to materials to change some of their properties (e.g., heating, freezing, mixing, cutting, dissolving, bending), but not all materials respond the same way to what is done to them (*** ***e.g., compares some characteristics of solids, liquids and gases, classifies solids, liquids and gases that are used daily) *** *demonstrates an understanding of the properties of materials that can be magnetised or charged and of how materials are affected by magnets or static electric charges *identifies and describes, using his/her observations, ways in which static electric charges are made in everyday materials, as well as different types of interactions that take place both between charged materials and between magnetised materials *identifies familiar uses of magnets and gives examples of static electric charges that are created in the home or at school Grade 4 *demonstrates understanding that certain materials can transmit, reflect, or absorb light or sound *investigates materials that transmit, reflect, or absorb light or sound and uses the findings in designing objects and choosing materials from which to construct them *explains why materials that transmit, reflect, or absorb light and/or sound are used in a variety of consumer products Grade 5 *demonstrates an understanding of the three states of matter and of changes in state (*** ***e.g., identifies the three states of matter, explains the physical properties of *** matter, explains the physical changes in matter) *investigates common changes of state (e.g., melting, freezing, condensing, evaporating) and makes informed choices about materials when finding solutions to problems in designing and constructing objects *identifies the properties that make different materials useful in everyday products and discusses the environmental impact of their use
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Grade 6 ** **knows that objects can be classified according to their properties (e.g., magnetism, conductivity, density, solubility) ** **knows that materials may be composed of parts that are too small to be seen without magnification ** **knows that properties such as length, weight, temperature, and volume can be measured using appropriate tools (e.g., rulers, balances, thermometers, graduated cylinders) ** **knows that materials have different states (solid, liquid, gas), and some common materials such as water can be changed from one state to another by heating or cooling ** **knows that the mass of a material remains constant whether it is together, in parts, or in a different state *demonstrates an understanding of the properties of air (e.g., air and other gases have mass) and explains how these can be applied to the principles of flight *investigates the principles of flight and determines the effect of the properties of air on materials when designing and constructing flying devices *identifies design features (of products or structures) that make use of the properties of air, and gives examples of technological innovations that have helped inventors to create or improve flying devices
STANDARD
**UNDERSTANDS ENERGY TYPES, SOURCES, AND CONVERSIONS, AND THEIR RELATIONSHIP TO HEAT AND TEMPERATURE
Benchmarks
Grade 1 *demonstrates an understanding of ways in which energy is used in daily life (*** ***e.g., identifies sources of heat, identifies sources of light) *** *investigates some common devices and systems that use energy and ways in which these can be controlled manually describes different uses of energy at home, at school and in the community, and suggests ways in which energy can be conserved (*** ***e.g., identifies ways that heat *** changes things: melting, cooking) Grade 2 *demonstrates an understanding of the movement of air and of water as sources of energy *designs and constructs devices that are propelled by moving air or moving water *identifies wind and moving water as renewable sources of energy and determines the advantages and disadvantages of using them ** **knows that the Sun supplies heat and light to Earth Grade 3 ** **knows that heat can be produced in many ways (e.g., burning, rubbing, mixing substances together; *** ***identifies the sources of heat energy; *** ***identifies materials through which heat moves quickly) **knows that electricity in circuits can produce light, heat, sound, and magnetic effects ** Primary Science Curriculum 2010 45
***e.g., describes the direction in which heat moves; *demonstrates an understanding of how movement is caused by forces and by energy that is stored and then released (*** *** compares the ways light behaves as it passes through materials; describes how sound energy moves) *investigates how different forces affect the operation of everyday devices, and designs and constructs devices that use a form of energy to create controlled movement (*** ***e.g., identifies what causes sound energy) *** identifies objects, devices, and systems in everyday life that are affected by forces and movement and explains in what ways they are useful to us (*** ***e.g., identifies forms *** of energy and describes one use of each form) Grade 4 *demonstrates an understanding of the characteristics and properties of light and sound (*** ***e.g., gives the definition of sound and vibrate; explains the causes of sound; *** explains how sound travels; defines the term light; gives examples of sources of light; describes how light travels) *investigates different ways in which light and sound are produced and transmitted, and designs and makes devices that use these forms of energy *identifies technological innovations related to light and sound energy and how they are used and controlled at home and in the community, and determines how the quality of life has been affected by these innovations Grade 5 *demonstrates an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources *designs and constructs devices that use a form of energy to meet a specific need or want, and investigates how the energy is transferred to a specified output *evaluates the reasons for conserving natural resources and identifies possible ways of conserving energy Grade 6 ** **knows that heat is often produced as a by-product when one form of energy is converted to another form (e.g., heat is produced by mechanical and electrical machines) ** **knows that heat can move from one object to another by conduction and that some materials conduct heat better than others (*** ***e.g., defines the term static electricity; *** describes how objects become negatively charged; describes what happens during an electric discharge) ** **knows the organisation of a simple electrical circuit (e.g., battery or generator, wire, a complete loop through which the electrical current can pass; *** ***defines the term electric current, ***compares conductors and insulators, ***makes electrical circuits) *** *** *demonstrates understanding that electrical energy can be transformed into other forms of energy *designs and constructs a variety of electrical circuits and investigates ways in which electrical energy is transformed into other forms of energy *identifies uses of electricity in the home and community and evaluates the impact of these uses on both our quality of life and the environment
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MOTION STANDARD **UNDERSTANDS MOTION AND THE PRINCIPLES THAT EXPLAIN IT Benchmarks Grade 1 *demonstrates awareness that structures have distinctive characteristics *designs and makes structures that meet a specific need *demonstrates understanding of the characteristics of different structures and of ways in which they are made, and recognises and uses some systems in the home or at school Grade 2 *describes the position and movement of objects, and demonstrates an understanding of how simple mechanisms enable an object to move (*** ***e.g., identifies and *** describes simple machines and explains their uses; describes forces used to move objects; identifies types of forces) *designs and makes simple mechanisms, and investigates their characteristics *recognises that different mechanisms and systems move in different ways, and that the different types of movement determine the design and the method of production of these mechanisms and systems ** **knows that the position and motion of an object can be changed by pushing or pulling Grade 3 ** **knows that vibrating objects produce sound ** **knows that light travels in a straight line until it strikes an object ** **knows that the position of an object can be described by locating it relative to another object or the background ** **knows that things move in many different ways (e.g., straight line, zigzag, vibration, circular motion) *demonstrates an understanding of the factors that affect the stability of objects *designs and makes structures that include mechanisms and that can support and move a load, and investigate the forces acting on them *describes, using their observations, systems involving mechanisms and structures, and explain how these systems meet specific needs and how they have been made **knows that magnets can be used to make some things move without being touched (e.g., classifies materials as magnetic or non-magnetic; demonstrates the properties of ** magnetic attraction and repulsion; describes various kinds of magnets and their force fields; creates a magnet) ** **knows that things near the Earth fall to the ground unless something holds them up Grade 4 *demonstrates an understanding of the characteristics of pulleys and gears *designs and makes pulley systems and gear systems, and investigates how motion is transferred from one system to another *identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems Primary Science Curriculum 2010 47
Grade 5 *demonstrates an understanding of the effect of forces acting on different structures and mechanisms (*** ***e.g., defines the term force; describes the ways force can affect *** the motion of an object) *designs and makes load-bearing structures and different mechanisms, and investigates the forces acting on them (*** ***e.g., explains how a machine makes doing a task easier) *** *evaluates the design of systems that include structures and mechanisms, and identifies modifications to improve their effectiveness ** **knows that electrically charged material pulls on all other materials and can attract or repel other charged materials (*** ***e.g., describes the conditions under which *** electric charges produce a magnetic field; defines the term electromagnetism; makes electromagnets; describes how a magnet can produce an electric current; identifies the charges of protons and electrons in atoms) ** **knows that magnets attract and repel each other and attract certain kinds of other materials (e.g., iron, steel) Grade 6 ** **knows that the pitch of a sound depends on the frequency of the vibration producing it ** **knows that light can be reflected, refracted, or absorbed ** **knows that an objects 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 Earths 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)
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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, VCRs) ** **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 couldnt do by themselves ** **understands how some elements or components of simple systems work together (e.g., parts of a bicycle) Grade 3 ** **knows that in science it is helpful to work with a team and share findings with others ** **knows that scientific investigations generally work the same way in different places and normally produce results that can be duplicated **knows that new tools and ways of doing things affect all aspects of life, and may have positive or negative effects on other people ** **knows that objects occur in nature; but people can also design and make objects (e.g., to solve a problem, to improve the quality of life) ** **knows that tools can be used to observe, measure, make things, and do things better or more easily ** **knows that people are always inventing new ways to solve problems and get work done (e.g., computer is a machine that helps people work and play) ** **creates and tests a simple linear system (e.g., a production line process for making sandwiches) **
Grade 4 ** **knows that technologies often have costs as well as benefits and can have an enormous effect on people and other living things ** **knows areas in which technology has improved human lives (e.g., transportation, communication, nutrition, sanitation, health care, entertainment)
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Grade 5 ** **knows that new inventions often lead to other new inventions and ways of doing things ** **categorises items into groups of natural objects and designed objects ** **identifies a simple problem that can be solved using technology ** **knows that people have invented and used tools throughout history to solve problems and improve ways of doing things ** **knows that when things are made up of many parts, the parts usually affect one another ** **knows that things that are made of parts may not work well if a part is missing, broken, worn out, mismatched, or misconnected ** **identifies the relationships between elements (i.e., components, such as people or parts) in systems Grade 6 **knows that scientific investigations involve asking and answering a question and comparing the answer to what scientists already know about the world ** ** **knows that scientists use different kinds of investigations (e.g., naturalistic observation of things or events, data collection, controlled experiments), depending on the questions they are trying to answer ** **plans and conducts simple investigations (e.g., makes systematic observations, conducts simple experiments to answer questions) ** **uses simple equipment and tools to gather scientific data and extend the senses (e.g., rulers, thermometers, magnifiers, microscopes, calculators) ** **knows that good scientific explanations are based on evidence (observations) and scientific knowledge ** **knows that scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations ** **knows that scientists review and ask questions about the results of other scientists work ** **knows that different people may interpret the same set of observations differently ** **knows constraints that must be considered when designing a solution to a problem (e.g., cost, materials, time, space, safety, scientific laws, engineering principles, construction techniques, appearance, environmental impact, what will happen if the solution fails) ** **implements proposed solutions using appropriate tools, techniques, and quantitative measurements ** **evaluates a product or design (e.g., considers how well the product or design met the challenge to solve a problem; considers the ability of the product or design to meet constraints), and makes modifications based on results ** **assembles, disassembles, and tests systems (e.g., in logo programming, using paper and pencil designs) ** **knows that although the same scientific investigation may give slightly different results when it is carried out by different persons, or at different times or places, the general evidence collected from the investigation should be replicable by others ** **knows that people of all ages, backgrounds, and groups have made contributions to science and technology throughout history ** **knows that although people using scientific inquiry have learned much about the objects, events, and phenomena in nature, science is an ongoing process and will never be finished **knows that scientists and engineers often work in teams to accomplish a task ** Primary Science Curriculum 2010 50
LEARNER OUTCOMES GRADES: GRADES: 1 6

GRADE 1 GRADE 2 Identify body parts (external) Identify a variety of animals of humans. in your environment. Describe the functions of external body parts. (legs, arms, torso, head) Infer and identify the five sense organs in the human body. Describe the functions of the five sense organs. Explain how the senses work together to tell us about our surroundings/ environment/ world. Identify the stages in human development. Describe physical changes that occur at each stage of development. Compare physical abilities of infants, children, and adults Describe habits that help people stay healthy. Group animals by body coverings and parts. Describe how animals move from place to place. Identify things animals need for survival. Describe ways that animals get food. GRADE 3 Define the term vertebrates. GRADE 4 Distinguish between vertebrates and invertebrates. Describe traits common to all invertebrates. Identify five invertebrate groups. GRADE 5 Describe traits common to all invertebrates. Describe the characteristics common to crustaceans. Identify invertebrates that are crustaceans. Explain the impact of crustaceans on the Bahamian economy. Research the laws that govern the preservation and conservation of the spiny lobster. Explain the characteristics of mollusks. Identify invertebrates that are mollusks. Classify mollusks as no shell, one shell and two shell types. Explain the impact of the queen conch on the Bahamian economy GRADE 6 Identify and describe parts of the cell and their functions. Differentiate between plant and animal cell (microscope). Observe plant and animal cell parts and record their functions. Use specimen or pictures to classify four types of fungi by their traits. Distinguish between harmful and helpful fungi.
SCIENCE
Classify vertebrates according to their characteristics. Describe the traits common to vertebrates.
Identify and describe vectors Identify the main traits of that are vertebrates. insects and spiders. Compare mammals to birds. Compare traits of insects and spiders.
Define the term habitat.
LIFE
Compare reptiles, fish and amphibians. Observe and describe body parts of fish and their functions. Infer how body parts of vertebrates help them survive. Observe visuals or models to identify the parts of the digestive system.
Describe the life cycle of mosquitoes and cockroaches. Investigate how insects use mimicry and camouflage Identify the main parts of the respiratory system. Demonstrate the importance of the respiratory system.
Compare animal habitats.
Compare and contrast the growth of fungi to the growth of plants. Research and describe traits common to all sponges. Describe the traits of echinoderms. Research to distinguish between different kinds of worms.
Identify the parts of the skeleton. Explain the functions of the skeleton.
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GRADE 1 Identify foods that help to keep the body healthy.
GRADE 2 Describe the location of the skeleton in the body.
GRADE 3 Experiment to communicate how food is broken down.
GRADE 4 Identify the main parts and the importance of the Nervous System. Identify risk factors to health and how they may be reduced. Identify safety procedures for natural disasters. Investigate plants with seeds and without seeds. Classify plants with flowers and plants with cones.
GRADE 5 Analyze ways to preserve and conserve the queen conch. Explain the characteristics of stinging-cell animals. Identify invertebrates that are stinging-cell animals. Define the term vector.
Infer what happens if your body is not kept clean. Identify the things living things need to stay alive. Identify and describe ways people use plants and animals. Name animals that are sources of food, clothing and shoes. Name plants that people eat.
Identify muscles in the body. Explain the function of muscles. Demonstrate how muscles work. Explain how healthy habits affect your bones and muscles. Experiment to tell what plants need to grow.
SCIENCE
Investigate to explain the functions of the digestive system. Infer how proper nutrition is related to good health. Investigate appropriate exercises and food to develop a healthy lifestyle. Identify the seven main food groups, and explain the nutrients found in each group. Identify health resources.
GRADE 6 Examine a variety of invertebrates and classify them as sponges, echinoderms and worms. Identify parts of the Circulatory System. Discuss and label a simple diagram of a heart. Investigate and describe the function of the heart. Research and identify the blood vessels in the circulatory system. Investigate and identify risk factors to health and how these may affect the circulatory system. Research and describe the functions of the Immune System. Explain how negative habits affect the Immune System. Identify risk factors to health and how these risks may be reduced.
Observe specimens of flowers to identify the parts of a flower, and explain its function.
Identify invertebrate vectors.
Compare monocots and dicots.
Describe characteristics of invertebrate vectors. (insects) Explain how vectors affect the health and well-being of Bahamians. Describe diseases caused by invertebrate vectors and their treatments. Discuss ways to eliminate vectors. Explain instincts that help animals meet their needs.
LIFE
Identify animals used as pets and animals that help people work. Classify living and nonliving things. Compare living and nonliving things. Identify the two main groups of living things.
Observe plants to identify plant parts. Identify seeds from various plants. Classify seeds according to color, size and shape. Compare seeds from various plants.
Observe plants to identify parts using hand lens. Experiment with plant parts and describe their functions. Investigate to describe the function of seed parts. Experiment with seeds to describe its growth patterns.
Predict which of two seeds will germinate first. Compare the growth rate of two plant specimens. Identify and describe indigenous flowering plants in The Bahamas. Define food chain and web.
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GRADE 1 Compare traits of plants and animals. Identify places where plants and animals live.
GRADE 2 Identify plants and animals that live in the schoolyard. Identify plants and animals that live in their backyard.
GRADE 3 Investigate to describe the function of seed parts. Experiment with seeds to describe its growth patterns.
SCIENCE
Explain how plant parts help them to live in different places. Explain how body parts and coverings help animals live where they do. Describe ways plants and animals help each other. Infer what are vectors and where they live. Discuss ways to prevent breeding.
Identify plants and animals that live in ponds and lakes. Identify plants and animals that live on the seashore and in the ocean. Describe ways that people can harm habitats. Describe ways that people can protect and preserve habitats. Identify vectors and discuss why they are harmful.
LIFE
Investigate living and nonliving things in a garden ecosystem. Observe a variety of model gardens (visuals) or real to identify types of gardens. (Vegetable, flower). Experiment with seeds to create a containerized vegetable garden. Use ruler to measure the growth of seedlings. Investigate the rocky and sandy shores to identify living and non-living parts.
GRADE 4 Distinguish between producers, consumers and decomposers. Create a food chain and web. Identify plants and animals that live in the pine forests, coral reefs and mangroves. Hypothesize the effect on organisms when a pine forest is damaged. Explain how a coral reef differs from other ecosystems. Explain the importance of coral reefs. Identify the four types of mangroves. Communicate characteristics of each type of mangrove/ Identify organisms found in this ecosystem. Infer the importance of mangroves.
GRADE 5 Explain two examples of learned behaviour. Differentiate between instinct and learned behaviour.
GRADE 6 Research and explain the life cycle of a flower. (plant) Predict and experiment to discover the needs of plants for growth.
Identify animals that migrate and hibernate. Identify parts of the skeletal system.
Investigate and compare the growth patterns of different plants. Experiment to show how plants respond to their environment. Explore a variety of plants to conclude their adaptive method for survival. Investigate to define a biome. Research and infer why organisms live in certain biomes. Compare and contrast the tropical rain forest to the deciduous forest. Research and compare the results of natural disasters on the environment.
Explain the function of the skeletal system. Explain why different parts of the bone are important. Infer how proper nutrition and exercise are related to good skeletal health. Explain the functions of the muscular system.
Identify places where specific Observe and classify plants vectors live/ Explain why and animals of rocky and they live in these places. sandy shores using hand lens. Describe ways to eliminate Compare a vegetable garden the habitats of vectors. and garden/farm. Compare rocky and sandy shores.
Identify parts of the muscular system and explain its function.
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GRADE 1
GRADE 2
GRADE 3 Observe a coral reef ecosystem to identify the home of the grouper. Research information on the grouper to explain why they are endangered. Investigate to infer what threats affect the grouper. Research and discuss laws that protect the grouper.
GRADE 4
GRADE 5 Classify muscles as skeletal, smooth and cardiac.
Explain why muscles must work in pairs.
GRADE 6 Communicate and summarize the effects of human activities on the environment. Research and identify animals (organisms) in The Bahamas that are endangered.
Demonstrate how skeletal and muscular systems work together. Infer how proper nutrition, rest and sleep are related to good muscular health. Describe how personality, relationship and selfconcept 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.
LIFE
SCIENCE
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GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5 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.
GRADE 6
LIFE
SCIENCE
Explain the importance of preserving national parks.
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GRADE 1 Recognize that earth is made up of land, water and air. Differentiate among bodies of water on earth.
GRADE 2 Compare and contrast rocks and minerals. Classify rocks and minerals according to color, size and shape. Explain some uses of rocks.
SCIENCE
Compare and contrast a variety of landforms. Investigate how hills are formed. List examples of natural resources. Explain how reducing, reusing and recycling can save natural resources. Identify ways water can be used. Explain the different types of weather.
Explain some uses of minerals. Describe weather in The Bahamas. Identify instruments used to measure weather conditions. Describe ways weather affects people. Explain precautions that can be taken before and during bad weather conditions for safety. Describe the differences between the moon and Earth. Analyze the source of moonlight.
GRADE 3 Investigate to identify Earths natural resources and their uses. Communicate the importance of natural resources to the survival of people. Investigate the sources of air, water, and land pollution. Investigate to discover ways to prevent pollution. Communicate the role of students as environmental stewards. Research ways to explain to care for earths resources. Explain the water cycle and its relationship to weather and climate. Interpret diagrams to explain changes that occur at each phase of the water cycle. Experiment to describe how clouds are formed. Classify clouds according to their traits.
GRADE 4 Identify the three layers of the Earth. Describe the Earths layers.
GRADE 5 Define earth resources.
GRADE 6 Identify and compare the layers of the earth. Infer what natural resources are and where they are located. Classify resources as renewable or nonrenewable. Investigate the environment to distinguish between air, land and water pollution, Research and compare coal, oil and natural gas. Research to compare/explain advantages and disadvantages of fossil fuels. Research and identify factors of weather. Manipulate/look at pictures of models of weather instruments to identify them and explain how they work. Explain the difference between weather and climate.
Observe the environment and visuals to differentiate between weathering and erosion.
Identify ocean resources.
Describe weathering and erosion. Identify the causes of weathering. Identify ocean resources.
Identify pollutants and explain how they affect marine life. Suggest strategies that avoid polluting the ocean. Explain ways to conserve the ocean. Define fossil.
EARTH
Investigate the movement of the ocean water and how it is affected by the moon. Infer what is ocean pollution/ examine its effect on organisms in the ocean. Define Meteorology.
Describe the process of fossil formation. Distinguish between types of fossils.
Observe and record weather changes using weather instruments. Observe clouds and their changes.
Describe the Earths atmosphere. Investigate the properties of air.
Define atmosphere.
Describe the layers of the atmosphere.
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GRADE 1 Name the different seasons.
EARTH
GRADE 3 Investigate to describe weather conditions associated with different types of clouds. Identify weather conditions Define the term constellation. Experiment with models to associated with each season. demonstrate Earths position in relation to the sun. Identify and describe the Examine common Experiment to describe the sun and other stars. constellations. motion of the earth around the sun. Discuss the importance of Experiment to explain the the sun. terms orbit, revolve and rotate. Name natural objects seen in Interpret visuals to show the daytime and nighttime various seasons. sky. Explain the difference Investigate to discover what between day and night. causes seasons.
GRADE 2 Describe changes in the moon.
GRADE 4 Describe the elements of Weather.
GRADE 5 Identify conditions that change weather.
GRADE 6 Research and identify the forces that cause weathering and erosion. Research to compare the traits/characteristics of storms. Investigate and record safety precautions during a storm. Collect data to compare and contrast the surface and atmosphere of the planets. Hypothesize which planets are susceptible to life. Research to identify equipment used to study objects in space. Investigate and identify pictures of vehicles used to explore the universe safely.
Distinguish between weather and climate. Measure water at various temperatures. Measure wind direction.
Describe how weather changes affect people. Measure rainfall using a rain gauge. Measure the speed of the wind using a windsock. Explain what the solar system is. Identify bodies in the solar system. Differentiate between rotation and revolution of planets. Record the differences between the years on each planet. Explain how the sun benefits the earth and other planets. Identify other stars. Identify and describe other objects in space.
SCIENCE
Demonstrate the suns effect on Earth. Record the order of the eight planets. Classify the planets as inner and outer planets. Distinguish between inner and outer planets. Create a scale model of the distances between planets.
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SCIENCE
GRADE 1 Classify objects according to their physical properties such as size, colour, shape and texture. Experiment to identify how matter changes state, size, colour, shape and texture.
GRADE 2 Define the term matter.
Describe characteristics of solids, liquids and gases.
GRADE 3 Experiment with manipulatives to identify matter as solids, liquids and gases. Investigate concrete models to compare some characteristics of solids, liquids and gasses.
GRADE 4 Observe and identify properties of matter.
GRADE 5 Explain how matter is classified.
GRADE 6 Manipulate objects to identify physical properties.
Investigate physical changes in matter.
Differentiate between substances and mixtures.
Predict and experiment to explain physical changes in objects. Manipulate equipment used to measure physical properties of matter. Experiment and record chemical changes in objects and substances. Investigate chemicals to identify some that will cause changes in matter. Research to distinguish between a physical change and a chemical change. Experiment to compare and measure matter. Experiment with magnets to locate the poles and the magnetic field. Manipulate objects to infer the relationships between motion, speed and direction.
Experiment to describe physical changes in matter. Compare pushes and pulls.
Classify objects into groups of solids, liquids and gases. Examine and identify the tools used to measure matter. Estimate the length and mass of objects.
Classify models into solids, liquids and gasses.
Observe and identify poles of a magnet.
Experiment to find out which objects (materials) a magnet will attract/repel.
Experiment to show how matter changes from one form to another. Investigate objects to observe the physical properties of matter, forms and properties of Matter. Measure the length and Experiment to discover the mass of objects. length, volume and mass of objects. Predict how much various Interpret the metric table to size containers can hold. identify metric units used to measure length, volume and mass. Experiment to discover how Experiment with a graduate much various size containers to measure the volume of can hold. liquids and solids.
Compare physical properties and physical changes in matter. Measure the mass of objects.
Define solution.
PHYSICAL
Identify solutes and solvents in substances. Define energy.
Measure the volume of different matter.
Define force, work and motion Compare the force of pushing and pulling.
Differentiate between potential and kinetic energy. Describe the effects of forces on the motion of an object.
Measure pulls using a spring scale.
Identify forms of energy.
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GRADE 1
GRADE 2 Identify the forms of energy provided by the sun. Describe the uses of energy provided by the sun.
GRADE 3 Investigate to discover the sources of energy. Research information to define fuels. Investigate to discover how fossil fuels are formed. Interpret information on the uses of energy from fossil fuels. Investigate the different forms of energy.
GRADE 4 Interpret data recorded on pushes and pulls. Investigate work and infer how (work) it is related to force. Conclude what a simple machine is. Identify various objects as wedges or inclined planes. Communicate how wedges are related to inclined planes. Discuss energy conservation. Describe ways technology is used to explore the ocean.
GRADE 5 Explain the differences between heat and temperature. Explain how energy can be changed into other forms. Discuss the impact of technology on forms of energy. Define simple machines.
GRADE 6 Experiment to explain how a simple circuit works. Investigate objects and materials to discover the effects of friction on them. Research to identify pulleys and wheel and axle.
SCIENCE
Describe the uses of energy provided by wind. Describe the uses of energy provided by water. Predict which objects are attracted to magnets.
PHYSICAL
Experiment to conclude how pulleys and wheel and axles make work easier. Identify compound machines Investigate and describe that use the lever and screw ways in which energy can be to help us do work. conserved. Explain the importance of conserving energy.
Experiment to discover which objects are attracted to magnets. Classify objects according to whether or not they are attracted to magnets. Experiment with magnets to discover which objects attract or repel.
Communicate the various forms of energy and their uses. Experiment to discover basic characteristics of light, heat, sound and electricity. Research information to identify objects that transfer electricity. Research information on magnets and their uses. Investigate and interpret pictures to identify conservation. Analyze and share ways to conserve energy.
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Overarching Goal SubSub-Goals Scope and Sequence Scope of Work
This indicates the ultimate outcome of the Primary Science Curriculum document. These six sub-goals are based on the three strands which form the framework for the curriculum. This is a table outlining objectives for each grade level showing the progression and overview of the work to be accomplished. It develops curriculum objectives with suggested content, activities, assessment and resources to facilitate and enhance the teaching/learning process. 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. 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. Ongoing processes which measure student understanding of specific learning targets or objectives. Instruments used to collect data and evaluate student performance. A prescribed set of instructions, criteria or rules that indicate the critical elements of a learning task. A general idea derived or inferred from specific instances or occurrences. Targeted proficiencies; technical actions and strategies.
Strand
Objectives
Assessment
Rubric Concept Skills
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SECTION C
The Curriculum / Scope of Work
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Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment.
CURRICULUM GUIDELINES GRADE 1 SCOPE OF WORK

TOPIC: Human Body
LEARNER OUTCOMES 1. Identify body parts (external) of humans. CONTENT Our bodies are made up of many different parts. Each part has a special job to do. On the outside, our bodies are separated into the following obvious parts, - head, torso, arms, legs, feet, hands, nose, ears, eyes, lips, toes, and fingers.
STRAND 1: CHARACTERISTICS OF ORGANISMS

ACTIVITIES 1. Use large classroom mirrors and hand mirrors to observe external parts of the body say the parts orally as they are identified. Attach word cards (external body parts) on the correct parts of the human model (three dimension or flat). Glue external body parts in the correct positions on an outline of a student (boy or girl). Use the worksheet to have students write the body part next to the part in the corresponding diagram. Sing/Demonstrate the Song Head and Shoulders, Knees and Toes. RESOURCES Caribbean Primary Science Bk. 1 Harcourt Science Bk. 2 First Steps in Science Illustrative Human Body Chart Human Body Model http://www.kidskonnect.com/conte nt/view www.kidszone.com Harcourt Health and Fitness Bk. 1 METHOD OF ASSESSMENT I. Using a human model Number the body parts Direct students to name the numbered body parts/ Attach correct word to numbered parts.
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TOPIC: Human Body
LEARNER OUTCOMES 2. Describe the functions of external body parts. (legs, arms, torso, head) CONTENT CONTENT Each major part of the body has a specific function. The legs are used for locomotion, like walking, running, jumping and swimming. The arms are used for holding things, lifting, pushing and pressing. The torso or body trunk (the area between the head and legs) is used to bend and twist our bodies around. The head contains the brain which is the control center of the body. It tells us what we see, hear, smell, taste and touch.

ACTIVITIES 2. Assign two body parts to each student to research their function. Have students READ researched information. Discuss and demonstrate why body parts are important. Play Body Match Game Students match the external body parts with correct functions. Body Collage (Students will trace their body outline) and use collage materials to enhance some body parts. Create short sentences and poems about body parts and functions. Students will have their body outline traced and used. RESOURCES http://www.teachervision.fen.co m/anatomy/lesson-plan Harcourt Health and Fitness Bk. 1 METHOD OF ASSESSMENT II. Present the body collages constructed, and explain functions of selected body parts. e.g. The TORSO/BODY TRUNK is used to bend and twist our bodies around. Human Body Puzzle Present parts of human body (cut out pieces). Give students specific time to put puzzle together correctly.
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TOPIC: Human Body - Sense Organs
LEARNER OUTCOMES 1. Infer and identify the five sense organs in the human body. CONTENT Human beings and other living things (organisms) are able to tell what is going on in their surroundings/environment by using their sense organs organs. Human beings have five sense organs. They are: 1. nose 2. eyes 3. ears 4. tongue 5. skin

ACTIVITIES 1. Observe human models and infer which parts of the human body are organs. Blind fold students and allow them to taste sample foods which are a. Sweet b. Salty c. Sour Have students identify which body part detected the taste. Draw or make a chart with a picture of an eye, ear, nose, tongue and hand. Write words or hold up pictures that match each of the sense organs that are represented by the eye (sight, vision), ear (hearing, auditory), nose (smell, scent), tongue (taste) and hand/skin (touch, feeling). For example: under the: I. Eye: (light bulb, sun, flashlight) II. Ear: (piano, music) III. Nose: (garbage, perfume, air freshner, skunk) IV. Tongue: (ice cream, hotdog, apple) V. Hand/skin: (glove, pencil, book) RESOURCES Science Horizon Kindergarten Edition. School House Press Level A Harcourt Science Teachers Edition Bk. 1 Science Horizon Big Shared BookKindergarten www.scientificpsychic.com/workbo ok www.visualdictionaryonline.com www.neuroscienceforkids.com Harcourt Health and Fitness Bk. 1 METHOD OF ASSESSMENT I. On a flat Human Model, students attach the correct card on the sense organ.
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LEARNER OUTCOMES 2. Describe the functions of the five sense organs.

RESOURCES Science Horizon Kindergarten Edition School House Press Level A Harcourt Science Teachers Edition Bk. 1 www.scientificpsychic.com/workbo ok www.visualdictionaryonline.com www.neuroscienceforkids.com Harcourt Health and Fitness Bk. 1 METHOD OF ASSESSMENT IIa. The students will be given organ parts (cut out pieces) and organ function sentences. Match the correct organ part with the correct (function) sentence strip. Glue them on the paper provided. Create a model on one of the sense organs. Write about it and present it to class
CONTENT ACTIVITIES We use our sense organs to observe, 2. SENSORY STATIONS Set up tables with hands-on materials for explore and learn about things students to touch, smell, taste, hear around us. The nose is used for smelling. The eyes are used for sight and see. or seeing. The ears are used for Some possible station items: HEARING: bells, whistles, hearing. The tongue is used for tasting and drums, spoons to tap. the skin is used for touch or feeling. TOUCH: sandpaper, play dough, finger paint, ice. VISION/SIGHT: magnifying lens, prism, colored water. SMELL: vanilla, perfume, spices, chocolate. TASTE: jelly beans, fruit slices, crackers, dill pickles, salty chips.
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LEARNER OUTCOMES 3. Explain how the senses work together to tell us about our surroundings/environment/ world. CONTENT Our sight, hearing, smell, taste and touch are senses. These senses help to keep us safe by making us aware of changes around us or of danger that may occur. Our senses work together to tell us about the outside world.

ACTIVITIES 3. In small groups play Sensory Concentration Game and Sensory, Sensory Pile On Game. RESOURCES Science Horizon Kindergarten Edition School House Press Level A Harcourt Science Teachers Edition Bk. 1 www.scientificpsychic.com/workbook www.visualdictionaryonline.com www.neuroscienceforkids.com Harcourt Health and Fitness Bk. 1 Science Horizons Bk. 1 Harcourt Science Bk. 2 Harcourt Health and Fitness Bk. 1 METHOD OF ASSESSMENT III. Create a Sense Organ/Function Booklet. (Research pictures, words, which will match with Sense Organs. Write a sentence about each Sense Organ.
SCIENCE
4. Identify the stages in human development.
LIFE
Humans begin life as babies. A young baby is called an infant The infant. infant continues to grow into a young child, a teenager, and then an adult. An adult is a fully grown person. As we grow the size and shape of our bodies change.
4a. Students make a pictorial representation of themselves from infant to five years. Label the pictures. 4b. Give the students four picture cards showing the different stages of human development. Paste the picture card on a sheet in the correct order to show the stages in human development. Discuss each stage.
IV. Give each student four different shapes. Write a different stage on each shape. Put the shapes in the correct order by attaching string to pre-punched holes on each shape.
Infant
Young Child Teenager
Adult
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TOPIC: Human Body
LEARNER OUTCOMES 5. Describe physical changes that occur at each stage of development. CONTENT Infants are small, have no teeth and sleep a lot. They cannot care for themselves. Young children can talk, walk and run. They begin to care for themselves. Teenagers grow very fast and can do most things for themselves. Teenagers become adults. Adults are able to care for themselves. They do not get taller but change as they grow older.

ACTIVITIES 5a. Give each student a paper with the headings: How I Look Now and How I May Look When I Grow Up
How I Look Now How I May Look When I Grow Up
RESOURCES Harcourt Science Bk. 2 Your Health Harcourt Brace Bk. 1 Focus on Science Level B Harcourt Health and Fitness Bk. 1
METHOD METHOD OF ASSESSMENT V & VI. Complete a worksheet. Ways You Grow. Read the title of each box. Then write or draw how humans grow and change. 1. How babies Look and Act
SCIENCE
2. Things Young Children Do
Draw a picture of yourself now. Draw what you may look like when you grow up. 5b. Make a growth chart. Measure the height of students on the growth chart. Distribute magazines to students. Have them cut and paste pictures of infants, children, and adults participating in different activities. 6. Compare physical abilities of infants, children, and adults.
3. How Teenagers Look and Act
4. How Adults Change
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TOPIC: Human Body
LEARNER OUTCOMES 7. Describe habits that help people stay healthy. CONTENT Healthy means being well. For our bodies to grow strong and healthy we can eat healthy foods, get enough rest and exercise. Meat, fish, and milk, fruits, vegetables, and breads are good foods. Exercise means moving your body. You should exercise each day. Rest means to stop moving. You rest when you sit or sleep.

ACTIVITIES 7a. Students work in cooperative groups to dramatize ways that will help them grow strong and healthy. 7b. Distribute magazines. Have students cut out pictures of people exercising and discuss why exercise is important for good health. 8. Work in cooperative groups to choose foods that will keep them healthy from a box of assorted foods. Make a list of the foods. Share with the class. RESOURCES Science Horizons BK. 1 Focus On Science Level B Your Health Activity Book Harcourt Brace Harcourt Health and Fitness Bk. 1 VIII. Complete a worksheet Snack Choices. Anna tries to eat healthful snacks when she comes home from school. Which snacks should Anna choose? Color and circle the healthful foods. IX. Create a poster to show how the body can be kept clean. E.g. bathing, washing hands, brushing teeth. METHOD OF ASSESSMENT VII. Make a web with Staying Healthy in the middle. Draw and write four things you do to stay healthy.
SCIENCE LIFE
8. Identify foods that help to keep the body healthy.
9. Infer what happens if your body is not kept clean.
If we do not keep our bodies clean we can become sick. Sick means not healthy. Germs can sometimes make us sick. Germs are tiny living things. Keeping clean helps to get rid of germs.
9a. Demonstrate several actions to the class. Discuss how the actions are unhealthy. 9b. Draw a picture to show how staying clean keeps you healthy. Write a sentence to tell about it.
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TOPIC: WHAT ARE LIVING THINGS?
LEARNER OUTCOMES 1. Identify the things living things need to stay alive. CONTENT Plants need light, water, air, warmth and nutrients from the soil to grow. Animals need air, food, water and a place to live.

ACTIVITIES 1a. Plant seeds and investigate what plants need to grow. Share what you see. 1b. Make an animal home using different materials. Place small animals in the home. Observe how your home gives animals food, water and shelter. 1c. Draw pictures of a favorite animal and tell what the animal needs in order to grow and live. 2. & 3. Students will work in pairs to investigate things people use from plants and animals using picture cards. i. Classify the cards. Sort them into groups. ii. Share your groups with the class. 4. Students will work in cooperative groups to make pictures or models of different fruits and vegetable that they eat. Make a fruit and vegetable stall and have the groups label and place their picture or drawing in it. RESOURCES Harcourt Science Bk. 1 Science Horizons Bk. 1 www.pbskids.org/eekoworld/parent steachers/lessonsk_2html METHOD OF ASSESSMENT X. Make a drawing of plants and animals in a garden on poster board. Make a list to tell what things the plants need and what things animals need to survive. Plant Needs Animal Needs
SCIENCE
LIFE
2. Identify and describe ways people use plants and animals. 3. Name animals that are sources of food, clothing and shoes.
4. Name plants that people eat.
Some animals use plants for food, to hide or to make a home for their young. People use plants (beets, cauliflower, cabbage, lettuce, corn) and animals for food (fish, chicken, cow) clothing and shelter. Plants are also used to beautify our surroundings and as medicine. People eat the meat of some animals and use their skin and other body parts to make clothing and shoes. Some animals such as dogs and cats are used as pets. Other animals can be used to help people do work.
Harcourt Science Bk. 1 Science Horizons Bk. 1 www.pbskids.org/eekoworld/parent steachers/lessonsk_2html
XI, XII & XIII. Create a class book of plants and animals that are used as food, medicine, clothing, furniture shoes, shelter, etc.
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TOPIC: WHAT ARE LIVING THINGS?
LEARNER OUTCOMES 5. Identify animals used as pets and animals that help people work. CONTENT Animals are an important part of our lives. Pets become members of our families and bring companionship and a sense of security to our homes. Some animals that help people work are: - herding dogs, sled dogs, horses, mules, cows (pulling carts), explosive, bomb or drug sniffing dogs, scent tracking dogs, for security; search and rescue dogs, elephants (transportation and moving objects), etc...

ACTIVITIES 5. Have the students observe pictures of animals at work and animals used as pets. a. Name the animals in each picture. b. Discuss how the animals are being used. RESOURCES www.kidszone.com Harcourt Science Bk. 1 Science Horizons Bk. 1 www.pbskids.org/eekoworld/parent steachers/lessonsk_2html METHOD OF ASSESSMENT XIIII. Draw a picture of an animal helping someone. Write about how the animal you drew is helping the person. Have students bring in photos of their pets and use them to describe their relationship with their pets.
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TOPIC: LIVING AND NONLIVING THINGS
LEARNER OUTCOMES 1. Classify living and nonliving things. CONTENT Plants and animals are living things things. They need food, air, and water. They can move, grow and produce other living things. Nonliving things do not need food, air, or water. They do not grow. Some nonliving things behave like living things but they need help. For example, wind moves clouds across the sky. Only living things can carry out actions without being helped.

ACTIVITIES 1a. Distribute boxes of materials with pictures of living things and pictures and items of non-living things. Have the students sort the pictures and items into two groups: Living and Nonliving. Use the pictures and items to make a collage. 1b. Give each student an object. Answer the following questions. a. Do I need food? b. Do I need air? c. Do I need water? d. Do I produce young? e. Am I Living? 2. Have the students observe a picture of a baby and a picture of a doll. Discuss how they are the same and how they are different. Distribute magazines. Have the students cut out pictures of plants and animals. Make a class chart of plants and animals. III & IV. Complete a Venn diagram. Label one side as plants and the other side as animals. Write two ways plants and animals are alike and two ways they are different. RESOURCES Harcourt Science Bk. 1 Science Horizons Bk. 1 www.schoolscience.rice.edu/science /curricula/printpreviewlearningexpe rienceonly.cfm METHOD OF ASSESSMENT I & II a. Draw a picture of a living thing and a nonliving thing. b. Write about two traits about what you drew. Have students collect examples of living things and non-living things in the schoolyard, bring to class and categorize them as living or nonliving.
SCIENCE LIFE
2. Compare living and nonliving things. 3. Identify the two main groups of living things.
3.
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LEARNER OUTCOMES 4. Compare traits of plants and animals. CONTENT Plants and animals need food. Most plants make their own food. Animals must find their food. Animals move from place to place. Plants do not. They can only move some of their parts.

ACTIVITIES 4a. Have the students choose a plant and an animal to observe for a length of time. On a weekly basis, have them draw any changes they observe in the living things. 4b. Take a nature walk with your class. Look for plants and animals. Record what you see on your nature walk. RESOURCES www.hden.k12wi.us/k8/firfor.htm Harcourt Science Bk. 1 Science Horizons Bk. 1 METHOD OF ASSESSMENT IV. Have students play Whats My Trait Game. Distribute pictures and trait strips of plants and animals. Have students work in groups to align the trait to the plant or animal and explain why they made their choices.
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LEARNER OUTCOMES 1. Identify places where plants and animals live. CONTENT Plants can be found living almost everywhere. Some plants live in wet and shady places such as a forest. Some live in very dry places such as the desert. Some plants live where there is ice and snow, and others may live in the ocean. Animals can also be found living in different places. Some animals live in caves, holes in the ground, in the ocean, under stones, in trees and on the bodies of other animals.

ACTIVITIES ACTIVITIES 1a. Rain Forest in a jar Procedure: i. Put pebbles, soil, and plants in a jar. ii. Water the plants. Put the lid on the jar. iii. Put the jar to get some light. iv. Wait one day. Observe. How is this like a Rain Forest? 1b. Make a Bird Feeder Procedure: i. Cut the top off a plastic jug. Punch holes on both sides. ii. Tie string through the holes. iii. Pour some birdseed inside. Hang outdoors. iv. Observe birds that eat the seeds. 1c. An Animal Home Procedure: i. Put soil, twigs, rocks, water and a small animal in a box. ii. Observe how the animal uses its home. iii. Draw what you see. Close the lid. RESOURCES Harcourt Science Bk. 1 Science Horizons Bk. 1 Focus On Science Level B METHOD OF ASSESSMENT I. Divide a poster paper in half. Draw the plants and animals that you would find living in two different places. Label the plants and animals in your drawings.
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LEARNER OUTCOMES 2. Explain how plant parts help them to live in different places.

RESOURCES Science Horizons Bk. 1 www.hden.k12wi.us/ks/firfor.htm Harcourt Science Bk. 1 A World of Science Bk. 1 ASSESSMENT METHOD OF ASSESSMENT II. Complete a Worksheet. A. Match each word with a plant part: (observe a picture of a plant) cone flower leaf stem root seed B. Write briefly about these places where plants live: Desert, forest, pond
CONTENT ACTIVITIES The parts of a plant help it to live 2a. Plant Parts i. Observe a plant with flowers. where it does. Some plants have Look at the parts of the plant. different types of leaves stems and leaves, stems, roots that help them survive in Draw what you see. different environments. ii. Look at the parts of another plant. Draw what you see. Animals have body parts and coverings that help them live where iii. Compare the plants. Tell they make their homes. about their parts. 2b. Desert Leaves Materials: 2 paper clips, water, wax paper, 2 paper towel leaf shapes. Procedure: i. Make both leaf shapes damp. Put one shape on wax paper. Fold the paper over. Clip it. ii. Put both leaves in the sunlight. Check them after an hour. iii. Which leaf holds water longer? Draw a conclusion. 2c. Collect different leaves and make leaf rubbings. 2d. How are birds beaks different? Materials: 2 sticks, 2 clothespins, glue, straw pieces
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LEARNER OUTCOMES CONTENT

ACTIVITIES Procedure: a. Glue two sticks to a clothespin. Pretend it is a long beak. b. Get another clothespin. Pretend it is a short beak. c. Pick up a straw with the long beak and then the short beak. Which beak would be better for crushing seeds? RESOURCES METHOD OF ASSESSMENT
SCIENCE
3. Explain how body parts and coverings help animals live where they do.
Science Horizons Bk. 1 www.hden.k12wi.us/ks/firfor.htm Harcourt Science Bk. 1 A World of Science Bk. 1
III. Draw a picture of an insect in a garden. Write or illustrate two ideas about how the insect uses it legs.
LIFE
4. Describe ways plants and animals help each other.
Plants and animals live together and help each other. Plants need animals to carry seeds and to make the soil better. Animals need plants for food, shelter and protection.
4a. How Seeds Stick to Animals Materials: Styrofoam ball, glue, velcro, cotton, sandpaper Procedure: a. Observe pictures of seeds or seeds on plants. How might these seeds stick to animals? b. Plan a model of a seed that sticks. Choose materials to glue to the ball.
Focus on Science Level B Harcourt Science Bk. 2 Harcourt Science Bk. 1 www.kidszone.com www.pbskids.org/eekoworld/parent steachers/lessonsk_2html
IV. Give each student a pattern of a plant and a pattern of an animal. On the plant pattern write two ways plants help animals. On the animal pattern write two ways animals help plants.
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ACTIVITIES c. Investigate your materials. Which ones stick to the cotton? The cotton is like animals fur. 4b. Go outside with your class. Observe the animals and plants in one area. Record the different ways small animals use the plants. e.g. food, shelter, etc. RESOURCES METHOD OF ASSESSMENT
SCIENCE
5. Infer what are vectors and where they live.
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Animals that spread diseases are called vectors vectors. Rats, cockroaches, mosquitoes and houseflies are vectors. Vectors live in places where they are able to find food, shelter and the right conditions for laying their eggs. These places are usually dirty and filled with garbage.
6. Discuss ways to prevent breeding.
5 & 6a. Students will work in cooperative groups to make models of vectors and where they live. i. Tell why you think vectors would like living in these places. ii. Tell what they can do to help prevent vectors from breeding. 5 & 6b. Take a tour of the schoolyard. Observe and record anything that may contribute to the development of vectors. Discuss what they can do to help prevent vectors.
Vectors handouts Ministry of Health and the Environment/Vector Control Section School Health and Family Life Education Curriculum Module Reducing Pests and Insect Vectors.
V & VI. Construct a model of a vector. On a sheet of paper: a. tell where your vector lives. b. tell what you could do to stop this vector from breeding/laying eggs.
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Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe.

TOPIC: THE EARTH STRAND 2: PROPERTIES AND STRUCTURE OF EARTHS SYSTEMS
RESOURCES A Globe/World Map www.scign.jpl.nasa.gov/learn/plate/ htm www.enotes.com>science Fact Finder Harcourt Science Bk. 1 Science Horizons Bk. 1 2. Differentiate among bodies of water on earth. Most of the Earth is covered with water, much of which is saltwater saltwater. Water that is not salty is called freshwater. freshwater An ocean is a large body of saltwater. Saltwater is also found in many ponds in The Bahamas like the ponds in Cat Island, Exuma and Long Island. Streams, rivers, and lakes are bodies of freshwater. A stream is a small body of moving water. A river is a large body of moving water. A lake is a still body of water with land all around it. 2a. Field Trip: Visit an area where a pond/lake can be observed. Discuss similarities and differences. Harcourt Science Bk. 1 Science Horizons Bk. 1 www.harcourtschools.com/activity/t ypes_of_land_z/ II. Study body of water pictures. Cut and paste the correct name of each body of water under each picture. Complete a vocabulary wheel. I. METHOD OF ASSESSMENT Create a pamphlet providing facts about the earths structure. LEARNER OUTCOMES CONTENT ACTIVITIES 1. Recognize that earth is made The earth is the planet we live on. 1a. Create a 3-D clay model of Earths up of land, water and air. Earth is ball (sphere). Earths surface is exterior. covered with water and land Most of land. the earth is covered with water. A 1b. Play vocabulary charade. blanket of air called the atmosphere surrounds the earth. (Air is a mixture of gasses.)
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EARTH
2b. Give each student a sheet of construction paper. Draw a shape www.hcbe.net/ito?powerpoints/soci of an island on the paper. On a separate sheet of paper draw, alstudies/files colour and cut out four different bodies of water. Paste and label bodies of water on your island.
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TOPIC: THE EARTH
LEARNER OUTCOMES 3. Compare and contrast a variety of landforms. CONTENT The surface of the Earth has many special folds or wrinkles called landforms. landforms Landforms include hills, valleys, mountains and flatlands. A hill is a raised area or mound of land. A valley is a low place between mountains or hills. A plain is a flatland. A mountain is the highest kind of land. 3.
STRAND 2: PROPERTIES AND STRUCTURE OF EARTHS SYSTEMS

ACTIVITIES Distribute modeling clay. Allow students to make models of two different landforms. Record on a chart how they are alike and how they are different. RESOURCES www.kidsgeo.com/...forkids/0031whatarelandforms.php www.kidsgeo.com/...kids/0032understandinglandforms ASSESSMENT METHOD OF ASSESSMENT III. Look through magazines. Cut out pictures of different landforms. Make a collage with the pictures. Write two sentences to tell how the landforms are alike and how they are different. Use a triangle Venn to compare four landforms.
SCIENCE
4. Investigate how hills are formed.
5. List examples of natural resources.
4a. Students work in groups to investigate how to make a model of a hill using sand, soil and water in a pan. 4b. Visit a hill. Discuss how it may have formed. Everyday we use materials that come 5a. Distribute materials to make a from the Earth. chart. A natural resource is anything that Things I Saw Outside people can use. Water, air, rocks, animals plants soil, plants and animals are natural water land resources. We can take care of Go outside and observe everything natural resources by planting new around you. Draw and label the trees, keeping the air and water things that belong in the chart. clean. Share your chart with the class. 5b. Use the Jig Saw Strategy.
www.edu.pe.ca/southernkings/hills mc.htm
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IV. Draw a picture of a hill. Then draw a picture of yourself on the hill. Write sentences to tell about your picture.
Harcourt Science Bk. 1 www.answers.com/.../what_are_so me_of_the_Bahamas_natural_resour ces
V. Divide a paper into three sections. Draw and label a picture of a natural resource on each section. Then write a sentence under each picture.
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TOPIC: THE EARTH
LEARNER OUTCOMES 6. Explain how reducing, reusing and recycling can save natural resources. CONTENT People can reduce the use of resources by using only the amount that is needed. Resources can also be reused. To reuse is to use something over and over again. Also, recycling materials will help them last longer. Things such as newspaper, glass, plastic and cans can be recycled. Recycling resources is to take something that was used for one thing to make something new.

6a. ACTIVITIES Tree Planting. Have the students assist with identifying an area in the school to plant a tree. Discuss the importance of trees. Working in groups, give each group a box of items and three bags labeled can, plastic and paper. Students will sort the items in the box and place them into the correct bag to be recycled. Continue the activity throughout the day. Recycling: Display on a bulletin board titled Recycling. Provide word cards. Label: newspaper, glass, plastic and cans. Have students cut out and post newspaper articles or pictures of recyclable materials under the labels. Make a personal compost bin. RESOURCES www.nrdc,org/thisgreenlife/0802.as p The Story of Stuff www.kids.niehs.nib.gov/recycle.ht m www.epa.gov/osw/conserve/rrr/recy cle.htm ASSESSMENT METHOD OF ASSESSMENT VI. You want to take care of resources in your school. Create a plan. (Tell each thing you would do. Tell why each thing would help.) Tell at least four things you would do and describe how each one would help take care of the resources in your school.
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b.
c.
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d.
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TOPIC: THE EARTH

ACTIVITIES 6a. What covers most of the Earth? Materials: world map, blue circles, brown circles Procedure: 1. Look at the map. 2. Cover water with blue circles 3. Cover land with brown circles. 4. Count the blue circles. 5. On a sheet of paper record which colour you used more of and what covers most of the Earth. 6b. Moving Water. Cut a cardboard tube in half the long way. Put the halves on a tray. Put something under one end of one half. Pour water into each half. Observe. Infer how the lands shape makes rivers or streams flow quickly or slowly. 6c. Students will make a flap book to tell how the ocean is different from another body of water. RESOURCES Harcourt Science Bk. 1 www.utm.edu/departments/cece/old -site/esamk2.shtml METHOD OF ASSESSMENT VI & VII. Students divide a sheet of construction paper into three sections, labeling each section with the name of a body of water. Draw a picture of each showing its unique characteristics. Write a sentence about each picture. Use data collected from What covers most of the earth? To create a pictograph.
EARTH
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TOPIC: THE EARTH

ACTIVITIES Procedure: a. Have students fold a sheet of drawing paper in halves, first horizontally and then vertically. b. On the right side of the inner sheet, have them cut a flap that can be folded back to reveal the inner part of the back cover. c. Write facts about the ocean and another body of water. Tell how they are different. 8. Can Water Cool You? Materials: thermometers, small towels, timer Procedure: Wrap one thermometer in a damp towel. Wrap another in a dry towel. Check them after 10 minutes. Which is cooler? How can you use water to keep your body cool? RESOURCES METHOD OF ASSESSMENT
SCIENCE
7. Identify ways water can be used.
EARTH
People use water for drinking, cleaning, cooking, washing, and for other purposes.
VIII. Cut and paste pictures of people using water. Explain each picture. Provide pictures depicting situations where water is needed. Write these situations on cards. Have students explain what is happening and tell how water can be used to correct the problem.
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TOPIC: WEATHER AND SEASONS
LEARNER OUTCOMES 1. Explain the different types of weather. CONTENT Weather is what the air outside is like. The weather may be warm, cool, snowy, windy, rainy, cloudy or sunny. Weather can change. One way to measure weather is to find the temperature. Temperature measures how hot or cold something is. A thermometer is a tool for measuring temperature. We can also measure the wind. A wind vane can tell us the direction of the wind.

ACTIVITIES 1 & 2a. Daily Weather. Observe the changes in weather each day for a week. Make a chart. Record what you see using basic weather symbols.
Daily Weather
Mon. Tues. Wed. Thurs. Fri.
RESOURCES Harcourt Science Bk. 1 Science Horizons Bk. 1 www.totaltrainingsols.com/grade1/g rade1.htm
SCIENCE
METHOD OF ASSESSMENT I & II. Create a flip chart to show four different weather conditions. Use basic weather instruments to further explain which weather conditions will be measure. (Example: A thermometer will measure the temperature.)
2. Observe and record weather changes using weather instruments.
3. Observe clouds and their changes.
Clouds help us to decide what type of weather to expect. Light, fluffy clouds often mean nice, sunny weather. Thick, gray clouds often bring rain or snow.
Draw or write what you observed and record it on the chart. 1 &2b. Observing Weather. Look out the window. Observe the sky. Observe what people are wearing. What can you tell about the weather? Repeat each day for a week. Make a chart to show weather data. 3a. How Clouds Form Materials: jar with lid, very warm water, ice cubes Procedure: i. The teacher put the warm water in the jar. ii. Turn the jar lid upside down on the jar. Observe. iii. Place ice on the lid. Observe. Infer how clouds form.
EARTH
www.n.att.com/wired/fil/pages/listcl oudssu1.html
III. Fold a construction paper in half. Cut out a cloud shape. Open the paper.
On one half of the paper draw clouds you would see on a sunny day. On the other half draw clouds you would see on a rainy day.
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ACTIVITIES 3b. Cloud Journal. Keep a journal of clouds and the weather. Each morning, draw the clouds you see. Predict what the weather will be like. 4a. Make a Four Seasons poster. Fold a big sheet of paper into four parts. Label each part for a different season. Add pictures of things you like to do in each season. Talk about how the weather changes. 4b. Seasonal Fashion Show. Hold a seasonal fashion show with the students. Students can bring in outfits that they wear during the different seasons and model them. Discuss why their outfits are appropriate for each season. 5a. Dress up a Tree for a Season. Divide students in cooperative groups. Give each group a tree template and a set of materials to place on the tree. RESOURCES METHOD OF ASSESSMENT
SCIENCE
4. Name the different seasons.
EARTH
5. Identify weather conditions associated with each season.
A season is a time of year. The seasons are spring, summer, fall and winter. Weather changes when a new season comes. In spring the weather gets warm, spring, the rain falls and plants begin to grow. In summer the weather can be hot, plants grow leaves and flowers. In fall the weather gets cool. Some trees lose their leaves. In winter the weather can be cold and snow falls. Many plants have no leaves. In The Bahamas, the weather is usually warm and sunny most of the year.
Harcourt Science Bk. 1 www.brain.popjr.com/science//weat her/seasons/grownups.weml
IV & V. Give each student a circle wheel divided into four sections. Write the name of a season on each section. Then draw how a tree would look during each season of the year.
www.firstschool.ws/activities/crafts/colors/dre sstree.htm
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ACTIVITIES E.g. Summer Tree decorate with fruit cut outs or sticker. Winter Tree glue cotton balls on the tree and glue some under it for a winter effect. 5b. Swim! Ask the students: Why do you swim in summer and not in winter? Put a cup of water under a lamp. (Caution teacher the lamp may be hot) Put another cup of water in a shady place. Which cup of water warms up faster? Discuss. Remind students not to touch the lamp. RESOURCES METHOD OF ASSESSMENT
EARTH
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TOPIC: CHANGES IN THE SKY
LEARNER OUTCOMES 1. Identify and describe the sun and other stars. 2. Discuss the importance of the sun. CONTENT A star is an object in the sky that gives off light. The sun is a star. It is the closest star to Earth. The sun lights the sky each day. It is made up of very hot gases and heats the earth. Some stars seem to make patterns in the sky. In the daytime sky, you may see clouds and the sun. In the night time sky, you may see stars, planets, and the moon. The moon is a huge ball of rock. Sunlight only reaches one part of the earth at a time. The part that sunlight reaches has day. The part that sunlight does not reach has night. The earth is turning all the time. It takes the earth 24 hours to make one complete turn. As the earth turns, it causes some places to move into the light and other places to move away from the light into the dark.
STRAND 2: UNIVERSE AND THE SOLAR SYSTEM

ACTIVITIES 1 & 2. Make a model of the sun and some other stars. Write one way the sun helps living things. Use the other stars to make a pattern. RESOURCES Harcourt Science Bk. 1 Science Horizons Bk. 1 www.hspscience.com METHOD OF ASSESSMENT I, II & III. Make a sun and stars flip book. Draw a picture of the sun and clouds on Earth during the day. Write one sentence about it. On another page draw a picture of the stars and moon at night. Write a sentence about it. III. Complete a Worksheet. Finish the chart. Look at the day sky and the night sky. Write what you see under each heading. Things in the Day Sky. Things in the Night Sky.
SCIENCE
3. Name natural objects seen in the daytime and nighttime sky.
3. The Sky. Make a chart to record what you see in the sky during the day and what you see at night.
EARTH
4. Explain the difference between day and night.
4. Day and Night. Make a model of the sun and Earth. The flashlight is the sun. The globe is Earth. Tape on the labels Sun Earth Ask a partner to hold Earth. Shine the flashlight on Earth. The side facing the sun is having day. The other side is having night.
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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.

TOPIC: PROPERTIES AND CHANGES IN MATTER
LEARNER OUTCOMES 1. Classify objects according to their physical properties such as size, colour, shape and texture. CONTENT Through our senses, we become aware of the world around us. Your senses help you learn about things. Everything in our environment is called matter Matter occurs in matter. different sizes, shapes, colours, textures and weight. Some forms of matter, such as air, cannot be seen. Matter can be changed by cutting, freezing, melting, burning and mixing. We can use our senses to discover how the various forms of matter are alike or how they are different. ACTIVITIES 1. Take students on a nature walk around the school. a. One group can identify things in nature that have specific colours. E.g. leaves, flowers, rocks, animals etc. b. The other group can find things with certain shapes. 2. Students manipulate tools for measuring weight and length.
STRAND 3:
RESOURCES Harcourt Science Bk. 1 www.ckcolorado.org/units/1st_grad e/1_matter_statesproperties.pdf www.kids.aol.com/homeworkhelp/junior/science/matter METHOD OF ASSESSMENT I. Students close their eyes. Then, put a hand into a bag to guess what the object is by its shape and texture. Other things can be used for students to infer what they are by using the senses.
SCIENCE
2. Experiment to identify how matter changes state, size, colour, shape and texture.
II. Students take items out of a bag to sort by size, shape and colour. Teacher provides ice. Let the ice melt. Students draw a picture to show before and after melting. Write one sentence to state the change in matter. Students, with parents assistance, make a fruit salad. Each student will explain how the salad was made. They will also state the changes that occurred to the fruits. Students make a Matter Kit using a show box. In the box they will put two items that are solid, 2 liquid and 2 gas. Demonstrate in front of the class by telling which item is solid, liquid and gas.
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TOPIC: PROPERTIES AND CHANGES IN MATTER
LEARNER OUTCOMES 3. Experiment to describe physical changes in matter. CONTENT ACTIVITIES 3. Divide students into groups. Each group will have three objects. They will make predictions about the weight of each one. Then put them on the scale (weight) to test predictions. 4. Teacher allows students to perform certain activities, then explain the changes that take place. E.g. cutting paper, pouring liquids into containers with different shapes and sizes.
STRAND 3:
RESOURCES Harcourt Science Bk. 2 METHOD OF ASSESSMENT I. Students explore physical changes in matter by conducting an experiment involving cubes of ice, butter, and clay and record changes. (Group assessment)
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TOPIC: FORCES AND ENERGY
LEARNER OUTCOMES 1. Compare pushes and pulls. CONTENT A force is a push or a pull. Pushes and pulls make things move or stop moving. A push or a pull can make something change direction. A hard push moves things quickly, but a gentle push moves things slowly. When objects are pushed, they move away from us, but when objects are pulled, they move towards us. Heavy objects need more force to be moved than light objects. Forces such as wind and flowing water can be used to make things move also. A magnet is a piece of iron that can attract or pull things. The things it pulls are usually made of metal. Some magnets are found in nature (lodestone). A magnet has two poles. These are the places where its pulling force is strongest. Every magnet has a north pole and a south pole. They are often called the N pole and the S pole. Two poles that are different attract each other. Two poles that are the same, repel or push each other away.
STRAND 3:
ACTIVITIES 1. The whole class stands and as the teacher says push or pull, the students would demonstrate each activity. 2. The class will be divided into groups. Each group will be given an activity to perform by pushing or pulling, the other students will guess what the group is doing. 3. Students demonstrate how they would move a big boulder. Then, they would demonstrate how they would move a box of cotton. Class discussion would follow to compare the activities. 4. Students make a model of a windmill. RESOURCES Harcourt Science Bk. 1 Harcourt Science Bk. 2 www.regentedu/acad/schedu/pdf/mcms/force_m otion_energy-gr.1pdf www.eduplace.com/kids/hmxs/gl/m agnets/cricket//sec14cc.html METHOD OF ASSESSMENT I. The students will draw two pictures to show a fish being caught. Write two sentences to explain how they got the fish out of the water. Use the words push or pull to explain. Picture showing Mom grocery shopping with a trolley. Write three sentences to ..3 .3explain how the trolley was moved. Use the words push and pull.
PHYSICAL
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2. Observe and identify poles of a magnet.
Harcourt Science Bk. 1
II. Students complete teacher prepared worksheet which has pictures of activities. The students will study the pictures, then write Push or Pull under each picture. Examples: child pushing a car on the floor, child pushing a dog that refuses to move, Mom mopping (pushing and pulling), etc.
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LEARNER OUTCOMES 3. Experiment to find out which objects (materials) a magnet will attract/repel.
STRAND 3:
RESOURCES Harcourt Science Bk. 1 Harcourt Science Bk. 1 Houghton Mifflin Science Discovery Works. Bk. 1 Workbook Text Book METHOD OF ASSESSMENT Students use magnets to pick up paper clips, pins or thumb tacks to demonstrate the objects that will be attracted. They will draw the picture after making the observation. Under the picture, explain where the poles are on the magnet and state how they know that. Students experiment with magnets to feel the push and pull of the magnets. Put no less than three magnets together. Three bar magnets. The students will write N or S to show how the poles are lined up for the magnets to attract. They will write about three sentences to explain why the magnets attract. ( N 1 ) ( 2 ) ( 3 S N S N Magnets attract (pull) ) S
CONTENT ACTIVITIES Magnets attract most objects made 1. Divide students into groups. Give of metal such as iron and steel. each group 3 objects to predict whether a magnet will attract it or repel it. Then they will experiment to test their predictions. All of the objects will be classified under the headings: Attract and Repel Repel. 2. Children play the game Go Fish. The children can be divided into groups or remain as a whole class. Draw a pond on the floor. Put little fish shapes into the pond. Some fish will have tape on them; others will have paper clips attached. Students will cast a fishing line with a magnet tied to it to catch the fish. Students can take turns competing to catch the most fish. 3. Making magnets: The students will be divided into groups. Metal objects such as paper clips, nail, and scissors will be placed in each group. Each object will be tested to see if it would attract paper clips. Then the objects will be stroked twenty times in the same direction.
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LEARNER OUTCOMES CONTENT ACTIVITIES Then, it will be tested again to see if the paper clips would be attracted. Discussion will follow.
STRAND 3:
RESOURCES METHOD OF ASSESSMENT Group assessment. Each group will be given objects to use as a magnet: nail, pen, file, comb, etc. They will stroke the objects to magnetize them. Then, they will attempt to attract objects such as tissue, yarn, thread, paper, etc. This activity will be demonstrated in front of the class. The assessment will be based on the success of the experiment.
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TOPIC: ANIMALS
LEARNER OUTCOMES 3. Identify a variety of animals in your environment.

CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT 1. Go on a nature walk around the Science Horizons Bk. 1 There are many animals in the I, II & II. Put together puzzles where schoolyard. Use hand lens to observe world. Animals that are similar are animals must be matched with their Science Horizons Bk. 2 various animals. Make a list of all of placed in the same group. correct body parts or coverings. the animals you see. Scientists use grouping to study the Then, write the name of the animal Or Sea for Yourself (fieldtrip to look Harcourt Science Bk. 1 habits of animals. Some of the under the completed puzzle and at what lives on the beach). things that scientists look for when record the way the animal moves. Harcourt Science Bk. 2 2. Cut out various pictures of animals. deciding which group to put an Glue them onto colored paper into Scott Foresman Science Bk. 2 animal in, are the animals body groups based on body coverings and parts, what materials cover the parts. Discuss why each animal http://www.enchantedlearning.com/ animals body, where the animal belongs in a certain group. Predict coloring/ lives and how it moves, breathes and how they move, based on the body feeds. http://animals.nationalgeographic.co parts observed. Animals have different body m/animals 3. Play the game Animal Charades. coverings. Some animals have fur. Students will choose a word card from Others have feathers or scales. a box with the name of an animal on http://animals.com Some animals use special body parts it. They will act out the way the to fly swim hop or walk fly, swim, walk. animal moves. The class will guess the name of the animal based on the movements. (e.g. If the word frog is chosen, the student may hop around the classroom.) Animals need food air and water to 4. Make mobiles (using hangers) to food, Science Horizons Bk. 1 IV & V. Create a brochure all about show that animals need food, air, live. animals. In it, write: What water and shelter to live. Animals also need a safe place to Discovery Works Bk. 2 Animals Need to Survive and live. A shelter is a safe place to live. 4 & 5. Draw a picture of a favorite Describe how various Animals get animal and research what the animal The Learning Site: their Food. Animals use different body parts to needs in order to grow and live. www.harcourtschool.com/activity/a get food. (E.g. A giraffe uses its long Create a model to demonstrate what nimalneeds neck to reach leaves at the top of a body parts the animal uses to obtain tree.) its food.
SCIENCE LIFE
4. Group animals by body coverings and parts.
5. Describe how animals move from place to place.
6. Identify things animals need for survival. 7. Describe ways that animals get food.
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TOPIC: ANIMALS

ACTIVITIES ACTIVITIES 4. Observe a classroom pet or an animal in the schoolyard and discuss their needs. 6. Discuss what a habitat is. Make a model of an animal habitat. E.g. birds nest or wasps nest. 7. Play a matching game called Find My Home. Match pictures of various animals to their correct habitats. Compare the different ways animals use their homes. 6 & 7. Go on a nature walk around the schoolyard. Observe various habitats (e.g. birds nest, wasp nest, under a stone or log). Discuss what a habitat is and the traits the animal has that allow it to live there. 7. Observe two pictures of different animal habitats. Discuss and record how they are alike and different. Infer what would happen if you moved an animal from one habitat and placed it in the other. RESOURCES METHOD OF ASSESSMENT
6. Define the term habitat.
A place where an animal lives is called its habitat habitat. Animals find habitats where they can meet their needs. Animals get food water and shelter food, from their habitats. Animals can live on land, in water, or in the air. They can even live in trees or under the ground.
Scott Foresman Science Bk. 2 Harcourt Science Bk. 2 Discovery Works Bk. 2 http://www.goerie.com/animals/ani mal_habitats.html
SCIENCE
15.
Compare animal habitats.
VII. Give students a sheet of paper with two scenes of different habitats. Have them draw pictures of various animals that live in each habitat or cut out pictures from a sheet provided and glue them on the appropriate habitat. VI & VII. Write down four sentences describing what a habitat is and how the two habitats are alike and different. VIII. Complete the table. Animal 10. fish 11. bird 12. wasp 13. ant 14. frog Habitat
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TOPIC: THE HUMAN BODY
LEARNER OUTCOMES Identify the parts of the skeleton. CONTENT Your bones fit together to make your skeleton Your skeleton holds skeleton. up your body and gives it shape.
STRAND 1: STRUCTURE AND FUNCTION OF LIVING SYSTEMS

RESOURCES Harcourt science Bk. 2 METHOD OF ASSESSMENT I & III. On a piece of paper, glue various bones together to complete a skeleton. Then, label its parts.
SCIENCE
Explain the functions of the skeleton.
Describe the location of the skeleton in the body.
ACTIVITIES 1 & 2. Make models of the skeleton using various art materials (e.g. clay, pipe cleaners, etc.) Label the parts and discuss the functions of the skeleton. Some bones protect parts inside your body. Your ribs protect your heart 1 & 3. Make skeleton puzzles by and lungs. Your skull protects your gluing a diagram of a skeleton onto brain. cardboard. Cut it apart into different pieces. Have students Some bones help you move (arm arm assemble the puzzle pieces. Then, bones, bones). bones leg bones and hip bones label the parts of the skeleton. 1, 2 & 3. Make up a song about the Your backbone (spine) allows you to skeleton and its functions to the tune stand up straight and bend at the of Row, Row, Row Your Boat. waist. Point to various body parts identifying the location of various bones as you sing. The muscles in our bodies help us move. Muscles are attached to bones. Your bones and muscles work together. They help you sit, stand, walk and run. Muscles change shape as you use them. They can get shorter or longer. When one muscle gets shorter, it pulls on the bone it is joined to. 4. Make up riddles about various muscles in the body and have the class guess the correct answers. Then, label the muscles on a diagram. 4, 5 & 6. Play the game Simon Says. Students will be given various exercises to perform. Then, discuss the various muscles being used to carry out the exercise and how they were able to move them.
Science Horizons Bk. 2 II. Write a few sentences to explain the functions of the skeleton.
http://www.42explore.com/skeleton. htm http://kidshealth.org/kid/htbw/bone s.html
III. Complete the table. http://yucky.discovery.com/noflash/ body/pg000124.html Harcourt Health and Fitness Bk. 2 Name of Body Part Bone Protected a ______ Brain b ______ Lungs c ______ Heart IV & V. Complete a worksheet explaining the function of muscles in the body and label muscles on a diagram.
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c. Identify muscles in the body.
Harcourt Science Bk. 2 Science Horizons Bk. 2 http://kidshealth.org/kid/htbw/musc les.html http://yucky.discovery.com/noflash/ body/pg000123.html Harcourt Health and Fitness Bk. 2
d. Explain the function of muscles.

TOPIC: THE HUMAN BODY
LEARNER OUTCOMES e. Demonstrate how muscles work.

RESOURCES Harcourt Science Bk. 2 Harcourt Health and Fitness Bk. 2 METHOD OF ASSESSMENT VI. Have students observe a picture of someone lifting weights. Have them write down a few sentences stating how the muscles are able to do this.
f. Explain how healthy habits affect your bones and muscles.
CONTENT ACTIVITIES That makes the bone move one way. 6. Use rubber bands to demonstrate Another muscle pulls the bone the how muscles contract (become other way. thicker and shorter) and expand There are many different kinds of (become longer and thinner). muscles in our bodies (arm muscles, shoulder muscles, stomach muscles and leg muscles). You can keep your bones and muscles 7a. Cut out and observe pictures of strong and healthy. Exercising persons exercising and discuss everyday helps your bones and why exercise is important for muscles stay strong. It helps your good health. body stay healthy. You can get 7b. Put on a skit for the class to show exercise by walking, running, some habits that can keep your swimming, playing and doing many bones and muscles healthy and other activities. strong. 7c. Predict how many jumping jacks Food gives you energy to work and you can do in one minute. Do play. It also helps you grow. To stay jumping jacks for one minute. Be healthy you need to eat certain kinds sure to count each one. Have a of foods everyday (e.g. fruits and partner time you. Compare your vegetables). prediction with your results. Discuss how exercise helps your bones and muscles. 7d. Cut out magazines pictures of foods that make you healthy. Place pictures under the headings Fruits; Vegetables.
SCIENCE
Harcourt Science Bk. 2 Science Horizons Bk. 2 Scott Foresman Science Bk. 2 http://www.tc.pbskids.org/arthur/pa rentsteachers/lesson/health/pdf/Eat_ Well_Stay_Fit.pdf Harcourt Health and Fitness Bk. 2
VII. Create a flyer encouraging persons to practice habits that will keep their bones and muscles healthy and strong.
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TOPIC: PLANTS
LEARNER OUTCOMES d. Experiment to tell what plants need to grow. CONTENT Plants need light air and water to light, air grow. It also needs nutrients or minerals from the soil. Each part of a plant helps the plant to get what it needs. Most plants get light from the sun. Plants get water and minerals from the soil. When a plant gets what it needs, it can grow and change.

ACTIVITIES 1a. Experiment with plants. Get two potted plants and water them. Cover one plant with a brown grocery bag and put the other one in the light. Predict how the plants will look in one week. Observe both plants after a week. Discuss what happens to plants that do not get light. 1b. Watch a plant grow. Put some potting soil in a cup. Plant 2-3 seeds in the soil and water the seeds. Put the cup in a sunny spot. Observe and draw what you see every 2 or 3 days. Measure your plants once a week. Record your results. 1c. Experiment to see how plants get water. Put a celery stalk in colored water. Have children observe how water travels through a plant. RESOURCES Harcourt Science Bk. 1 METHOD OF ASSESSMENT I. Imagine that you are a tiny seed. Write a letter to someone telling them exactly what you need to grow into a healthy plant.
SCIENCE
Discovery Works Bk. 2 http://yorkcountyschools.org/mes/pl ant%20webquest/plantneeds.htm http://www.theeducationcenter.com /Images/dlr_images/pdf/sample/tec6 1165_sample.pdf http://www.naturegrid.org.uk/plant/ index.html
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TOPIC: PLANTS
LEARNER OUTCOMES e. Observe plants to identify plant parts. CONTENT Plants have different parts. Most plants have roots a stem and leaves roots, stem, leaves. Many plants also have flowers flowers.

ACTIVITIES 2a. Observe a plant using a hand lens. Identify each of its parts. 2b. Draw a plant and label its parts. Each plant part has a special job to do in order for the plant to live and 2c. Play a matching game. Match pictures of plant parts to the grow. correct labels. Different plants grow from different 3 & 5. Collect a variety of seeds from fruits. Use hand lenses to observe seeds. The new plants look like the the seeds. Discuss how the seeds plants the seeds came from. are alike and different. When old plants die, their seeds can 3. Play a guessing game called Where be planted to grow new plants. did I come from? Show students the seed from a fruit and have them Seeds can be classified or grouped guess what fruit it came from. according to their shape, size and 4. Use sorting bins or paper plates color. marked off in sections to classify a variety of seeds according to color, size and shape. Scott Foresman Science Bk. 2 www.greeningofdetroit.com/upload s/plants.pdf Harcourt Science Bk. 1 Science Horizons Bk. 2 Scott Foresman Science Bk. 2 http://www.teachingbug.com/lesson _05.htm IV & V. Give students a variety of seeds. Have them classify them into groups according to color, shape and size. Then, glue seeds onto a piece of paper (in their groups) and give each group a name (e.g. Black seeds, Hairy seeds, etc). Next, have students write a few sentences telling how the seeds are alike and different. Create a game to teach someone else about plant parts. Play the Vocabulary Wheel game III. Give students a worksheet with pictures of various fruits on it. Students will cut out pictures of various seeds and glue it onto the correct fruit. RESOURCES Harcourt Science Bk. 1 Discovery Works Bk. 2 METHOD METHOD OF ASSESSMENT II. Make a model of a plant using various art materials provided and label its parts.
SCIENCE LIFE
f. Identify seeds from various plants.
g. Classify seeds according to color, size and shape.
h. Compare seeds from various plants.
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TOPIC: HABITATS
LEARNER OUTCOMES Identify plants and animals that live in the schoolyard. Identify plants and animals that live in their backyard. CONTENT The places where animals and plants choose to make their homes are called habitats. Some animals can only survive on land. They make their homes almost anywhere including caves, dens, trees, under stones and under leaves. Some land animals can also live in water for long periods of time.
STRAND 1: ORGANISMS AND THE ENVIRONMENT

ACTIVITIES 1 & 2. Play a matching game called Animal Homes. Use animal picture cards and habitat picture cards to match each animal with its habitat. Use plastic animals or pictures of animals and classify them into groups according to whether they live on land or not. Write and illustrate short stories or poems about animals that live in the school yard or in their backyard. 3. Make a model of a pond or lake habitat. 3 & 4. Examine a pond/ocean habitat. Make a list of all of the plants and animals that you see. 4. Make a model of a seashore or ocean habitat. 4. Choose a plant or animal that lives in the ocean. Read books to learn more about it. Write a poem or short story about the plant or animal. RESOURCES Harcourt Science Bk. 2 METHOD OF ASSESSMENT I & II. Make a model of a schoolyard or backyard habitat using the materials provided.
Discovery Works Bk. 2
SCIENCE
Scott Foresman Science Bk. 2
Identify plants and animals that live in ponds and lakes.
LIFE
Things that live in water must have special body parts to help take in air underwater. Some water habitats include ponds, lakes, seashores and oceans.
Harcourt Science Bk. 1 Harcourt Science Bk. 2 A Field Guide to the Sandy and Rocky Seashore (Bahamas National Trust) www.hitchams.suffolk.sch.uk/habita ts/sea.htm
Identify plants and animals that live on the seashore and in the ocean.
III & IV. Students will cut out pictures of plants and animals from a sheet provided and glue them onto a sheet of paper with a water habitat scene on it. The picture formed should be a realistic water habitat.
Some plants and animals can only live in freshwater (ponds). E.g. turtles and fish. Some can only live in saltwater (oceans). E.g. algae, whales, lobsters and crabs.
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TOPIC: HABITATS
LEARNER OUTCOMES Describe ways that people can harm habitats.
STRAND 1: ORGANISMS AND THE ENVIRONMENT

CONTENT ACTIVITIES The actions of humans can affect the 5 & 6. Draw and color pictures of a places where plants and animals live. clean environment and a dirty environment. Discuss which one Sometimes our actions can destroy you would prefer to live in. some habitats. For example, 6a. Organize a schoolyard/beach throwing litter on the ground. clean-up. Sometimes our actions help to 6b. Recycle garbage by using improve some habitats. For example, discarded containers to make keeping our environment clean. craft items. We should do all we can to protect the habitats in our neighborhoods. RESOURCES Department of Environmental Health METHOD OF ASSESSMENT V & VI. Create a flyer encouraging people to preserve and protect habitats, giving them reasons why they should do so. Give them tips on things that they should not do.
SCIENCE
Describe ways that people can protect and preserve habitats.
Harcourt Science Bk. 2 www.endangeredpecie.com/ways_to _help_htm. www.crd.bc.ca/watersheds/protectio m/.../protectanimals.htm www.onvironment.fi_protectingand monitoringnaturalhanitats www.ymparisto.fi>...<natureconserv ation Department of Environmental Health
Identify vectors and discuss why they are harmful. Identify places where specific vectors live/ Explain why they live in these places. Describe ways to eliminate the habitats of vectors.
LIFE
A vector is an organism that spreads 7, 8 & 9. Observe pictures of vectors germs and diseases. Some vectors are and where they live. Discuss rats, mosquitoes, flies and what vectors are and how their cockroaches. habitats can be eliminated. Waste provides excellent breeding grounds for vectors. Decreasing the amount of waste that is produced and disposing of waste properly can eliminate the habitats of vectors. Reusing and recycling help to decrease waste also. 9. Examine an area near the schools garbage disposal. Discuss proper garbage disposal practices at school and at home. Recycle garbage by using discarded containers to make craft items.
www.sbcounty.gov/dehs/vectorcont rol/PDF/540022whatisavector.pdf
VII, VIII & IX. Complete a worksheet where vectors must be identified and write a short paragraph about where they are found and how their habitats can be eliminated. VII, VIII & IX. Design an environment which will discourage vector development.

TOPIC: EARTHS RESOURCES
LEARNER OUTCOMES Compare and contrast rocks and minerals. CONTENT A rock is a hard, nonliving thing that comes from the Earth. Rocks come in many sizes, shapes and colors. Some rocks are: marble, pumice and sandstone. A mineral is one kind of nonliving thing that is found in nature. People find minerals in rocks. Copper, iron and diamonds are minerals.
STRAND 2: PROPERTIES AND STRUCTURE OF EARTH

ACTIVITIES RESOURCES III. Use hand lenses to observe various Harcourt Science Bk. 2 rocks and minerals. Say how they are alike and different. http://www.rocksforkids.com/ Scott Foresman Science Bk. 2 METHOD OF ASSESSMENT I. Complete a venn diagram to compare and contrast rocks and minerals.
SCIENCE
IV. Classify rocks and minerals according to color, size and shape.
Sort rocks and minerals according to shape, size and color. Make a chart. Classify the rocks and minerals on the chart.
II. Have students cut out pictures of various rocks and minerals and classify them according to shape, size and color. Give each group a name and glue the pictures (in their groups) on a sheet of paper. Harcourt Science Bk. 2 III & IV. Create a flyer letting people know some uses of rocks and minerals. III & IV. Write a paragraph which describes some ways in which we use rocks and minerals.
EARTH
Explain some uses of rocks.
People use rocks and minerals in different ways. Rocks are used to build things, such as houses, roads and walls. They Explain some uses of minerals. also use rocks to make sculptures. People use minerals to make coins, furniture and jewelry.
3 & 4. Observe pictures of items made from rocks and minerals. Discuss how we use the items. 3 & 4. Make up riddles about items made from rocks and minerals. Read them to the class and have them guess what the item is.

TOPIC: WEATHER CHANGES
LEARNER OUTCOMES 6. Describe weather in The Bahamas. CONTENT Weather is what the air outside is like. The air may be warm or cool. It may also be rainy, sunny, windy, or cloudy. Weather can change quickly. In The Bahamas, the weather remains the same for long periods of time. For most of the year, the weather in The Bahamas is warm and sunny. People who study the weather use several different instruments to assist them with their work. A thermometer is used for measuring temperature temperature. A rain gauge is used for measuring rainfall. rainfall A wind vane is used for measuring wind. direction of the wind 1.
STRAND 2: CHANGES IN THE EARTH AND SKY

ACTIVITIES ACTIVITIES Write simple poems or riddles about weather in The Bahamas. RESOURCES Harcourt Science Bk. 2 METHOD OF ASSESSMENT I & II. Create a book about weather. In it, describe weather conditions in The Bahamas and the instruments used to measure weather conditions.
SCIENCE
7. Identify instruments used to measure weather conditions.
2a. Make a simple rain gauge using a measuring cup. Put a measuring cup outside where it will collect rainwater. Each week record the amount of rain in the measuring cup in a weather log. Compare rainfall from week to week. 2b. Play a matching game called Weather Watch. Match pictures of weather instruments to their correct names. 2c. Weather Symbols Colour and label pictures of weather symbols. Eg.
Science Horizons Bk. 2 http://weatherwizkids.com/index.ht m http://www.metoffice.gov.uk/educat ion/primary /students/index.html The Bahamas Department of Meteorology www.bahamasweather.org.bs/ www.bahamastravel.info/weather.htm
EARTH
cloudy
rainy
sunny

TOPIC: WEATHER CHANGES
LEARNER LEARNER OUTCOMES 8. Describe ways weather affects people. CONTENT Many workers who work outdoors need to know what type of weather to expect in advance. People who predict what the weather will be like in the future are called Weather Forecasters Forecasters. Some workers who depend on weather forecasters are pilots, sea captains, truck drivers and farmers. 9. Explain precautions that can be taken before and during bad weather conditions for safety. People also need to know what type of weather to expect so that they can wear the proper clothing. During the hurricane months, Bahamians (and other people who live in areas that are affected by hurricanes) like to know in advance when a storm is coming so that they can prepare their homes and secure their properties.
STRAND 2: CHANGES IN THE EARTH AND SKY

ACTIVITIES 3a. Listen to weather reports on the radio. Make a weather chart for each day. Record what you observe. Discuss how the weather conditions for each day will affect various workers. 3b. Make a scrapbook showing ways weather affects people. Use pictures and drawings. 4. Have a class discussion about hurricanes. Discuss important items to have during a hurricane and other safety precautions. IV. Create a flyer informing Bahamians about some precautions they should take before and during a hurricane. Give them a list of supplies they should have available during the hurricane season. RESOURCES Science Horizons Bk. 2 Harcourt Science Bk. 2 METHOD OF ASSESSMENT III. Create a poster describing the ways in which weather affects people.
EARTH
SCIENCE
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TOPIC: CHANGES IN THE SKY
VI. LEARNER OUTCOMES Describe the differences between the moon and Earth. Analyze the source of moonlight. CONTENT The moon is not like Earth. The moon has rocks and soil, but it does not have air or living things. Ice has been found on the moon. The moon is the largest object you can see in the night sky. It seems to shine, but the moon does not really give off its own light. The light from the moon comes from the sun. The moon moves around the Earth. As it does this, its shape appears to change. This is why the moon has different shapes at different times of the month. The part of the moon facing the sun is the lighted part which we see. You can see stars in the night sky. A star is a body in space. Stars give off light as the sun does. Some stars seem to form pictures in the sky. A group of stars that form a star picture is called a constellation constellation.
STRAND 2: UNIVERSE AND THE SOLAR SYSTEM

ACTIVITIES 1. Observe pictures of the Earth and the moon. Read short descriptions of each one. Discuss the difference and similarities between the two. 2 & 3. Cover a styrofoam ball with foil. Push a pencil into it for a handle. Compare how the ball looks when light from the flashlight is shining on it. Discuss how the flashlight represents the sun and provides the moonlight. RESOURCES Harcourt Science Bk. 2 Science Horizons Bk. 1 Discovery Works Bk. 2 Scott Foreman Science Bk. 2 http://www.kids-andspace.com/sites/moon.htm METHOD OF ASSESSMENT I. Complete a Venn diagram to compare and contrast the Earth and moon. II & III. Create a poster to describe the changes in the moon. Be sure to include the source of moonlight and illustrations.
VII.
SCIENCE
VIII.
Describe changes in the moon.
IX.
EARTH
Define the term constellation.
X.
Examine common constellations.
4 & 5. Create a Constellation Book. Draw common constellations on each page and label them. Discuss what a constellation is. 5a. Use star cut-outs to form various constellations on black paper. Discuss the pictures that they form. Some common constellations 5b. Tape black paper on the wall. Use a include the Big Dipper, Little Dipper sharp pencil to push holes in the and Orion the Hunter. bottom of a paper cup. Point the bottom of the cup toward the paper. Shine a flashlight through the cup. Record and discuss what you see. (Remember to turn off the lights for this activity).
Harcourt Science Bk. 2 Science Horizons Bk. 1 http://www.proteacher.com/110020. shtml
IV & V. Create Constellation Fact Cards with the names and pictures of various constellations. Include a fact card to include the definition for the term constellation.

TOPIC: MEASURING MATTER
LEARNER OUTCOMES Define the term matter. CONTENT Matter is what all things are made of. Trees, milk, and air are all made of matter. Matter has three forms. It can be a solid, liquid or gas. A solid has a size and shape of its own. A liquid takes the shape of container. A gas can change shape and size.
STRAND 3: PROPERTIES AND CHANGES IN MATTER

ACTIVITIES ACTIVITIES 1 & 3. Gather some classroom objects. Observe them. Describe them to a friend. Sort the objects into groups of solids, liquids and gases and discuss what matter is. 2. Collect pictures of different forms of matter and create a matter mural. Discuss characteristics of solids, liquids, and gases. 3. Classify picture cards into groups of solids, liquids and gases. RESOURCES Scott Foresman Science Bk. 2 Harcourt Science Bk. 2 http://www.2.medaniel.edu/Graduat e/TI/pages/Lewis?matterweb.htm METHOD OF ASSESSMENT I, II & III. Create a book about matter. Include the definition of matter, characteristics of each state of matter and examples.
SCIENCE PHYSICAL
Describe characteristics of solids, liquids and gases.
Classify objects into groups of solids, liquids and gases.
Examine and identify the tools used to measure matter.
Matter can also be described by color, shape, size and texture. We use our senses to learn about matter. We can measure the mass (or weight) 4, 5 & 6. Observe various solids and of matter. predict which is lighter or heavier. We can also measure the length of Then, measure the actual mass and see if the prediction was correct. matter. We use tools to measure matter. Record the predictions and actual A scale or balance is used to measure mass on a chart. Identify the tool mass. used to find the actual mass. mass A ruler, measuring tape or yard stick ruler, can be used to measure length length.
Harcourt Science Bk. 2 Science Horizons Bk. 1 http://www.2.medaniel.edu/Graduat e/TI/pages/Lewis?matterweb.htm
IV & V. Glue pictures of various solids in the order of lightest to heaviest and shortest to longest. Then, identify the tools that could be used to get an accurate weight and length.
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TOPIC: MEASURING MATTER
LEARNER OUTCOMES Estimate the length and mass of objects. CONTENT Length is the measurement of the distance from a given point A to a given point B. Length is usually measured using a ruler. Mass is the amount of matter that makes up the object being measure. Mass is measured using a balance or scale.
STRAND 3: PROPERTIES AND CHANGES IN MATTER

ACTIVITIES 5 & 6. Use standardized and nonstandardized units to measure different objects. (E.g. paper clips, pencils, rulers etc.) First, predict how many units it would take to measure them. 6. Mold clay into different sizes and shapes. Then, weigh them using a balance scale and compare their masses. Use a 12 inch ruler to measure desk length/width, length/width of exercise book, pencils and other classroom items. RESOURCES Harcourt Science Bk. 2 Science Horizons Bk. 1 http://www.2.medaniel.edu/Graduat e/TI/pages/Lewis?matterweb.htm METHOD OF ASSESSMENT IV & VI. Given a set of objects, measure and record their lengths and masses using the correct tools.
SCIENCE PHYSICAL
Measure the length and mass of objects.
Predict how much various size containers can hold.
7 & 8. Predict, then experiment to Containers can be used to measure quantities. Each container is able to find out how many cups of water or hold a specific amount of a substance. kool-aid will fill a pitcher. The amount that a container can hold is called its capacity capacity. 7 & 8. Using various sized containers, Experiment to discover how predict then experiment to see much various sized containers which one will hold the most can hold. beans. 7 & 8. Observe three glasses/cups of different shapes. Predict which one will hold the most juice. Experiment to see if your prediction was correct.
Harcourt Science Bk. 2 Science Horizons Bk. 1
VII & VIII. Design a container that could hold water, then test it. Predict, then experiment to find out how many times the filled container would be needed to fill a small bucket.
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TOPIC: SOURCES OF ENERGY
LEARNER OUTCOMES 5. Identify the forms of energy provided by the sun. CONTENT ACTIVITIES Sunlight is a source of heat and light. 1. Draw a picture of the sun on the A source is a place from which board. Write the word Energy in something comes. it and ask the class to discuss what kinds of energy we get from the Heat and light are forms of energy. sun. Write their responses on the Energy is needed to change things board. and to make them move. 2. Give each student a picture of a sun with sunbeams. Have them write Light comes from many sources. different uses of energy provided The main source of light is the sun. by the sun on the sunbeams. Then, Light is a form of energy that you color and decorate the sun pictures can see. People use light in many and share them with the class. ways. At home you use a lamp to read. Almost all of the heat energy that we receive on earth comes from the sun. Heat energy can be used for doing a number of things including cooking, ironing, baking and changing water into steam. 7. Describe the uses of energy provided by wind. People use air in many ways. Moving air is wind. Wind energy can be changed into electricity. A windmill does this. 3 & 4. Collect pictures and make drawings of items that show different forms of wind and water energy being used. Science Horizons Bk. 2 Harcourt Science Bk. 2 http://www.nrel.gov/docs/gen/fy01/ 30928.pdf III & IV. Design a chart showing the ways that wind and water energy are used. Include illustrations.
STRAND 3: FORCES AND ENERGY

RESOURCES Science Horizons Bk. 2 Scott Foresman Science Bk. 2 http://www.nrel.gov/docs/gen/fy01/ 30928.pdf METHOD OF ASSESSMENT I & II. Design a poster informing people of the types of energy we get from the sun and the ways we use this energy. Include illustrations.
SCIENCE PHYSICAL
6. Describe the uses of energy provided by the sun.

TOPIC: SOURCES OF ENERGY
LEARNER OUTCOMES CONTENT People use air to make things fly. (E.g. a kite, airplane and hot air balloon). ACTIVITIES 3 & 4. Imagine what the world would be like without air and water. Draw a picture to illustrate what would happen. Discuss the importance of having wind and water energy.
STRAND 3: FORCES AND ENERGY

RESOURCES http://www.awea.org/pubs/documen ts/TeachersGuide.pdf www.sccao.org/tdsb/ResourcePackU nits/2IEnergyFinalProofed.PDF METHOD OF ASSESSMENT Create different sized paper windmills and test them with a fan to see if they can lift pieces of paper. Record and explain results.
SCIENCE
8. Describe the uses of energy provided by water.
9. Predict which objects are attracted to magnets.
10. Experiment to discover which objects are attracted to magnets. 11. Classify objects according to whether or not they are attracted to magnets.
People use water in many ways. (E.g. to drink, clean and production). 3 & 4. Have a discussion with the class about things such as windmills, People also use the energy of waterwheels and sailboats which use moving water. They use moving moving air and water as sources of water to make electricity at power energy. Describe how these objects plants. work. 5 & 6. Go fishing with a magnet. Make Magnets can push or pull certain a fishing pole by tying one end of a metal objects. piece of string to a magnet and the A pole is the place on a magnet that other end to a pencil. has the strongest pull. Magnets Place a group of common classroom have a north and south pole. objects on a desk. Predict which objects the magnet will attract. Dip Opposite poles attract each other. the magnet into the group of objects Attract means to pull toward. Like and observe which objects it picks poles repel each other. Repel means up. to push away. 5, 6 & 7. Show students a variety of Some objects that magnets will objects one at a time. They will hold attract are: paper clips, metal keys up a yes/no card to predict whether and screws. the object is magnetic or not. Students will keep a two column list of the objects that are magnetic and not magnetic. Then, experiment with a magnet to see if their predictions were correct.
Scott Foresman Science Bk. 2
PHYSICAL
http://olc.spsd.sk.ca/de/resources/ma gnets/index.htm http://web2.airmail.net/kboyle/Mag yesno.htm
V, VI & VII. Fold a piece of paper in half and put the title Attracted to Magnets on one side and Not Attracted to Magnets on the other side. Students will observe various objects and predict whether they are magnetic or not. These predictions will be recorded. Then, students will experiment with magnets to check their predictions.
SECTION D
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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 solving. 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 Blooms 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
Inquiry Learning, Inquirybased Learning, places emphasis on experiential learning; where practical hands-on activities are used to motivate students to focus their innate curiosities and inquiring minds on problem solving through the application of scientific principles.
Proponents of the traditional lecture method of instruction (i.e. imparting 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 ineffective, and when compared with other modern approaches is now obsolete.
Inquirybased learning goes beyond providing students with opportunities for practical, handson experiences to illustrate established scientific principles e.g. giving them batteries, bulbs, and wires to show the concept of current electricity. 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 chore, homework assignment, etc.
The inquirybased approach to the teaching of Science is key to effective and meaningful instruction as it encourages students to: Critically evaluate situations
Research has shown that frequent use of the lecture method especially with regards to the teaching of Science results in diminished student expectation and achievement. Research shows that people dont learn science by absorbing stuff that has been poured unto them (via lectures) but rather by constructing meaning out of experiences that the teacher provides. Wendy Saul, Science Education
Frame their own questions Develop diverse strategies for coping with problems in their environment Cultivate organizational and creative skills Assume leadership roles and be self motivated Be accountable for their learning Collaborate and communicate with each other
Analyst; University of Maryland, Baltimore County, U.S.A.

In Inquirybased Learning opportunities are provided that create an environment Inquiry Learning, 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.
Develop team interaction skills
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Constructivism is closely related to Inquiry-based Learning therefore, effective Inquiry iryapplication of Inquiry-based Learning is enhanced by Constructivism. InquiryConstructivism means generating meaning by connecting what is to be learned with personal knowledge that has been constructed from past experiences. A Constructivist is one who believes that the learner is responsible for constructing knowledge and, therefore, the responsibility for learning must be returned to the child. Ebenezer & Conner 1998, Learning to Teach Science, A Model for the 21ST
Constructivists probe students knowledge base, examine and classify their concepts then provide them with opportunities to share and debate common knowledge. They then convert and expand students knowledge by asking open-ended questions and presenting problems which cause them to gain new understanding of the concepts being taught. By doing this they challenge and promote conceptual change. 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 and explicit way. Although many benefits can be accrued from utilizing the Constructivism Theory, If it is not used properly, learning may become sporadic and disorganized. Although students should not be stifled in their exploration to acquire knowledge, when using this theory it is important to: Set clear precise goals for the knowledge and skills that the students are expected to acquire Communicate these goals to the students and ensure that they are understood Organize assignments in a clearly planned sequence Provide guidance for the students
Century.
Students understanding of the world is moulded by their experiences. As they think about these experiences, their views and beliefs, they construct personal meaning and acquire knowledge. Constructivists advocate that students should not be expected to just accept knowledge and skills developed over the years and imparted by the teacher. Instead they become active seekers of knowledge as inquiry is encouraged and they discover and decipher things for themselves. In using Constructivism, teachers become facilitators that create stimulating environments with a variety of hands-on experiences that empower students to explore. The teachers main role is to provide experiences that help students make connections between what is learned and what they already know or believe. 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.
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Benjamin Bloom is accredited with identifying a list of behavioural terms that are reflective of various levels of learning. This list is referred to as Blooms Taxonomy and it enables us to better understand the cognitive level at which students process information. Students that process information at the higher levels develop critical thinking skills and are able to analyse, synthesize, and evaluate. They construct new meanings, and become original and creative thinkers. Students that process information at the lower levels may not become independent thinkers and may not be empowered to problem solve. The lists of behavioural terms are as shown.
Students can express objective and subjective opinion supported by fact. It is the ability to detect fallacies in reasoning based on facts and the ability to judge
Students are able to create a new body of information from previous information. They demonstrate the ability to put elements together to form a new pattern with an emphasis on originality and creativity.
Decide, rate, evaluate, dispute, discuss, verify, judge, grade, choose, assess, select, conclude, have discussion, panel, give opinion, give verdict, recommend, debate
Students break an idea into its parts, and show that they understand their relationship, organization, and basic assumptions.
compose, imagine, infer, hypothesize, invent, create, estimate, produce, forecast, design, predict, film, formulate, invent, write poem, devise, develop, create project, create new game, write story, media, interpret
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 expected to recognize or recall information with an emphasis on remembering.
identify, locate, memorize, name, enumerate, read, reproduce, recall, label, use, list, recite
BEHAVIOURAL TERMS
PROCESS 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, studentgenerated 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.
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7. Communication. This process refers to the systematic reporting of data and may be oral, written, or mathematical. It should organize ideas using appropriate Communication. 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 EVALUATION OF HYPOTHESIS
Science Process Skills

Process Skills Observe Experiment Collaborate Record Measure Sort/Classify Compare Analysis and Sharing Students use your senses change something; watch what happens other in classroom science journals and notebooks thermometers, lab equipment, etc. color, size, shape, weight Which one is biggest? Which one went the farthest? etc. Why did this happen? Tell others Scientists computers, microscopes, senses manipulate and control variables other scientists field notes, data sheets, computer scientific instruments classification keys, field guides change over time, change in conditions data analysis tell others
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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.
1. PURPOSE 2. HYPOTHESIS 3. MATERIALS
The purpose is the question that is to be answered by doing the experiment. State the reason or reasons why you are doing the 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 good hypothesis is testable, it may not be correct. Experimenting can find out whether or not the 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 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 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 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 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.
4. PROCEDURE
5. OBSERVATION
6. CONCLUSION
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Builds Critical Thinking Skills Builds Team Interaction Skills and Social Skills Promotes Individual and Collective Responsibility Promotes Responsibility for Learning Develops Leadership Skills Shares Knowledge Gives All Team Members a Sense of Accomplishment Utilizes Peer Teaching Improves Student Performance Increases Retention Develops Self Esteem Encourages Time on Task
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. Cooperative Learning builds interpersonal skills and positive interdependence characterized by 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. When using the Cooperative Learning Technique the teacher functions as a facilitator and students are Cooperative Technique, 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. When forming cooperative groups, it is recommended that groups work together for three to six weeks 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: Contributing ideas to the group Listening carefully for ideas from others Helping the group make good decisions. Cooperating rather than competing Solving problems in a calm manner
Reference: Circle of Learning: Cooperative Learning in the Classroom by D. W. Johnson et al, 1986
STUDENTS ROLES AND FUNCTIONS
Leader Supervisor, Leader or Investigator

Does experiments, manipulates materials
Assistant, Helper or Organizer

Collects, organizes and distributes materials and makes sure group cleans up any mess.
Manager or Motivator
Assists supervisor, leader or investigator, encourages the group, encourages time on task and adherence to 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 groups data, results, and conclusion with class.
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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.
STUDENTTEACHERCOMPARISON OF STUDENT-CENTRED AND TEACHER- CENTRED LEARNING
STUDENTSTUDENT-CENTRED
Students conceptions and experiences are explored. Teacher challenges students to question before accepting information. Discussion is encouraged between students and teacher. Students are allowed to move about in an orderly manner to discuss and problem solve. Students share and help each other. They use peer tutoring. Students actively participate in decision-making. Learning activities cater to multiple intelligences and different learning styles.
TEACHERTEACHER-CENTRED
Teacher is the authority figure and has the final say. Students must never question the teacher. Students only respond when a question is asked. Students must remain seated at all times. Collaboration between students is discouraged and regarded as cheating. Students do not participate in decision-making. There is very little variation in learning activities.
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HOWARD GARDNER The theory of Multiple Intelligences is a way of understanding the different facets of the intellect and each persons 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 persons 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 persons 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. LogicalLogical 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.
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Intrapersonal Intelligence is a persons 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 Interpersonal people has to be skilled in the interpersonal sphere.
DAVID A. KOLB Understanding 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 118
WHAT IS ASSESSMENT? Whenever we interact with other people we obtain and interpret information about their knowledge and understanding, and may well make judgments about their ideas, abilities and attitudes. Assessment whether direct or indirect is a human encounter and is a central feature of social life. Educational assessment includes a wide range of methods for evaluating student performance that describes the nature and extent of learning and how it matches up to the objectives of teaching.
When assessing there must be alignment between what is in the curriculum, what is actually taught and what is tested.
WHY DO WE ASSESS? The main purpose of assessment is to judge the attainment or performance level of students, with a view of evaluating or grading them for one purpose or another. Purpose might include: Placing students in appropriate teaching sets; Providing extra motivation for learning and an aid to remembering; Informing parents about progress; 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; Accumulating records of achievement; Acting as a diagnostic tool e.g. diagnosing weaknesses so that remedial action may be taken; Making decisions about examination entries involving predictions about future performance; 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 predications about likely future performance.
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 overcome at an early stage and progress accelerated. Hence informal assessment is often used diagnostically. It is often said that informal assessment should be unobtrusive if the teacher is to gain reliable insights about students abilities and the state of development, and that it should be for a specific purpose and for private use only. With formative i.e. informal assessment the results are fed back to the learner. Such feedback can assessment be confirmatory (a recognition that the particular tasks have been mastered at that particular time) or can be corrective, allowing dialogue between teacher and learner to show where the learner went wrong. Formal assessment is only aimed at obtaining knowledge about the student. It is obtrusive and may not be able to provide direct instructional function. Formal assessment becomes summative when information is not available for feedback purposes because it is obtained too late in the learners career to be used in this way. Formal and summative assessment is used largely for public purposes (e.g. BJC, BGCSE and RSA Examinations) Even this is changing with the advent of initiatives such as the GLAT where formal and summative assessments are made with students at grade 3 and 6. The results of formal assessments made at an early stage can be used for the benefit of the learner at the next stage of education.
ASSESSMENT MAY ALSO BE TRADITIONAL OR AUTHENTIC Traditional Assessment measures what the students were taught and basically assesses their ability to recall information. This type of assessment includes homework, quizzes, tests and book reports. Authentic Assessment measures what students have actually learned and can promote further learning. This type of assessment includes portfolios journal keeping, anecdotal records student conferencing, portfolios, records, 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 traditional should be frequently used in the Primary Science Instructional Programme, especially portfolios and the keeping of Science journals.
FORMS OF ASSESSMENT Assessment may be: Informal Formal
Contributed by Sheena Williams, Testing and Evaluation Section
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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 provide 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
Assessing what is easily measured Assessing discrete knowledge Assessing scientific knowledge Assessing to learn what students do not know Assessing only achievement End-of-term assessment by teachers Development of external assessment by experts alone
More Emphasis on
Assessing what is most highly valued Assessing rich, well-structured knowledge Assessing scientific understanding and reasoning Assessing to learn what students understand Assessing achievement and opportunity to learn Ongoing assessment by students of their work and that of others 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 players skills by giving a written test. We may find out what someone knows about basketball, but we wont 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
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Embedded assessments Prediction activities Final assessments, such as hands-on assessments, paper-and-pencil tests, and science notebooks Informal assessments Documentation and record keeping
PrePostAssessments 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 students understanding of a subject has grown. A pre-module assessment might include a teacher asking a question, assigning an investigation, brainstorming, drawing a picture, or performing 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 lessons 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: HandsHands-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.
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Paper-andPaper-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 students scan express themselves in writing, as indicated by the way they respond to problem solving 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. Assessments 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 teachers 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.
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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 www.harcourtschool.com A world of Science resources, expeditions, interactive learning games and activities by Harcourt School Publishers. 2. NSTA SciLinks www.scilinks.org/harcourt Connects students to a variety of innovative Science Web sites. 3. Teachers www.teacher@hmco.com/act_archive Resource of ideas and activities for each month the of the year by the Houghlin Mifflin Company. 4. Education World www.educationworld.com Lesson plans, resources and assistance for teachers.
5. Education Place www.eduplace.com/science

Houghton Mifflin site with Science related resources that include textbook support, professional development, Science activities, projects and links, etc. 6. Science www.npac.syr.edu/textbook/kidsweb/science.ht ml Information on the Solar System and Marine Science with links to interactive exhibits of Science museums around the world by Syracuse University. 7. Windows to the Universe www.windows.ucar.edu Information, fun, games and activities about the Solar System and Earth Science. 8. Links for Teachers www.pe.ca/athena/awebtelk.htm Links with Web sites for teachers.
9. Astronomy for Kids www.kidsastronomy.about.com A space site full of fun, information, games, maps and links designed for students and their parents. 10. NASA www.arc.nasa.gov/kids.html Information on all aspects of space and the work of the North American Space Agency (NASA). 11. NASA Kids www.NASAKids.com NASAs official fun and comprehensive childrens site that includes information about planets, the Solar System, space travel and our universe; space news, features, games, questions and answers and homework questions. 12. The Canadian Space Agency www.space.gc.ca/kidsspace/csasupports A childrens space site that teaches them about the Solar System, space careers and Canadas role in space. 123
13. Do Science www.doscience.com Cool Science tricks, experiments and activities that can be done anywhere. 14. Magic School Bus www.place.scholastic.com/magicschoolbus/index. htm Fun filled interactive site that covers many aspects of Science. 15. Cyber Sleuth www.cybersleuth-kids.com A comprehensive educational search engine directory and homework helper for levels K-12 that also features information about Science exhibitions. 16. MSNBC Network Broadcasting www.msnbc.com/news/SCIENCE_front.as Science headlines and information about current and innovative science research. 17. MSNBC Network for Kids www.kids.msn.com/kidz/partnerdiscovery.asp Fact, fun, games and homework help that give focus to animals and space. 18. Discovery www.discovery.com Uses adventure, fun and games to explore the impressive world of discovery with features on nature, Science and technology; also includes homework help. Primary Science Curriculum 2010
19. Discovery Channel www.discoverychannel.com Exciting information about Science as featured on the Discovery Channel. 20. National Geographic for Kids www.nationalgeographic.com/kids Learn amazing Science facts, opportunities to chat with other students about Science, write cartoons and try out outrageous experiments; interactive activities, adventure, exploration and maps. 21. Nickelodeon for Teachers www.teachers.nick.com Features include Bill Nye, The Science Guy, The Big Help and 3-2-1 Contact, a programme that exposes children to all aspects of science. This site has activities, lesson plans, resources, cable connections, etc. 22. Yahooligans www.yahooligans.com/Science and Nature Information, experiments, games, activities and links to many scientific sites. 23. Canadian Broadcasting Corporation for Kids www.cbc4kids.ca/general/the_lab Powerhouse of learning and fun in Science for students, parents and teachers.
24. Kids Science www.kidscience.about.com Information, experiments and activities in all areas of Science. 25. The Smithsonian Institution www.si.edu/info/education.htm Details on museums exhibits and educational resources, including activities and lesson plans for teachers. 26. Brain Pop www.brainpop.com Features animated activities to learn about cells, tissues, organs and the rest of the body. 27. Fun Brain www.funbrain.com Fun, games and trivia on Science and other subjects. 28. The Franklin Institute - Brain Drops www.fi.edu/braindrops/ Nuggets of Science to expand students knowledge of Science in their environment. Kids 29. Neuroscience for Kids www.faculty.washington.edu/chudler/neurok.html Experiments, activities, games and lesson plans to teach students about the senses, the brain and the nervous system, by the University of Washington.
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30. Sandlot Science www.sandlotscience.com A site full of unbelievable optical illusions. 31. Cool Science for Curious Kids www.hhmi.org/coolscience/ Explorations in Life Science by the Howard Hughes Medical Institute. 32. The Exploratorium www.exploratorium.edu Hands-on Internet museum that lets students explore Science and Art in interactive exhibits and games. 33. Science Learning Network www.sln.org Experiments, activities and information for students and teachers in all areas of Science (Kindergarten- Junior High School). 34. Educational Web Adventures www.eduweb.com Exploring Science, Social Studies and Art through storytelling and interactive games. 35. Ontario Science Centre www.osc.on.ca Students learn how their minds and bodies work through experiments and interaction with some of the exhibits at the Ontario Science Centre.
36. YES Mag Canadian Science Magazine for Kids www.yesmag.bc.ca/ The latest news about Science and Technology, experiments and activities. 37. The Lab www.abc.net.au.science Information and interactive activities that cover almost all areas of Science featured in this colourful gateway to Science by the Australian Broadcasting Corporation. 38. Canadian Hurricane Centre for Kids Hurricane www.ns.ec.gc.ca/weather/hurricane/ids.html A comprehensive look at hurricanes including a full glossary and list of hurricane links. 39. Hurricanes www.eduscapes.com/42explore/hurricane/htm Information, activities and links for hurricanes. 40. EcoKids Online www.ecokids.earthday.ca/ Games, news and stories that teach students about the environment. 41. EcoKids and Teachers www.ecokids.earthday.ca/pub/educators/clamate/ frm_set.htm Information about climate change, global warming, the green house effect and other atmospheric conditions for educators and parents
K42. SciCentral K-12 Science www. Scicentral.com/K-12/ Features lesson plans, suggestions for Science exhibition projects and links to Ask a Scientist service. 43. Dr. Bobs Interesting Science Stuff www.frontiernet.net/~docbob/ Interesting Science and Technology facts, articles, bulletin board ideas, Science Exhibition projects, questions and answers and Science links. Science 44. CyberFair Science Project Steps www.isd77.k12.mn.us/resources/cf/steps.html See sample projects and get information on how to do projects. 45. Bonus www.bonus.com Super resource for students that offers activities, interactive games and graphical toys to help them learn to about Science and other subjects.
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The following sites feature 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 Mifflins 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 Englands Department for Education and Skills list numerous strategies for integrating writing into the science curriculum. The strategies are organized into categories based on Howard Gardners 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 Akrons 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.
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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
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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 wear chemical splash safety goggles. b. Asbestos. Asbestos should not be used and should be discarded according to school system policy. 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.
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Teachers should communicate the following safety rules to their students and ensure that they are obeyed. In the Classroom Listen to your teacher for special safety directions. If you do not understand something, ask for help. Wear safety goggles when your teacher tells you to wear them. Tell your teacher if something breaks or spills. Move away from it and wait for the teachers instructions. Be careful around a hot plate, a candle or open flame. Only use these items if instructed to do so by the teacher. When heating materials in test tubes, always slant the tubes away from yourself and others. Wear safety aprons if you work with anything messy or anything that might spill. Read all of the directions before doing experiments or using equipment. Make sure you understand them. If you do not, ask your teacher for assistance. Carefully read the label on the container of a product before you use it; follow the manufacturers instructions and pay special attention to health or safety warnings. Keep your hair and clothes away from open flames. Tie back long hair and roll up long sleeves. Keep your hands dry around electrical equipment. Know the location and proper use of the fire extinguisher and first aid kit. Never run or play around in the Science Laboratory classroom. Never eat, drink or smell unless you are instructed to do so by the teacher. Never draw any material into a tube with your mouth. Clean up your work area, and wash your hands afterwards. Put tools and equipment safely away the way your teacher tells you to as soon as you finish using them; do not leave them out where they may be stumbled over. When using liquids or other potentially messy substances, cover work surfaces with newspaper.
On Field Trips
Always be accompanied by a trusted adult like your teacher or a parent or guardian. Never touch animals or plants without the adults approval. The animal might bite. The plant might be poisonwood or another dangerous plant. Stay with your group and keep within sight of the accompanying adult. Report any scrapes, cuts, and injuries to your teacher immediately.
Responsibility
Treat living things, the environment, and each other with respect.
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Rubrics offer the teacher an opportunity to evaluate the students 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 students strengths and weaknesses evaluative provide ways to create instruction that better fits each students 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 Adequate 2 points Limited 1 point The students 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. The students 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. The students 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 Has a plan for Investigation Use of Materials Collects the Data 4 points The plan is thorough Manages all materials responsibly Thorough collection 3 points The plan is lacking a few details Uses the materials responsibly most of the time Some of the data 2 points The plan is missing major details Mishandles some of the materials Major portions of the data are missing 1 point The plan is incomplete and limited Does not use materials properly The data collection consists of a few points
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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 Exemplary Criteria Clarity of thought, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions supportable by data, shows creativity, some graphic representation of data or concepts. Clarity of thought, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences and conclusions, may have graphic representations. Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation, hypothesis, understanding of processes or conclusions. Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect or omitted, incorrect or incomplete in analysis, inferences and conclusions. Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or omitted hypothesis. Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making an attempt at a solution. Does not begin assignment. Rating 11
Competent
10
Minor Flaws
Nearly Satisfactory
Fails to complete
Unable to begin effectively
No attempt
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Analytical Rubric for Logs and Journal Writing Area of Product Criteria Regular daily entries Entries 90% of the time Daily entries Entries 80% of the time Entries less than 80% of the time Consistent, accurate usage of terms Adequate usage of scientific terms Use of scientific language Occasional use with few errors No terms or frequent errors in usage Able to apply learning Usually finds practical application Application to the real world Occasionally relates to real life skills No practical application Shows understanding of key concepts Usually demonstrates understanding Concept understanding Inadequately demonstrates understanding Poor understanding of concepts Clarity of thought Well organized Adequate organization Limited organization Poor organization Rating Rating 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
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Rubric 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 detail. Numbers are legible, yet unobtrusive, symbols are unmistakable. Neatness Map is clear, although signs of carelessness may appear. Isolines do not cross, and stray pencil marks are minimal or mostly 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. Map is an utter mess. No attempt at neatness is evident. Includes a blank page. 3 points
2 points 1 point 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. Completeness Required isolines are present, some labels may be missing. Most identifiable structures in landscape are represented by 2 points appropriate symbols. Some isolines missing, labels intermittent. Few structures are represented by the appropriate symbols. More isolines are missing than are present, labels rare to nonexistent. Symbols for other structures are not present whatsoever. 1 point 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. Accuracy Map represents landscape. consistent with reality. General contours are identifiable, although details may be slightly off. Distances are mostly 2 points
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
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WriteHolistic Rubric for Lab Write-Ups Frequent and proper use of scientific terminology appropriate for the lab. 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree
Data collection was within expected norms, explanations were given where they deviated. 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree
Conclusion is appropriate for the data collected and shows a strong grasp of the scientific concepts. 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree
Writing style shows neatness, grammatical correctness, and good spelling. 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree
The lab write up was complete with graphs and charts where appropriate. Check the parts present.
Purpose ______ Materials List ______ Procedures _______ Data and Observations ______ Calculations ______ Questions ______ Conclusion ______ 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree
The responses to the questions were carefully thought out and well reasoned. 1 strongly disagree 2 3 somewhat agree 4 5 strongly agree By Barbara Schaner
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SECTION E
APPENDICES
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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 Action Research Applied Learning Arts in Education Assessment Alternatives Character Education Cognitive Coaching Cooperative Learning Democratic Classrooms Differentiated Instruction Emotional Intelligence Environmental Education Environments for Learning Graphic Tools Instrumental Enrichment Keeping Fit for Learning Learning Styles Literacy Multicultural Education Multiple Intelligences Service Learning Teaching for Understanding Technology in Education Thinking Skills
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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 wonderings/thoughts relates to life life. 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.
II.
III. FRAYER MODEL The Frayer Model is a tool used 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, nonexamples, and a definition in other quadrants of the box. They are encouraged to proceed in any order, using the examples and characteristics to help them formulate a definition. IV. ALPHABOXES This strategy could be used as a brainstorming activity to elicit students prior knowledge and to activitate learning, or it could be used 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 used 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 encouraged 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 remembered. 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 used 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 137
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 used to test vocabulary in Science. VIII. SWAT This is a fun way to review vocabulary. Teachers are encouraged 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 toward the 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 strategies 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. VOCABULARY CHARADE (by Madeline Marcotte) This strategy can be used 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 observes the ACT and then makes 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. 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 138
X.
XI.
GRADES: GRADES: 1 2
WORD:
Adult Attract Backbone Balance Ear Eye Gas Habitat Hill Lake Leaves Liquid Living Magnet Matter MoonMoon-Earth Mountain Natural Resource Nonliving Nose Plain Repel Repel River Roots
DEFINITION:
The final stage in an animal. To push something. A magnet attracts things made of iron. The long row of bones in the back of an animal. An instrument to find and compare the masses/weight of things. The sense organ of hearing. The sense organ for sight. A kind of matter that does not have its own shape. A place where an animal finds food, water and shelter. A high place that is smaller than a mountain. A body of water with land all around it. The parts of a plant that take in light and air to make food. A kind of matter that flows and takes shape of its container. Needing food, water, and air to grow and change. An object that will attract things made of iron. Any substance which has mass and occupies space. Closest neighbor in space. The highest kind of land with sides that slope towards the top. Anything from nature that man can use. Not needing food, water, and air, not growing. The sense organ of smell. Flat land that spreads out a long way. To push away. Poles that are the same on a magnet repel each other. A large body of moving water. The parts of a plant that hold it in the soil and take in water and nutrients.
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WORD:
Ruler Season Sense organ Shelter Skin Solid Spring Star Stem Stream Summer Sun Temperature Thermometer Tongue Valley Weather Wind Wind Vane Winter
DEFINITION:
A tool usually made of metal, plastic or wood that is used for drawing straight lines and measuring lengths. The seasons are spring, summer, fall and winter. Body parts that tell a person about touch, sight, haring, taste or smell. A place where animals can be safe. A natural protective body covering and site of the sense of touch; "your skin is the largest organ of your body". A kind of matter that keeps its shape. The season after winter where the weather gets warmer. An object in the sky that gives off its own light. The part of a plant that holds up the plant and let food and water move through the plant. A small body of moving water that flows downhill. The season after spring that is usually hot. Summer has many hours of daylight. The star closest to earth. A measure of cold or heat, often measurable with a thermometer. A tool used to measure temperature. The sense organ of taste. A low land between mountains or hill. What the air outside is like. Moving air. A tool that is used to show the direction in which the wind is moving. The season after fall that is usually cold. Winter has the fewest hours of daylight.
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SECTION F
141
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 Parents 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 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
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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 (Teachers 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.
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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 from Department 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
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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 Teachers 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
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Primary Science Curriculum-Grade 1-2

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COMMONWEALTH OF THE BAHAMAS MINISTRY OF EDUCATION

PRIMARY SCIENCE CURRICULUM GUIDELINES GRADES 1-2

GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS

PRIMARY SCIENCE CURRICULUM GUIDELINES

A COMPONENT OF EDUCATION DEVELOPMENT PROGRAMME

Primary Science Curriculum 2010

MESSAGE FROM MINISTER OF EDUCATION

Primary Science Curriculum 2010

Primary Science Curriculum 2010

Primary Science Curriculum 2010

Primary Science Curriculum 2010

Primary Science Curriculum 2010

Primary Science Curriculum 2010

SCOPE AND SEQUENCE

Primary Science Curriculum 2010

STRAND 1: LIFE SCIENCE

Primary Science Curriculum 2010

STRAND 1: LIFE SCIENCE

Primary Science Curriculum 2010

SCIENCE STRAND 1: LIFE SCIENCE

Primary Science Curriculum 2010

2. A8 Predict ways to care for Earths resources.

Primary Science Curriculum 2010

STRAND 2: EARTH AND SPACE SCIENCE

Primary Science Curriculum 2010

STRAND 2: EARTH AND SPACE SCIENCE

Primary Science Curriculum 2010

Primary Science Curriculum 2010

STRAND 3: PHYSICAL SCIENCE

Nonliving Living and Nonliving things

30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins. 30 mins.

Primary Science Curriculum 2010

UNIT/ TOPIC ALLOCATION GRADE: 1

UNIT/ TOPIC ALLOCATION GRADE: 2

Structure and Function of Living Systems

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__45 mins. __45 mins. __45 mins. __45 mins.

__60 mins. __60 mins. __60 mins. __60 mins.

Primary Science Curriculum 2010

UNIT/ TOPIC ALLOCATION GRADE: 2

Changes in the Earth and Sky

Universe and the Solar System

Properties and Changes in Matter

Forces and Energy

30 mins. 30 mins. 30 mins. 2x30 mins.

Primary Science Curriculum 2010

UNIT/ TOPIC ALLOCATION GRADE: 3

__30 mins. __30 mins. __30 mins.

45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins.

Organisms and the Environment

45 mins. 45 mins. 45 mins. 45 mins. 45 mins. 45 mins.

Primary Science Curriculum 2010

UNIT/ TOPIC ALLOCATION GRADE: 3

Changes in Earth and Sky

__30 mins. __30 mins. __30 mins.

45 mins. __60 mins. 45 mins. __60 mins. 45 mins. __60 mins.

Universe and the Solar System

7. THE EARTH a. The Earth Relation to Sun b. Motion of Earth

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