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ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
REVISED 2013Table of Contents
Language Arts and Literature Department English Language ………………………………………………………………………………….2
English Literature …………………………………………………………………………………9 Modern Languages Department
French………………………………………………………………………………………………. Spanish………………………………………………………………………………………………
Mathematics Department Mathematics……..………………………………………………………………………………….
Science Department Integrated Science ………………………………………………………………………………….
Agricultural Science ………………………………………………………………………………. History Department
History…………..…………………………………………………………………………………. Home Economics / Industrial Arts Department
Home and Family …………………………………………………………………………………. Design Technique ………………………………………………………………………………….
Religious Education DepartmentReligious Education……………………………………………………………………………...…
Visual Arts Department Visual Arts……………….…………………………………………………………………………
Physical Education Department Physical Education……….…………………………………………………………………………
Personal Development Department Personal Development…..………………………………………………………………………… Geography Department Geography……………………………………………………………………………………….…
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ENGLISH LANGUAGE DEPARTMENT
ENGLISH LANGUAGE CURRICULUM
INTRODUCTION
This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not
intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in
the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy
skills:
Listening
Speaking
Reading
Writing
Grammar
Upon the completion of the course of study in Grade 8 all students are expected to communicate in Standard Jamaican English through the use of
more complex structures in speech and writing.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Listed are specific objectives regarding the development of students’ speaking, listening, reading, writing and grammar skills that will be the focus
throughout the year.
SPECIFIC OBJECTIVES
LISTENING
1. To get meaning
2. To establish purpose
3. To establish sequence
4. To improve communication and human relationships
SPEAKING
1. To narrate events in sequence
2. To give and receive instructions
3. To use appropriate tone and body language
4. To speak with clarity and confidence
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
READING
1. To understand material at the literal and figurative level
2. To distinguish between fact and opinion
3. To summarize information read and heard
4. To distinguish main ideas and supporting details
5. To acquire and use the following reading skills as necessary:
*identification of sound * word meaning * synthesizing
*analyzing *word recognition *recall comprehension
WRITING
1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays
2. To demonstrate awareness of writing as a process
3. To use transactional forms effectively e.g. letters, report
4. To experience the joy of creativity through the production of creative pieces
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
GRAMMAR SKILLS
To write correctly using the basic structure and mechanics of Standard English
1. subject/verb agreement
2. singular and plural forms
3. present, past and future tense
4. subjective and objective forms of nouns
5. correct punctuation
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Semester 1
Topic/ Content ObjectivesMECHANICS
- Parts of the sentence Subject and Predicate Compound Subject and
Predicate Natural and transposed order in
sentences- Subject and Verb Agreement- Synonyms and Antonyms- Present and Past Tenses- Punctuation- Phrases and Clauses
TYPES OF WRITING - Paragraph - Descriptive - Expository
COMPREHENSION SKILLS
SEMESTER TWO (February - June)
TYPES OF WRITING- Descriptive- Short Story- Report
Students should be able to:- identify the subject and predicate in a sentence- differentiate between simple and compound
subjects and predicates - identify a sentence in the natural order or transposed order - select the correct verb to complete given sentences - select the correct synonym/antonym for given words - use tenses appropriately and consistently - use marks of punctuation correctly - recognize clauses and phrases
Students should be able to: - write topic sentences that state the specific idea of the paragraph - write supporting sentences - create effective ending sentences - write unified paragraphs in which every sentence is related to the topic
- write a descriptive passage that evokes strong sensory impressions- identify the various kinds of expository paragraphs
Students should be able to:- identify main ideas
Students should be able to:- identify each type of writing- write a descriptive passage that evokes strong sensory impressions- identify the elements of narrative writing- write an interesting narrative with events in sequential order- distinguish between a narrator that is a character within the story or one
that is an observer of the action - distinguish facts from opinions- write a factual report with events in sequential order
Students should be able to:
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ENGLISH LANGUAGE DEPARTMENT
ENGLISH LITERATURE CURRICULUM
Introduction
This Literature curriculum is to engage the student’s interest in literature and promote the enjoyment of the different genres. The following skills
will be developed:
Listening
Speaking
Thinking Analytically
Reading
Writing
An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered
class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able
to appreciate, interpret, analyze and evaluate the three genres of literature.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDESemester I (September-January)
CONTENT
1. STUDYING THE GENRES OF LITERATURE
Prose Poetry Drama
2. THE NOVEL
Animal Farm - British Literature
3. POETRY
Poetry comprehension and analysis Selected poems from prescribed text –
Voyages in English
4. THE SHORT STORY
Story comprehension and analysis Selected Stories from Voyages in
English
OBJECTIVES
Identifying the genres of Literature Discuss the elements of each genre Appreciate literature as an art form and a form of expression
Elements of the novel
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues Compare contexts and situations to present cultural experiences
Areas of study Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution) Uncover the meaning of words using the context clues from the story
Semester II (February-June)
TOPIC/CONTENT
5. INTRODUCTION TO DRAMA
Studying West Indian Drama - Ti Jean and His Brothers
6. STUDY OF THE NOVEL CONT’D
The British Novel - Oliver Twist
7. POETRY
Poetry comprehension and analysis Selected poems from Voyages in
English
8. THE SHORT STORY
Story comprehension and analysis Selected Stories from Voyages in
English
OBJECTIVES
Features of Drama
Identify the elements of Drama (Props, costume, actors/actresses, backdrop, stage directions etc)
Examine the use of dialogue in drama Examine the presentation of the characters Examine the use of setting Identify and examine the themes in the play
Areas for Analysis
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues
Areas for Analysis
Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MODERN LANGUAGES DEPARTMENT
FRENCH CURRICULUM
GENERAL AIM:
The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading
and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone
culture.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic/Content Objectives1.LISTENING
2.SPEAKING
3.READING
4.WRITING
Students should be able to : -develop their listening skills by singing and other forms of oral interactions
like simple conversations with classmates and teachers by answering questions based on chosen topics to be covered.
-listen to and respond by doing the actions indicated by commands -listen to short sentences/paragraphs read aloud by the teacher and write down
what they have heard
Students should be able to: -participate in role-play exercises where they act out dialogues
ask and respond to simple questions -do simple descriptions of objects and persons -participate in simple conversations based on everyday experiences
Students should be able to: -read short passages in French using the correct pronunciation, fluency and
intonation -read, understand and follow simple written instructions in the target language -read and answer questions based on reading comprehension passages
Students should be able to: -write short, simple dialogues, letters and compositions based on topics
covered in the syllabus -fill in simple forms e.g. forms requiring personal information -complete written grammar and vocabulary exercises. -answer questions based on a reading comprehension passage
Students should be able to: -identify the French speaking countries worldwide especially the ones in the
Caribbean -describe some of the beliefs and traditions of selected countries in relation to
family life, school and major holidays -compare and contrast French cultural practices with those of Jamaica
greetings and responses -present tense of some irregular verbs
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
RESOURCE MATERIAL USED IN GRADE 8
Main textHexagone 2
Other material to be usedJAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9French First Year by Eli Baume and Gail Stein
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MODERN LANGUAGES DEPARTMENT
SPANISH CURRICULUM
INTRODUCTION
The goal of the GRADE 8 Spanish curriculum is chiefly to:
continue to acquire the basic language skills for functioning in practical every day situations.
allow students to have a solid base upon which they can continue to build and perfect their communicative skills
continue presenting the Spanish language as an integral element of the culture.
continue to encourage an appreciation of Spanish through:
- cultural activities such as Spanish Day and Spanish Carol Service
- inter-school activity such as Spanish Festival and Spanish Club
increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and
Mexico
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SEMESTERS 1 & 2
TOPIC/CONTENT OBJECTIVES
1) PERCEPTIVE LISTENING Students should be able to:a) understand aspects of the lesson while it is being presented orally.
2) PERCEPTIVE READING Students should be able to:a) read with correct pronunciationb) comprehend what is read
3) PRODUCTIVE SPEAKINGStudents should be able to:a) give appropriate responses to situations arising from contexts taughtb) role-play in situations arising from topicsc) ask and respond to questions based on daily routine
4) PRODUCTIVE WRITINGStudents should be able to:a) answer general questions and give responses to situations from topics taughtb) write simple letters- date, opening lines, closing lines etc.
5) CULTURE Students should become more familiar with the culture of Spanish countries such as Mexico and Cuba
6) GRAMMAR Students should learn the grammar rules arising out of the contexts taught, thus improving their receptive and productive skills
7) VOCABULARY Students should expand their vocabulary. This will enable them to:a) function in the context taughtb) write on the subject area taught
SEMESTER 1( September-January)
TOPIC/CONTENT OBJECTIVES
PRESCRIBED TEXT – ¿Qué Hay? Libro del alumno2 Units 1,2&3
LESSON 1 – Greetings and Introductions
Revise what to say when meeting new
people
Review useful words and phrases
associated with schools
Identify where different items are located
in the classroom
Grammar The use of éste / ésta, éstos,éstas, es / son
…(y) for informal introductions
The use of (Te, Le, Les) with presento a
… formal introductions
The use of ser ( to identify something, to
describe physical characteristic/ traits, to
describe professions, nationality and
expressions with time
Students should be able to:
(1) Greet and meet other people in an informal or formal setting(2) Identify various classroom objects(3) Use appropriate prepositions to locate various classroom (4) Conjugate and use appropriately the verb estar.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Class Work: 20% of the overall grade for the semester
Tests : 60% of the overall grade for the semester
Main Text¿Qué Hay? Libro del Alumno 2
Other Resources
¿Qué Hay?Cuaderno 2
Spanish Dictionary
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MATHEMATICS DEPARTMENT CURRICULUM
INTRODUCTION
The purpose of the mathematics curriculum is to:
develop an appreciation of Mathematics and its continued contribution to modern life
develop critical thinking skills and spatial awareness
help students develop skills to analyze and solve problems arising out of real-life situations
help students to identify situations where mathematical skills may be applied
develop investigative and problem solving skills
develop an appreciation of the need to communicate quantitative data accurately
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester
MATERIAL AND EQUIPMENT: Oxford Mathematics for the Caribbean Book 2 Sturdy notebook Homework book Set of Mathematical instruments Large graph book Calculator
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SCIENCE DEPARTMENT
INTEGRATED SCIENCE CURRICULUM
Introduction
This Guide is meant to be used as a tool to help parents and students keep abreast of the required learning outcomes for the academic year. The
guide outlines the topics, objectives, activities and resources that are used at this level. It is by no means exhaustive, but simply representative of
the syllabus for this level.
The 8th Grade syllabus builds on the foundation laid in Grade 7. It introduces more difficult concepts and prepares the student for the transition to
Grade 9.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic / Content Objectives: Students should be able to: Detecting the environment. 1. Define the environment.
2. Explain how we detect the environment.3. Recognize the importance of the senses to man’s existence in the
environment.
Light.1. Define light and state its speed.2. Identify the relationship between light and sight. 3. Give two phenomena associated with light.4. State the difference between luminous and non-luminous
objects giving at least 5 examples of each.
Light.(Rays, Beams) 1. Define rays and beams.2. Explain the differences between rays and beams.3. Accurately draw diagrams of the three types of beams.4. State the differences between a converging and diverging
beams.
4. Light (Objects and Light).
1. Describe what are transparent, translucent and opaque objects.
2. Explain with the use of materials how light affects the above types of objects.
3. Conduct a simple exercise to demonstrate the effect of light on each object.
4. Give examples of each type of material. ( opaque, translucent, transparent
5 Light (Shadow Formation).
1. Define a shadow.2. Explain how shadows are formed. 3. Use diagrams to show the difference between the shadows
formed by a point source and an extended source of light.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
6 Light (Reflection). 1. Explain what is meant by reflection.2. Explain what is meant by diffused and regular reflection.3. Identify occurrences of both types of reflection.4. Use diagrams to illustrate and explain the difference between
both types of reflection.
7 Topic: Reflection II (laws of reflection)
1. Conduct a simple experiment to prove the law, that the angle of incidence is equal to the angle of reflection.
2. Use the law to explain why mirrors for example can be used to direct light rays.
3. State the laws of reflection.
Unit Test for topics 1-7 Mixture of Multiple choice and short answer questions
8 Light (pin hole camera) 1. Explain the principle behind the working of the pin - hole camera.
2. Use the pin hole camera to examine the effects of various modifications to the pin hole camera.
3. Explain clearly why the image is formed inverted.9 Reflection(comparison of
plane, convex and concave mirror images).
1. Conduct a simple experiment to demonstrate the type of image formed by each type of mirror.
2. Describe the images formed by the three types of mirror.3. Explain what is meant by lateral inversion.
10 Light (Refraction). 1. Define refraction.2. Conduct a simple experiment to demonstrate at least two
effects of refraction.3. Identify at least three instances of refraction.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
11 Lenses.
1. Describe the two main types of lenses.2. Draw accurately each of the two type of lens.3. With the use of diagrams show how each of the two type
of lens affects light rays.4. List at least four other types of lens.
12 Lenses II.(Experiment) 1. Conduct a simple experiment to find the focal of a given convex lens.
2. Accurately record their observations.3. Show a willingness to fully participate in and make their
contribution to the group activity.13 The eye.
1. Draw and accurately label cross section diagram of the
eye.2. Explain how the labeled parts of the eye work.3. Identify on a diagram the various parts of the eye.
14 The eye. (Eye Defects).
1. Clearly explain what is near and far sightedness.2. Use diagrams to show both near and far sightedness.3. Use diagrams to help explain how each defect is
corrected.15 Aspects of sight.( Binocular
vision, persistence of vision).
1. Clearly describe binocular vision and an activity to demonstrate it.
2. Clearly describe why persistence of vision occurs.3. Demonstrate and illustrate the usefulness of persistence in
our lives.
15B Light & Sight Quiz\ test 8th Grade
16 Sound. 1. conduct a simple experiment to prove that
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
movement(vibration) is need for sound to be made.2. present their work using the scientific format.
17 Sound.
1. Define sound.2. Clearly state how sounds are made.3. Demonstrate how sounds can be made.
18 Sound II.(Amplitude,Frequency)
1. define frequency and amplitude.2. differentiate between frequency and amplitude.3. use diagrams to demonstrate the difference between
frequency and amplitude19 The Ear.
1. identify the main parts and the three main sections of the
ear.2. outline the process which allows humans to be able to
hear.3. outline the function of the parts of the ear.4. draw and label a diagram of the ear.
20 The Skin.
1. Draw a full and accurately labelled diagram of the skin.2. Identify the two main layers of the skin (epidermis &
dermis)3. Accurately identify the various labelled parts of the skin
on a blank diagram.4. State at least five (5) functions of the skin.
21 The skin.(Sensitivity) 1. Conduct a simple experiment to map the skin’s sensitivity to touch.
1. Present the information gathered in a tabular form.2. Analyse the information gathered and come to a reasoned
conclusion about the skin’s sensitivity.
22 Smell(Nose) (2) Larynx (Voice Box)
1. Identify the position of the smell receptors cells in the nose.2. Explain how we are able to detect various odours.3. State the name of the smell receptors.4. Identify the location of the larynx.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
5. Draw a diagram of the larynx.6. Explain how the larynx functions.
23. The Endocrine System 1. Name the six (6) main glands which form part of the endocrine system.
2. Identify the hormone secreted by each gland.3. Correctly identify the location of each gland on a
diagram.4. Give a basic outline of the influence of each hormone on
the body.
24 Taste and the Tongue.
1. State the four basic taste sensations. (Bitter, Sweet, Sour and Salty.)
2. Identify on a diagram the regions on the tongue responsible for each sensation.
3. Explain how the tongue as the organ of taste works.4. Draw a diagram of the tongue showing the main regions
of sensation
25 Nerve & Brain.
1. Give a definition of a nerve.2. Differentiate between the functions of a motor and a
sensory nerve.3. Identify the three main parts of the brain and explain their
function.26 Brain & Nerve II (Reflex and
voluntary action)
1. Explain what is reflex action and give an examples.2. conduct a simple experiment to show reflex action.3. Explain what is meant by conscious action. And give
examples.4. Demonstrate and explain what is meant by reaction time.
Brain & Nerve Test
27 Acids and Alkalis. (Acids)
1. List the properties which are used to identify acids 2. Draw and label the line pH scale.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
3. Correctly arrange a set of numbers indicating acidity or alkalinity.
28 Acids II.
1. Conduct a simple experiment to identify acids.2. Use the pH scale to rate the strength of acids used in the
experiment.3. Conduct the experiment safely.
29 Alkalis and Neutralization.
1. Give the properties of alkalis.2. Differentiate between caustic alkalis and mild alkalis.3. Give the names of at least alkaline substances.4. Explain what is meant by neutralization and state the end
products.30 Electricity. 1. Give a basic definition for electricity.
2. State some effects of electricity on some objects.3. Name the two types of electricity.4. Define static electricity
31 Electricity (ATOMS)
1. Define an atom.2. Explain how electric charges are created.3. List the particles which make up an atom.4. Identify the charge carried by protons and electrons.
32 Electricity (Current Electricity).
1. Explain what is meant by current electricity.2. Define a circuit.3. Explain what is an electromotive force.
33 Electricity (Circuits)
1. Explain what is meant by an electrical conductor.2. Explain what is an insulator.3. Define a circuit.4. Identify parallel and series circuits.5. Draw circuit diagrams of each type of circuit.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
34 The Dry Cell .
1. Draw and label the parts of a typical dry cell.2. Explain how the dry cell is able to produce electricity.3. Identify the parts of a dry cell on a diagram.
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM
Introduction
Agricultural Science is an applied Science. The aim of the Agricultural Science Department is to develop in students an appreciation and
understanding of plants, animals and the soil. With this knowledge students should be able to contribute to the food security of their
country while being of practical use to the students even after leaving school.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic / Content Objectives: Students should be able to:
1. Introduction to Agriculture
-
Give a suitable definition of agriculture Describe the importance of agriculture too society Outline the historic development of agriculture List and describe the various areas of agriculture Outline problems affecting agriculture locally and in the
Caribbean Give a list of careers in agriculture Identify and describe the role of the agricultural personnel
in the community/ country eg. Minister of agriculture, veterinarian, extension officer and labourer.
2. The Plant make a seed box and seed bed Transplant seedlings using proper technique. Explain the necessity for moisture in the soil Identify types of vegetables – fruit, leaf, root, stem
3. The Soil - Define soil. Describe the major components of the soil (a) Minerals (b) Organic matter (c) Air (d) Water
classify of the soil using the following properties Sand Silt Clay describe the texture of the soil explain how soil is form (wind, water, temperature, changes in
biological factors) describe the soil structure Identify the following: Top soil, subsoil, and parent material
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
4. The Animal List uses of the animals (for meat, eggs etc.) Differentiate classes and types of livestock breeds and classes of livestock (classification based on type,
cattle, goat, pigs, poultry) Distinguish ruminant and non ruminants Describe what is a ruminant and a non ruminant Name animals based on age and sex
5. Tools and Equipment Define of tools and equipment Classify tools and equipment eg. Tractors, lawnmower, milking
machine Identify hand tools and equipment eg. Spraying, measuring,
cutting, trimming Describe the safe use of tools and equipment Describe the maintenance and storage of tools and equipment
-
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
HISTORY DEPARTMENT CURRICULUM
The aim of the Grade 8 History Curriculum is a continuation of the grade 7 curriculum and is designed
To provide students with the basic knowledge of historical development of their country.
To provide students with knowledge and understanding of their ancestral background.
To discover and clarify their individual aptitudes, interest and aspirations.
To develop an appreciation for the uniqueness of a Pan-Caribbean history
To develop and hone their critical thinking skills.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
TOPIC/CONTENTOBJECTIVES
UNIT 3: SPANISH CONQUEST OF THE AZTECS
SEMESTER 2 – FEBRUARY TO JUNE
UNIT 4: SPANISH CONQUEST OF THE INCAS
UNIT 5: BRITAIN IN THE NEW WORLD
UNIT 2: THE AFRICANS
UNIT 6: THE AFRICANS
Describe the way of life of the Aztecs – geographical location, occupations, technology, religion, political organization etc.
Discuss the course of the Spanish conquest of the Aztecs – year of conquest, key personalities and the course.
Examine the factors that allowed the Spanish to conquer the Aztecs.
Discuss the consequences of the Spanish conquest on the Aztec society.
Describe the way of life of the Incas – geographical location, occupations, technology, religion, political organization etc.
Discuss the course of the Spanish conquest of the Incas – year of conquest, key personalities and the course.
Examine the factors that allowed the Spanish to conquer the Incas.
Discuss the consequences of the Spanish conquest on the Inca society.
Define concepts – colonialism, enslavement, mother country, triangular trade, cash crop, plantation system
Examine motives for exploration and areas of settlement in the Caribbean.
Examine the methods used to challenge Spanish monopoly Describe the Western Design and Jamaica – 1655 Assess the impact of the British in the New World – the
plantation system and the enslavement of the Africans. Identify the contributions to our Jamaican heritage and to the
Caribbean society.
Identify place of origin on a world map– West Africa Describe the physical appearance Describe the lifestyle – dress, food, government, religion, beliefs,
language, and technology in West Africa.
TOPIC/CONTENTOBJECTIVES
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester Prescribed text
Honychurch Lennox, The Caribbean People, Bk. 2, 3rd ed., United Kingdom: Nelson Tharnes, 2006.Honychurch, Lennox, The Caribbean People, Bk. 1 3rd ed, United Kingdom: Nelson Tharnes, 2006
HOME ECONOMICS DEPARTMENT
HOME AND FAMILY CURRICULUM
CONTENT OBJECTIVESStudents should be able to:
1 Introduction Review the examination paper done at Grade 7Rules and Expectations
2 The sewing machine List at least five parts of the sewing machine and tell the function of each.Demonstrate the use and care of the sewing machine.
Demonstrate how to thread the sewing machine.Discuss sewing machine faults and remedies.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Practical - Stitching straight - stitching corners
Clothing and Textiles Workbook, pages 27 – 40.
3 Seams List at least four types of seams- French, Open, Over laid and Double stitched Seams State the main classifications of seams Identify ways of neatening seams
Practical - Construct a Plain (open) seam and neaten with Edge stitching
3 Application of designs List three (3) methods of applying designs.Block printingStencil printingTie and dye.Explain the processes involved in each method.
Practical - Dyeing method (Tie and Dye). Printing method (Wall Hanging)
4 Blender Name the parts of the blender.State the three (3) uses of the blenderTell how to store and care for the blender.State four (4) points to look for when selecting a blender
List and Explain terms seen on the blender (chop, blend, whip, puree, grate)
Practical - Fruit Drink. Assignment - Make a brochure
5 Beverage Define beverages.State the classification of beverages.State the use of beverages in the diet.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Demonstrate the serving of cold beverages. Differentiate between juice and drink
Food and Nutrition Workbook, pages 114 – 118
6 Refrigerator State the function of the refrigerator Name least three types of refrigerators (chest, combination, upright) Label the parts of the refrigerator State how to clean and care for the refrigerator Discuss special features of modern refrigerator Assignment - Collect pictures of different types of refigerators
7 Fruit Define a fruitList four (4) classification of fruits.State two (2) examples from each classification.State three (3) factors to consider when choosing fruits.State three (3) functions of fruits in the diet. (nutritive value)Discuss water in the diet
List four (4) ways of serving fruits.
Caribbean Approach, Bk.2, pages 19 – 24.Food and Nutrition Workbook, pages 108 – 109
8 Vegetables Define vegetablesList four (4) classification of vegetables.State two (2) examples from each classification.State three (3) factors to consider when choosing vegetables.
Caribbean Approach, Bk.2, pages 19 – 24.Food and Nutrition Workbook, pages 108 – 109
9 Salads Define a salad and name three (3) types of salads.Name the four (4) parts of a salad.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
State at least four (4) guidelines when preparing and serving salads.State three (3) functions of salad dressings.State three uses of salads in meals.
Practical - Fruit salads, Main meal salads.
Caribbean Approach, Bk.2, pages 38, 39.
10 Family Define the term family Describe family forms in the Caribbean (Single, Nuclear, Extended, New Extended and Sibling Family) Discuss three (3) functions of families Describe the role of various family members
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
INDUSTRIAL ARTS DEPARTMENT
DESIGN TECHNIQUES (ELECTRICAL TECHNOLOGY)
INTRODUCTION
The aim of this course is to provide students with the basic concepts and principles used in the electrical field, which can lead
to career opportunities that exist in Electrical and Electronic Engineering and other related fields.
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Topic/ Content Objectives (At the end of the unit students should be able to
1General Health and Safety
Precautions
Safety Rules and Precautions
Electrical Hazards
Shock
Fire
Burn
Grounding For Personal Safety
List at least ten safety rules and practices.
Conduct basic safety checks.
State three electrical hazards.
State the causes of electrical shock, burn and fire.
State the effects of an electrical shock.
List the factors that affect the severity of an electric shock.
Describe first- aid treatments for electric shock and burn.
State ways to put out an electrical fire.
Discuss the importance of grounding/earthing.
2 The Electron TheoryWhat Is Electricity?
The Structure of the Atom
The Flow of Electrons
Electrical Terms
Explain what electricity is.
Define the following terms: matter, atom, element, compound, molecule,
protons, electrons, charge, ion and ionization.
Express the relationship between current, voltage and resistance.
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Charge
Voltage
Current
Resistance
Conductor
Insulator
The Relationship Between Voltage,
Resistance and Current
Explain the difference conductors and insulators.
Identify different types of conductors and insulators.
List at least four factors that affect the resistance of a material.
3 Electrical Circuit and SymbolsElectrical Symbols
The Simple Circuit
Types Of Circuits
Series
Parallel
Series-Parallel
Circuit Defects
Open Circuit
Short Circuit
o Overloading
Reproduce various electrical symbols.
Define an electrical circuit.
Reproduce a labeled diagram of a simple electrical circuit.
State the purpose of each component of a simple circuit.
List the three types of circuits.
State the characteristics of the different types of circuits.
Explain the following circuit defects: open circuit, short circuit and
overloading.
List the factors that cause open circuit, short circuit and overloading.
5 Power and Energy Define power and energy.
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Definition of Power and Energy
Calculation Of Power and Energy
Given Voltage and Current
With Respect to Time
Reading the Kilowatt-Hour Meter
Calculation of Electrical Energy Bill
Calculate power given current and voltage.
Calculate power given energy and time.
Read the Kilowatt-hour meter.
Calculate electrical energy bills.
RELIGIOUS EDUCATION CURRICULUM
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INTRODUCTION
The Grade 8 Religious Education Curriculum is designed to continue with the study of the history of the 4 major world
religions, noting their similarities and differences. The curriculum is also designed to create in students an awareness of their
freedom of choice with respect to religious beliefs.
It is hoped that students will be instilled with a sense of responsibility, trust and accountability through learning about
stewardship in this curriculum.
SEMESTER 1 SEPTEMBER- JANUARYCONTENT OUTLINE OBJECTIVES
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1. RELIGIOUS WORSHIP
a. Definition of concepts – worship, reverence, prayer
b. Reasons why people worship across religions
c. Elements of worshipd. Forms of worshipe. Times of worshipf. Sacraments in worshipg. Sacraments in worship
2. FOUNDERS, LEADERS AND PLACES
a. Definition of concepts – founders, leaders and patriarchs
b. The Patriarchs of Judaism – Abraham, Isaac and Jacob (Genesis 12: 1 – 20, 21: 1 – 8, 25: 19 – 26)
c. The early life, later life and contributions of Moses (Exodus 2: 1 – 25)
d. The early life, later life and
Students should be able to:1. Define the terms worship, sacraments, ritual2. Discuss elements that religious people have in common
with each other3. Discuss three reasons why people worship4. Name the two types of worship5. Outline three sentiments that worship and prayer mean to
Muslims6. Make up a prayer to reflect your belief that prayer changes
things7. Debate the point that people should have one complete day
of rest each Week
8. Draw and label pictures in a chronological order to illustrate the different times that a Muslim prays each day
9. Design a poster with images of Hindus worshipping at home and in the Mandir
10. Examine four factors that may influence a person’s choice of faith in Jamaica
11. Demonstrate an awareness of the importance of worship across religions
12. Be aware of and appreciate the influence of others on their choice of faith
Students should be able to:
1. Define the term patriarchs2. Identify the founders and leaders of the four major world religions3. Discuss the role played by Moses as a Jewish leader4. Explain why Makkah became the most holy city in Islam5. List three important Christian pilgrimage destinations and describe
one of them.
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contributions of Jesuse. Miracles and Parables – The Lost Son,
The Lost Sheep, The Lost Coin (Luke 15: 1 – 32) and The Wedding in Cana (John 2: 1 – 11).
f. The early life, later life and contributions of the Prophet Muhammad
g. Pilgrimage – Definition and reasons for going on a pilgrimage
h. Holy Places and Pilgrimages for Christianity, Judaism, Islam and Hinduism
i. Places of Worship – Church, Synagogue, Mandir, Mosque
j. Religious Leaders – Christianity, Judaism, Islam and Hinduism
6. Identify why Jerusalem is important to the followers of Judaism, Christianity and Islam.
7. Illustrate the places of pilgrimages for the four major world religions by drawing a diagram
8. Make a model of any place of worship in groups9. Write a letter to the Roman Emperor asking for the resignation of
Pontius Pilate10. Design a family tree based on Abraham’s ancestors11. Show reverence for places of worship and worship activities which
take place within them12. Understand the important contributions of founders to various
religions
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3. SACRED WRITINGS
a. Definition of the term sacred writingb. The Bible (Acts 9: 1 – 22)c. The Tenakh and Talmudd. The Qur’an and the Hadith
e. The Hindu Scriptures
Students should be able to:1. State one difference between the Old and the New Testament2. Compare and contrast the role of a Bishop with that of a
Priest3. Write three responsibilities of an Imam in the Mosque4. Compose a song or dub-poetry to describe how you felt when
you visited a church for the first time.5. Recognize and respect the importance of pilgrimage to
followers of various religions.6. Show respect for religious leaders7. Explain the term “gospel”8. List the three parts of the Jewish scriptures9. Discuss how Muhammad received the revelations that make
up the Qur’an10. Work corporately in groups11. Engage in discussion in order to display an understanding of
the evolution of sacred writings12. Make comparisons between the sacred writings examined13. Display an openness and respect for the sacred writings of
each religion14. Recognize and appreciate some of the differences and
similarities in sacred writings.
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CONTENT OUTLINE
4. SIGNS AND SYMBOLS
a. Definition of concepts – signs and symbols
b. Symbolic gestures c. Symbolic colours in the four major
world religions d. Symbolic vestmentse. Christian symbolsf. Jewish symbols (Leviticus 11: 1 – 26)g. Muslim symbolsh. Hindu symbols
OBJECTIVES Students should be able to:
1. Define the concepts of signs and symbols2. State the names of two Muslim symbols3. Explain the difference between a cross and a crucifix4. Discuss why kosher food is a symbol5. List three Christian symbols6. Differentiate between kosher and treifah foods in Judaism.7. Read and select main ideas from the various scriptures read8. Draw two symbols from each religion9. Make comparisons and distinguish between symbols of different religions10. Use signs and symbols to explain their own beliefs, values and attitudes11. Appreciate the contribution made by words, objects, dance and drama as
signs and symbols in the enrichment of worship12. Become aware of the relationship between symbols that are common to all
religions
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5. CELEBRATIONS
a. Definition of festivalb. Reasons for the celebration of festivalsc. Christian festivals (Matthew 1: 18 – 25,
2: 1 – 12, John 19: 1 – 42)d. Jewish festivals (Exodus 12: 1 – 51,
Luke 2: 41 – 52)e. Muslim festivalsf. Hindu festivals
Students should be able to:1. Define the terms celebrations and festivals.2. Name the festivals that mark the beginning of the Christian year3. List two festivals in Judaism4. Compare the Id-ul-Fitr and Holi festivals5. Explore the Christian views regarding Epiphany 6. Research information on Christmas and Passover7. Write an article on Holi 8. Design a poster showing the rituals associated with Id-ul-Adha 9. Draw a series of pictures showing the celebration of Yom Kippur10. Design an Easter poster to illustrate the life, death and resurrection of Jesus11. Show willingness to work in groups12. Appreciate the role and function of the festivals and celebrations in the
lives of others
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ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester Prescribed text
Michael Keene et al., Religious Education for Jamaica, Book 2
The Bible (N.I.V. or R.S.V.)
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PHYSICAL EDUCATION DEPARTMENT CURRICULUM
INTRODUCTION
The aim of the Physical Education Curriculum is to allow students to:
1. Get together and have fun
2. Experience success and achievement.
3. Keep fit and healthy.
4. Learn physical and technical skills.
5. Improve their mental skills.
6. Cooperate and communicate with others.
It is also geared to enhance motivation, organization, leadership and interpersonal skills.
Physical EducationSEMESTER 1 (September – January) and SEMESTER 2 (February – June)
Topic/ Content ObjectivesNETBALL
- Revision of Passes:-Students should be able to:
1. Draw and label the netball court
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Overhead Shoulder Chest Bounce Under arm Side
- Marking & dodging . Close marking . Space marking
- Shooting- Defending - Center pass- Game
2. FOOTBALL (BOYS) - Revision from grade 7 . Heading (forward, left, right, standing, jumping)
- Tackling- Shooting
3. TRACK AND FIELD- Relay – as in Gr. 7- Baton change
- Change over zone- Non visual down sweep pass
2. Answer questions regarding dimensions and rules governing netball
3. Demonstrate landing and pivoting accurately.4. Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately.5. Describe the skills above when called upon to do so and apply
technique of the skills effectively.6. Use knowledge of skills to perform effectively in competitions.7. Give a brief history of the game and identify the governing
bodies of the sport of netball
Students should be able to:Identify players, positions, equipment, measurements & weight of equipment used.Show willingness to help othersRefine and demonstrate correctly, skills taught previously.Give a brief history of the game and identify the governing bodies of the sport of football
Students should be able to:1. Revise and perform the technique of the down sweep method of
change.2. Demonstrate in relay races the exchange of batons3. Choose to exercise for enjoyment and training benefits
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- Rules governing relays
FITNESS
- Physical fitness- Exercise routine- Components of Physical Fitness
THEORY SESSIONSb. Researchc. Notesd. Handoutse. Tests
Semester 2
TRACK AND FIELD CONTD.- High jump
4. Use knowledge of skills to perform effectively in competitions.5. Give a brief history of the game and identify the governing
bodies of the sport of track and field
Students should be able: Describe the term “Physical Fitness” Describe warm up and cool down activities List and describe the components of Physical Fitness
1. To test and measure students’ critical, analytical and comprehensive skills
Students should be able to correctly answer short multiple choice test on aspect of the various sports
Students should be able to:1. Demonstrate the run up, take off, flight and landing for long
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. Tisbury Flop . Straddle
2. VOLLEYBALL- Conditioning- Volley - The dig pass- Service- The smash / block- Rules- Game
3. BASKETBALL- Revision of grade 7 – Rules, court
dimension, history- Movement / getting free
- Dribbling
jump2. Demonstrate the long jump technique3. Perform the run up, flight and landing in high jump4. Choose to exercise for enjoyments and training benefits5. Use knowledge of skills to perform effectively in competition
Students should be able to:1. Demonstrate the correct body position2. Execute the different passes efficiently3. Show willingness to work with groups or teams4. Explain why conditioning is a necessary element in the
preparation of the body for an activity5. Discuss factors that influence performance of skills.6. Use knowledge of skills to perform effectively in a game
situation. 7. Give a brief history of the game and identify the governing
bodies of the sport of track and field
Students should be able to:1. Explain how the game of basketball was developed.2. Execute the following skills effectively, movements, footwork,
passing, dribbling and shooting3. Use Answer questions relating to court dimensions and rules
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- Shooting- Passing drills- Footwork- Mini basketball
4. CRICKET- Revision of grade 7- Pitch
THE HUMAN BODY
- The muscular system- What makes up the muscular system?- Functions of the muscular system- Types of Muscles- The effects of Physical activity on The
Muscular System
THEORY SESSIONS a. Research b. Notes c. Handouts d.Tests
when called upon to do so.4. knowledge of the skills taught in doing the sport of basketball
effectively
Students should be able to:1. Identify players, positions, equipment, measurements & weight
of equipment used and pitch dimensions.2. Show willingness to help others.3. Refine & demonstrate correctly skills taught previously.
Students should be able to:
Describe the structure of the muscular system State the functions of the muscular system Identify the three types of muscles in the human body Describe the effects of physical activity on the muscular system
PERSONAL DEVELOPMENT DEPARTMENT
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PERSONAL DEVELOPMENT CURRICULUM
Grade 8 Grade 8
If parents and students of second formers and transfer students utilize the information on the book marker given at If parents and students of second formers and transfer students utilize the information on the book marker given at
orientation session along with the Personal Development Book, Preparing for Exams and Beyond Books 1 and 2, the orientation session along with the Personal Development Book, Preparing for Exams and Beyond Books 1 and 2, the
transition period will be much smoother for all stakeholders.transition period will be much smoother for all stakeholders.
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Personal DevelopmentSEMESTER 1 (September – January) and SEMESTER 2 (February – June)
Topic/ Content Objectives
1. Memory lane
.Visioning and goal setting
Students should be able to:
(a) Identify negatives and positives in 1st form and if they were resolved.
(b) “I want to be like Noah” Bk. 2, page 20
(c) Discuss more on visioning and goal setting – “A letter from me to me highlighting my weaknesses and
strengths in grade 7”
(d) Set guidelines or planning goals (values & resources) Bk. 2, page 21-27 (e) Identify signs of a successful person - Pg 8, Bk. 2- Pg 8, Bk. 2
Students should be able to:
Activity – My Book of Dreams (3 – 4 pages) a) Make a book part pictorial and show things that you have achieved and what
is expected, e.g. medals, certificates, trophies, high grades, scholarships, money, house, yacht, etc.
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More on brightening my self-esteem
(Recap on page 3 – 7 in book 1:
Assignment page 89)
More on basic steps to academic
success
More social graces
b) Plan on how I see myself in ______ years time
c) List how I plan to achieve my goals
d) Plan my chosen career, qualifications, length of study, places of study, possible places of employment
e) List some possible obstacles and how to overcome them.
(a)(a) Recall values… What are they and who sets them? The importance of values. Telling on myself - Pg 11–12 Bk. 1 - Pg 11–12 Bk. 1
(b) List resources
(c)(c) Practise more on saying no and meaning it - Daniel 3: 15- Daniel 3: 15
(a)(a) Continue setting questions and answering - Pg 82 Bk. 1- Pg 82 Bk. 1
(b)(b) Interpret exam questions - Pg 79 Bk. 1- Pg 79 Bk. 1
(c)(c) Demonstrate proper time management - Pg 70 Bk. 1- Pg 70 Bk. 1
(d)(d) Understand relationship between all the subjects and the relationship between subjects and various careers - Pg 94 Bk. 1- Pg 94 Bk. 1
(e) Prepare for Exams - before and on the day.
(f)(f) Demonstrate Eating healthily - Pg 14 Bk. 1- Pg 14 Bk. 1
(a) Be familiar with some table appointments/accessories.
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Being the gracious host or guest.
Do unto others as you would have
them do unto you
7.Relationships
More on physical development
(b) Display appropriate behaviour during mealtime. “ He/She has not invited“ He/She has not invited
me to his/her home again! Why?”me to his/her home again! Why?”
(c)(c) Practise Making introductions – Why make introductions, introducing– Why make introductions, introducing classmate to parents, confidence. (See Book 2 for more information.). classmate to parents, confidence. (See Book 2 for more information.).
(a) Identify effective communication – The positive C’s– The positive C’s
(b)(b) Understand the role of communication in relationships – Pg 18 Bk. 1.– Pg 18 Bk. 1.
(c)(c) State various forms of communication – Verbal and Non-verbal.– Verbal and Non-verbal.
(d)(d) Demonstrate respecting others property – school furniture, public– school furniture, public transportation.transportation.
(e)(e) Appreciate being a great neighbour in school – upholding principles “– upholding principles “ How can I make a difference? Positive or negative.” (Ardenne AngelHow can I make a difference? Positive or negative.” (Ardenne Angel Network).Network).
(f) Complete exercise on ‘Classy comments.’
(a) State what is a relationship?
(b) Interpret “No man is an island” (social interdependence)
(c) Demonstrate Friendships
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May Child’s Month:
Rights and responsibilities of childRights and responsibilities of children- Pg 20 – 21 Bk. 1.
(a) Child abuseChild abuse – Pg 38 – 46 Bk 1.
(b) Good and evil do exist in this world Good and evil do exist in this world – Pg 34 – 35 Bk 1.
Project – 26 words (A – Z) relating to the body. PROJECT PROJECT
Each form should identify an area and work with it for the entire school year, for example: the welfare programme, aEach form should identify an area and work with it for the entire school year, for example: the welfare programme, a section of the school, etc.section of the school, etc.
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GEOGRAPHY DEPARTMENT
GEOGRAPHY CURRICULUM
Geography Grade 8SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
Topic/ Content ObjectivesTHE ATMOSPHEREKey Terms: Atmosphere, Ozone, Troposphere, Stratosphere, Mesosphere,
What is the atmosphere? What makes up the atmosphere The layers of the atmosphere and their
characteristics The layer of the atmosphere weather occurs
2. PEOPLE AND WEATHERKey Terms: Weather, Climate, Meteorology, Climatology, Meteorologist, Climatologist, Forecast Differentiate between weather and climate Differentiate between a meteorologist and a
Climatologist Importance of weather forecasting Persons who relies on accurate weather
forecasting and reports
At the end of the unit, students should be able to:
1. Explain the concept of a layered atmosphere and the importance of each layer to life on earth especially as it relates to weather and climate.
1. Define the terms related to people and weather as outlined in the course outline.
2. State the importance of weather forecasting and name at least five (5) individuals or five(5) groups of people who rely on accurate weather forecasting.
3. Explain why weather forecasting is more accurate today than in previous years.
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How is weather information acquired; e.g. satellites, weather planes etc.
WEATHER ELEMENTS AND INSTRUMENTSa. THE WEATHER STATION - THE STEVEVSON SCREEN
What is the Stevenson Screen? Physical Characteristics of the Stevenson
Screen Instruments housed in the Stevenson
Screen Where Stevenson Screens are placed
b. ELEMENTS OF WEATHERThe Seven Elements of Weather:Temperature, Rainfall, Wind (wind direction and wind speed), Humidity, Atmospheric Pressure, Clouds, Sunshine
c. TEMPERATURE What is temperature? What are isotherms? Factors affecting the temperature of a place:
latitude, altitude, distance from the sea etc
What is a thermometer? Description of the thermometer How to read and record temperature from the
thermometer
1. Name the seven elements of weather and the instruments used to measure each.
2. State how the weather elements influence the weather of a particular place/region
3. Name and describe the weather station (Stevenson screen) and explain why it is constructed the way it is.
4. Name at least two (2) different types of thermometer and be able to draw, label and describe a simple thermometer.
5. Calculate accurately different types of temperature readings, e.g. daily average temperature.
6. Convert daily temperature readings i.e. form degrees Celsius to degree Fahrenheit and vice versa.
7. Name the three types of rainfall.8. Draw and label diagrams showing relief and convectional
rainfall and explain how these type of rainfall occurs.9. Explain how the processes of the water cycle work.10. Describe the instruments used to measure rainfall and
explain why it is placed in restricted locations.11. Name and identify rainfall symbols as it relates to rainfall
conditions.12. Name the levels at which clouds appear and the type of
clouds at each level.13. Identify and describe the different cloud types, and the type
of weather associated with each.
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Types of thermometers The temperature scale: degree Celsius,
degree Fahrenheit Temperature conversion, that is converting
from degree Celsius to degree Fahrenheit, vice versa
Calculating types of temperature: Daily/diurnal range of temperature,
average/mean daily temperature, average monthly temperature
RAINFALLUnderstanding key terms:Hydrology, Hydrological Cycle, Precipitation, Evaporation, Transpiration, Condensation, Rain, Rainfall,
What is rain? What is rainfall? What is the water cycle? How the water cycle works Factors that affect the water cycle Drawing the water cycle
14. Name and identify cloud symbols as it relates to amount of cloud cover and cloud types.
15. Explain how clouds are formed.16. Name the instruments used to measure wind direction and
wind speed and explain how the instruments used to measure these elements work.
17. Name the different types of winds and explain how they influences temperatures/rainfall where they go.
18. Name the type of pressure systems and explain the type of weather associated with each.
19. Name and identify on weather maps isotherms and isobars and explain the temperature and pressure systems associated with each
20. Name and identify the symbols on the Beaufort Scale as it relates to wind speed and directions.
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Types of Rainfall: Frontal, Convectional, Orographic/Relief: an
examination of how each occurs Measuring Rainfall
Unit of measurement for rainfall Instrument used to measure rainfall Where to place the rain gauge for collecting
rainfall Reading and recording rainfall data
CLOUDSa) What are clouds?b) How clouds are formed?c) Different types of clouds and their
characteristicsd) Cloud cover symbols
iv) ATMOSPHERIC PRESSUREUnderstanding key terms: Air pressure, millibars, high pressure, low pressure, fronts, cold front, warm front, stationary fronta) Measurement of pressureb) Identifying high and low pressure regionsc) Weather conditions associated with high and
low pressured) Instrument used to measure atmospheric
pressure- barometere) How the barometer works
v) WIND DIRECTION AND WIND SPEED
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Understanding key terms: wind, wind speed, wind direction, knots, Beaufort scale, hurricane, storm, and tropical storm, wind vane, anemometer
What is wind? How winds occur and move Measurement of wind speed and wind
direction: anemometer and wind vane
MAP READING SKILLS
i) FOUR AND SIX FIGURE GRID REFERENCE
What is a grid Importance of four figure grid
reference Easting and Northing lines Locating places and features using
four and six figure grid references
ii) COMPASS DIRECTION AND COMPASS BEARINGS
Stating the compass directions and bearings of a place or a feature on a map
TROPICAL CLIMATES. The tropical climates to be studied are:
Equatorial Climate
1. Use their previous knowledge acquired in grade seven map reading to locate places on a map and calculate straight distances between places and features on a map. Review of grade 7 map skills: (Level 1 Geography) - basic map features, conventional map symbols, sixteen-point compass direction etc.
2. Locate places and or features on maps using four and six figure grid references.
3. Identify regions with tropical climates on a world map and explain how vegetation in these locations has adapted to the existing climatic conditions in the locations.
4. They should be able to explain the relationships between the elements of weather and world climate.
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Tropical Savanna Tropical Marine
. Factors influencing temperature and climate b. Natural and Cultivated Vegetation
Key Terms: Humus, extinct, nutrients, succession, roots, communities, photosynthesis, reproduce, ecosystem, ecology, natural, cultivated, soil, rainfall, temperature
Distinguish between: Natural and Cultivated vegetation
The relationship between climate and natural vegetation, for example how the amount of rainfall affects soil moisture and vegetation growth.
Importances of vegetation cover on the land.c. Introducing Climate Graphs:
Reading and interpreting temperature and rainfall data Looking at:
Average temperature and rainfall Highest and lowest temperature per
month Highest and lowest amount of rainfall
d. EQUATORIAL CLIMATE AND VEGETATION
Location of Equatorial Climate (stating latitude and countries with this type of climate)
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Climatic Characteristics Temperature; average and ranges of
temperature Rainfall; annual, monthly and daily average Interpretation of Equatorial climate graphs
Natural Vegetation: Tropical Rain Forest Characteristics of the Equatorial Forest:
layers of the forest- emergent, canopy, under story and forest floor.
Types of trees, plants and animals in the rain forest.
Indigenous peoples living in the rain forest and their economic activities
Practice to draw a diagram of a tropical rain forest and describe its vegetation. Know its climatic characteristics in details.
Crayons are needed for this test.
e. TROPICAL CONTINENTAL CLIMATE
Location of Savanna Climate (stating latitude and countries that experience this type of climate)
Climatic Characteristics Average temperature and diurnal range Annual and monthly averages of rainfall Interpretation of Savanna climate graphs
Natural Vegetation- Savanna Grassland Types of vegetation on the savanna Wildlife on the Savanna
f. TROPICAL MARINE CLIMATE Location of Tropical Marine Climate (stating
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latitude and countries with this type of climate)
Reasons for the tropical marine nature of
Jamaica’s climate
Climatic Characteristics
Average temperature
Rainfall; annual, monthly
Winds
Interpretation of Tropical Marine Climate graphs
MAP READING SKILLS
Representation of height on maps; spot heights, trigonometrical stations etc.
Introduction to contour lines What are contour lines Contour intervals The spacing of contour lines and their
significance Types of slopes on maps
Land use represented on maps- agricultural, structural, mining etc
Factors influencing location How the activities benefit people in the
1. Identify the various ways in which height is represented on
maps.
2. Name, identify and draw the different types of slopes on
maps.
3. Explain why land use activities are associated with relief.
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environment
Assessment
Resources
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REVIEW FOR SEMESTER EXAMINATIONS
In reviewing for this examination, the following points should be considered:
Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to make
corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.
Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure of what you
may have missed.
Use other geography books and your prescribed texts to help you prepare you own notes.
Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a clean sheet of
paper for measuring distances, calculators etc.
All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam paper is usually
divided into three (3) section, they are – A multiple Choice section, - A map Reading section, - A structured questions section that
require the student to answer questions in complete sentences. These questions will range in difficulty from simple recall to higher
order reasoning, for example to explain what factors determine a named situation. The items tested in the structured section of the
examination are usually based on content covered in a given semester. The map reading, multiple choice and statistics ( grade 9
only) sections of the examination are usually a reflection of the content done in a given semester and an overview of the previous
semester’s work.
Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty five
minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 ½ hours.
No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
© SEPTEMBER 2007 64
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