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2009 SCIENCE GRADE III - IV
1
APPROPRIATE EXPECTATIONS AT THE DIFFERENT GRADE LEVELS FOR THE
ATTITUDES, SKILLS AND TECHNOLOGY OUTCOMES ARE AS FOLLOWS:
GRADES K – 6
ATTITUDES:
Students should be encouraged to:
Curiosity: Ask questions about objects and events.
Find out more about events and objects on their own.
Inventiveness: Suggest new ways of doing things.
Respect For
Evidence
Explain their explanations and conclusions.
Listen to other children’s results and explanations.
Persistence Complete activities.
Persist at tasks.
Respect for living
Things
Show sensitivity to living things.
Cooperation Share with others.
Work together with others.
Concern for Safety Observe safety instructions.
SKILLS:
In developing their skills of inquiry, problem-solving and
design, the students are expected to:
Observing Use as many senses as are appropriate and safe to gather
information.
Identify differences and similarities between objects and events.
Identify sequence in events.
Measuring Use simple measuring instruments or model of measuring
instruments. At first use comparative terms such as bigger,
smaller, and later use actual figures.
Manipulating Set up simple experiments to compare results.
Manipulate simple equipment.
Recording Use pictures and charts to report results..
Fill out simple tables to report results.
Classifying Group objects according to one or two criteria.
2009 SCIENCE GRADE III - IV
2
Communicating Talk freely about their activities and the ideas they have, with or
without making a written record.
Use appropriate vocabulary to describe their observations.
Listen to others’ ideas and look at their results.
Report events by using demonstrations, role play simple drawings,
paintings and simple sentences.
Inferring Notice patterns in simple measurements and events.
Interpreting data Discuss what they find out in response to questions.
Experimenting Freely ask a variety of questions and suggest how they might be
answered.
Suggest how they could investigate to find out answers to
questions.
Predicting Attempt to make predictions (even if not based on patterns)
Problem solving Suggest solutions to simple problems
Designing Construct models either by following instructions or by using their
own designs
Select appropriate material to make models and gadgets
TECHNOLOGY
Technological
Methods
Given problems, the children will be able to discuss and make
simple gadgets.
Nature of Technology Realize that some things are natural and people for their use make
others.
Realize that people use natural things and also make other things
from them.
Realize that they can design and make things which may be
different from what others make.
Share information with others.
Realize information with others.
Realize that safety is important in using tools and making things.
Use of Technology Appreciate the use of devices, tools and structures made by humans
in the home and community.
Appreciate the advantages of using these products.
Realize that human-made things can pollute the environment.
2009 SCIENCE GRADE III - IV
4
GRADE III
Term: ONE
Strand: Life Science
Topic: LIVING AND NON LIVING THINGS Duration: 4 periods UNIT: ONE Duration: ONE WEEK
Focus Questions:
(1) How do I know things are living?
(2) How different are living things from non-living things?
Learning Outcomes Specific Objectives
Understand that plants and animals are grouped
according to similarities
Students should be able to:-
1. Name some characteristics of living things such as, ability
to reproduce, feed, move and grow.
2. Define living things
3. Distinguish between living and non living
Key Concepts Procedures/Activities Skills and Attitudes
Living things non-
living things
Characteristics
Plants
animals
Students observe animals in their environment (where possible)
and or videos. Use their observations to stimulate class discussion
on some characteristics – reproduce, feed, move and grow.
Compare with a toy.
Students make charts and/or scrapbooks. Parents and their young
(reproduce)
Students make charts and/or scrapbooks. Animals eating (feed)
Students make charts and/or scrapbooks. Using pictures of
animals and movement (move)
Students make charts and/or scrapbooks. Displaying different
sizes of an animal. (grow)
Students carryout germination experiment by planting seeds in
jars and observe them grow. This activity could be used to
establish two characteristic of living things (i) reproduce and (ii)
grow.
Students make charts, scrapbooks and portfolio and posters of: -
plants showing different sizes to illustrate plants grow and
reproduce.
Students design and make posters illustrating different methods of
movement by animals.
Observing
Inferring
Classifying
communicating
2009 SCIENCE GRADE III - IV
5
GRADE III
Term: ONE
Strand: Life Science
Topic: FLOWERS & SEEDS Duration: 6 periods
Focus Questions: Duration: TWO
(1) What are some parts of a flower?
(2) How do seeds change as they germinate and grow?
Learning Outcomes Specific Objectives
Understand that plants and animals have structures which
have specific functions
1. Identify four parts of a flower
2. Describe four parts of a flower
3. State the function of the parts…..
4. Examine and draw the inside of a seed
5. Identify the parts that grow into a new plant
6. State the conditions seeds need to grow
Key Concepts Procedures/Activities Skills and Attitudes
Petals
Pollen
Stigma
Ovary
Part of the seed
Conditions for seed
germination
Students will bring Hibiscus flower to class
Students observe diagram of a flower
Students will find the main parts as a result of
description/explanation provided
Students soak beans overnight; students open their beans
Discuss their findings
Draw and label seeds
Prepare a clear plastic container with tissue paper, set for 2
to 3 seeds to germinate. Observe and discuss growth as it
occurs.
Construct a bar graph
- show height of seedlings on selected days
Observing
Comparing
Communicating
Predicting
classifying
2009 SCIENCE GRADE III - IV
6
GRADE III
Term: ONE
Strand: Life Science
Topic: CLASSIFYING PLANTS Duration: 2 periods D Duration: ONE WEEK
Focus Question:
(1)How are plants classified?
Learning Outcomes Specific Objectives
Understand that plants and animals are
grouped according to similarities
1. Classify plants into flowering and non-flowering ;
monocotyledons and dicotyledon
2. Describe the differences between monocotyledons and
dicotyledon
Key Concepts Procedures/Activities Skills and Attitudes
flowering and non-
flowering plants
parts of a seed
seedling
monocotyledons:
seed leaf
parallel-veined leaves
fibrous root system
dicotyledons:
net-veined leaves
un-jointed stem
tap root system
Students work in groups to look at pictures of plants or
go outdoors to look at plants and classify them into
flowering and non-lowering, giving three examples in
each group
Students work in groups to examine seed samples, by
peeling away their seed coat, to see the number of seed
leaves present in each
They record the information in a table with two
headings monocotyledons and dicotyledons
Students work in groups to investigate up-rooted plant
samples such as corn and mango (seedling) or other
monocotyledons and dicotyledons. After describing the
leaves, roots and stems in each case, they link their
findings to the number of seed leaves present in each
type of plant and draw conclusions about the features of
monocotyledons and dicotyledons
Engage in tree planting exercise
Observing
Classifying
Communicating
Investigating
Recording
2009 SCIENCE GRADE III - IV
7
GRADE III
Term: ONE
Strand: Life Science
Topic: LIFE CYCLES Duration: 4 periods Duration: TWO WEEKS
Focus Questions:
(1) How do organisms change as they develop?
(2) How do organisms differ in the rate of development?
Learning Outcomes Specific Objectives
Know that organisms must go through stages as
they grow and develop
1. Describe changes in life cycles of insects and other animals
2. Identify stages in life cycles of insects
3. Identify stages in life cycles of other animals
Key Concepts Procedures/Activities Skills and Attitudes
Reproduction
Adults
Young
Stages
Eggs;
Hatching
Birth
Insects
Amphibians
Mammals
Reptiles
Pupils research information on life cycles of various
organisms – insects and others
Use the information to draw the life cycle of each
organism, naming each stage
Note the varying number of young per species
Discuss the differences/similarity of adult to young; length
of cycle
Observing
Communicating
2009 SCIENCE GRADE III - IV
8
GRADE III
Term: ONE
Strand: Life Science
Topic: CLASSIFYING VERTEBRATES Duration: 2 periods Duration:
Focus Question:
(1) How are vertebrates classified?
Attainment Target(s) Specific Objectives
1. Define the term vertebrates
2. List the five classes of vertebrates
3. Describe the main features of each class of vertebrates
4. Compare the main features / characteristics of the classes of
vertebrates
5. Make a model of any vertebrate from ‘throw away’ items
Key Concepts Procedures/Activities Skills and Attitudes
vertebrates:
mammals, birds, fish,
amphibians, reptiles
characteristic features
Research project: view pictures / photos; observe vertebrates
in their homes, or community.
Find out information about these vertebrates by reading or
questioning or touching:
- external body
- habitat
- breathing organ
- warm blooded / cold blooded
- method of reproduction
Students tour their community to identify any vertebrates.
They represent information in a bar graph
Observing
Classifying
Communicating
Designing
Manipulating
Recording
2009 SCIENCE GRADE III - IV
9
GRADE III
Term: ONE
Strand: Life Science
Topic: Factors that hinder growth and development Duration: 4 periods Duration: TWO WEEKS
Focus question:
(I) What are factors that hinder growth and development in organisms?
Learning Outcomes Specific Objectives
Recognize the factors that may hinder
growth and development in organisms
1. Review the factors / conditions that support life / growth in
plants and animals
2. Predict what would happen to organisms in the event that the
factors / conditions were absent or inadequate
3. Write and test hypotheses using a variety of factors using
available organisms (seedling, insects)
4. Demonstrate knowledge of some factors that hinder growth and
development in plants / animals
Key Concepts Procedures/Activities Skills and Attitudes
Factors
Conditions
Organisms
Hypothesis
Growth
Development
Stunting
Drought
Recap the factors which are required for organisms to grow
and have students suggest how lack of or inadequate amount
of each would affect growth in an organism
Have students examine samples of plants with controlled
variables to see how removing essentials impact on them
Students write their own hypothesis about growth /
development then experiment to test …. Then they submit a
report sheet.
Observe pictures of environments and animals suffering
from the effect of drought and discuss what is observed
Students keep daily chart of growth or stunting of plants
Discussing
Observing
Recording
Predicting
Hypothesizing
Manipulating
Interpreting
2009 SCIENCE GRADE III - IV
10
GRADE III
Term: ONE
Strand: Earth and Space Science
Topic: EARTH’S RESOURCES/SOILS Duration: 6 periods Duration: ONE WEEK
Focus Questions:
(1) What are the components which make up soil?
(2) How do the properties of soil differ?
Learning Outcomes Specific Objectives
Understand that soil is made up of various
components that have different properties
Recognize that different soils have different
properties
1. Describe the various components of a soil sample
2. Separate soil into its different components
3. Compare soil samples from different locations
4. Compare the time water takes to soak into various
soils
Key Concepts Procedures/Activities Skills and Attitudes
Components of soil
Colour
Texture
Structure
Methods of analyzing soil
- sieving
- sedimentation
Flooding
Drainage
Divide the class into groups. Give each group two samples
of soil. Ask each group to examine the soil and report on
colour, texture and structure and any other visible
features.
Given a sieve, let each group use one sample to sieve.
Record findings in terms of the different size of soil
samples.
Given water and a measuring cup, let each group carry out
sedimentation on the remaining sample. Observe and
measure the width of the different layers.
Collect 3 soil samples from different locations. Place each
soil sample in a funnel stopped with a piece of cotton
wool. Ask pupils for suggestions of what might make a
difference re the amount of time it will take for the water
to soak through.
After discussion the pupils list variables to make it fair.
Pour 10ml of water in each funnel and record the rate at
which the water drains through. Relate the outcomes to
the soil components.
Making ornaments – paper weights
Find medium sized smooth rocks. Glue on shells or other
small objects.
Observing
Analyzing
Communicating
Predicting
Classifying
2009 SCIENCE GRADE III - IV
11
GRADE III
Term: ONE
Strand: Life Science
Topic: Food Webs – Balancing Nature Duration: Unit: EIGHT Duration: ONE WEEK
Focus Question:
(1) In what ways is organism dependent on each other?
Learning Outcomes Specific Objectives
Understand that organism in an environment depend
on each other for survival
Appreciate that there are things in nature that cause
imbalance in the way organisms function
1. Construct simple food webs to show feeding
relationships amongst animals in a given area
2. Interpret simple food webs
3. Identify factors that may disrupt the balance of nature
4. State the consequences of disrupting the balance of
nature
Key Concepts Procedures/Activities Skills and Attitudes
Producers
Herbivores
Carnivores
Omnivores
Balance of nature
Food web
Consumers
Competition
Students study diagram(s) of simple food web(s) and
identify the feeding relationships of animals. They
indicate where there is competition.
Students tabulate the findings of feeding relationships
They visit a local area and record the names of organisms
found there. They go back to the classroom and work in
groups to construct a food web for the area
Discuss what may happen when the balance of nature is
disrupted and what we can do to ensure we conserve the
environment – keep the balance of nature
Let students attempt to link up a number of food chains
Constructing
Observing
Recording
Inferring
Drawing
Analyzing
Interpreting
2009 SCIENCE GRADE III - IV
12
GRADE III
Term: ONE
Strand: Earth and Space Science
Topic: WEATHER Duration: 4 periods Duration: THREE WEEKS
Focus Questions: (1) What elements make up the weather?
(2) What do clouds tell us about the weather?
(3) What helps to tell us the weather of a place?
(4) How hot or how cold?
Learning Outcomes Specific Objectives
Recognize the elements of the weather 1. Explain weather.
2. List elements of weather (air/wind, clouds, water vapour,
precipitation, temperature).
3. Classify clouds based on shape and height
4. Predict weather based on cloud types
5. Describe how clouds are formed
6. Identify and use weather symbols to describe weather
conditions
Key Concepts Procedures/Activities Skills and Attitudes
Elements of weather
- wind
- air
- temperature
- water vapour
- precipitation
Atmosphere
Clouds:
- stratus
- cumulus
- cirrus
Weather symbols
The teacher will give students a handout with the following
questions:
(a) Today is sunny, cloudy and rainy.
(b) How do you feel? Cool, hot, very hot
(c) I can see…..clouds none, few, many
(d) The clouds are …..white, grey, dark
(e) How is the weather today? Bright, rainy, windy
(f) How can we describe the rainfall? None, drizzle, heavy
Students use worksheet to record the weather (day/few days)
then predict the weather for the next day
They compare predictions to the real weather on the following
day (s)
Draw symbols to represent weather conditions on designated
areas of a map
Communicating
Inquiring
Observing
Exploring
Investigating
Predicting
2009 SCIENCE GRADE III - IV
13
GRADE III
Term: TWO
Strand: Life Science
Topic: THE EYE Duration: 4 periods Duration:
Focus Questions:
(1) What is the function of the eyes?
(2) What are some factors which affect the eye?
(3) How do we take care of our eyes?
Learning Outcomes Specific Objectives
Appreciate the importance of the eyes and
understand that measures should be taken to
protect the eyes
1. Using a diagram identify the parts of the eye
2. State the functions of the main parts of the eye – iris, pupil
3. Explain the importance of the eye to the body
4. Identify different causes of eye problem
5. Explain how we care for the eyes
6. Describe changes in the appearance of their eyes in
response to dim and bright light or approaching objects
Key Concepts Procedures/Activities Skills and Attitudes
Parts of the eye:
Iris
Pupil
Importance of the
eye problems
Caring for the eyes
Effect of
light/darkness on
the eye
Eye safety
Introduce the lesson by letting students open and close their eyes-
e.g. ‘Simon says game’. Ask students what they see/not see as a
result of each action
Discuss the importance of the eye
Display a large labeled diagram of the eye – students identify the
parts as indicated
Get pupils to use s mirror to observe and identify the iris and
pupil in their eye
Pupils work in pairs to observe changes occurring in iris and pupil
of their partner in the dark and in the light. They describe what
happens if an object approaches the eye suddenly
Discuss different ways we can get eye problems and how these
problems can be reduced
Observing
Communicating
Inferring
2009 SCIENCE GRADE III - IV
14
GRADE III
Term: TWO
Strand: Life Science
Topic: PERCEPTION OF TASTES & ODORS Duration: 4 periods Duration:
Focus Question:
(1) How do we use our senses?
Learning Outcomes Specific Objectives
Awareness of the senses
Students will be able to:
1. Identify the senses
2. List different objects that relate to the sense of taste
and smell
Key Concepts Procedures/Activities Skills and Attitudes
Taste
Smell
Directions:
Label four paper cups "sweet," "salty," and "bitter." Mix
the appropriate tasting liquid in each cup.
Pour a cup of plain water for each child and give each child
four cotton swabs.
Let the children take turns looking into the mirror so that
they can see the taste buds all over their tongues.
Have each child dip one cotton swab into the sweet water
and repeatedly touch it to their tongues until they find the
area of the tongue where sweets are tasted. There may be
some variance from person to person.
Have the children throw away the used cotton swab and
take a sip of plain water from their cups.
Repeat this process with the salty, sour, and bitter liquids.
What Happened: The children were able to see that
different areas of their tongues are sensitive to certain
tastes.
Smell - Explain what the sense of smell is in your own words. Let
them smell the perfume or flower. Explain that everything
they smell with their nose is using their sense of smell.
Flowers, perfume, skunks, and cookies in the oven are all
things that they can smell.
Observing
Communicating
2009 SCIENCE GRADE III - IV
15
GRADE 3
Term: TWO
Strand: Physical Science
Topic: PROPERTIES OF AIR Duration: 6 periods
Focus Questions:
(1) What are the properties of the air?
(2) How can we measure the properties of air?
(3) What are the effects of the wind?
Learning Outcomes Specific Objectives
Investigate the physical properties of air 1. List the properties of air.
2. List and discuss ways in which air is important to
people.
3. Infer the presence of air by the resistance it offers.
4. Infer that air exerts a force which can bring about
movement of objects.
5. State the useful and harmful effects of the wind
Key Concepts Procedures/Activities Skills and Attitudes
Properties of air
Strong wind
Calm wind
Breeze
Streamlined
Airborne
Aircraft
Space, mass, force
Effects/useful, harmful
Hurricanes
Experimenting and co-operative learning
Elicit from students, their ideas about: How do you
know air is around? What can you do to show air has
weight?
Pump/blow up a balloon. Why does it become bigger?
Does this show that air occupies space?
Let out the balloon. Why does it fly about?
Submerge empty glass upside down completely into a
bucket of water. Observe what happens. Why does the
water not go into the empty glass?
Pass a straw under the glass until it is just above the
level of the water in the glass. Then take a pull at the
straw and observe what happens. Describe what
happens. Why do you think water goes into the glass
now?
Inflate two balloons to different sizes and hang on a
stick.
How does it slant?
Weigh a bicycle tube, balloon, ball when deflated and
inflated.
In each case which has the greater weight.
Discuss the effects of the wind.
Have children talk about what happens on windy days.
Then have them draw and colour pictures to illustrate
their ideas
Observing
Communicating
Inferring
Recording
Problem solving
2009 SCIENCE GRADE III - IV
16
GRADE III
Term: TWO
Strand: Life Science
Topic: ECOSYSTEMS Duration: 6 periods Duration:
Focus Questions:
(1) What local ecosystems can be identified?
(2) What are the characteristics which support life in ecosystems?
(3) How can we protect the ecosystems?
Learning Outcomes Specific Objectives
Investigate the habitats and environments of
plants and animals
Appreciate the importance of every part of the
ecosystem in maintaining the environment
1. Name the different types of ecosystems in Antigua and
Barbuda.
2. Locate examples of ecosystems in Antigua and Barbuda on
map.
3. State the characteristics of the different types of ecosystems
4. Compare ecosystems.
5. Outline the factors which may impact on the plants and
animals in any given area.
6. Explain measures to protect ecosystems.
Key Concepts Procedures/Activities Skills and Attitudes
Ponds
Mangrove swamps
Rain forests
Sea/beach/rocks
Habitats
Plants and animals
Food sources
Dependence food
chains
Development
Deforestation
Litter/pollution
Conservation
Survival
- using maps, photos, diagrams students will identify
different ecosystems.
- locate and shade these on an outline map of Antigua and
Barbuda.
Students take note of the features/characteristics of the
ecosystems on field trips.
Discuss how named ecosystems are different e.g.
species of plants and animals; and how these support
each other for survival; and how the conditions support
the plants and animals and these may survive in one
way or the other.
Group work and presentation – factors which hamper
survival of plants and animals and how man could
protect these areas.
Observing
Problem solving
Inquiring
2009 SCIENCE GRADE III - IV
17
GRADE III
Term: TWO
Topic: Conservation Duration: 7 periods Duration:
Focus Question:
(I) Why is conservation important and how do we conserve?
Learning Outcomes Specific Objectives
Students demonstrating appreciation of the
importance of conservation (and recycling) in
maintaining balance in the environment.
Students awareness of actions/methods that help to
conserve the environment and resources in the
environment
1. Define the term ‘conservation’
2. Describe the role of recycling and conservation in
maintaining balance
3. Identify local ecosystems in need of conservation
4. Explain the importance of other resources that need to
be conserved / recycled
5. Explain environmental conservation actions that can be
taken in every day life
Key Concepts Procedures/Activities Skills and Attitudes
Conservation
Balance of nature
Recycling
Local ecosystems
Resources
Students each have a drink of water / juice from a central
jug or each take a marble from a bag. Observe what
happens if this action is not balanced by replenishing the
water and marbles. They will predict what will happen in
other scenarios in environment if resources are over-used
Discuss the meaning of conservation and recycling and
their role in maintaining balance in the environment
Go on field trip to mangrove swamp and observe the
surrounding. Discuss the importance of each of these
ecosystems
Discuss the ways which can or cannot help conservation
Make useful items from recycled material
e.g. pen and pencil holder from paper and candy sticks.
Observing
Oral expression
Predicting
Discussing
Implementing
Manipulating
Creating
2009 SCIENCE GRADE III - IV
18
GRADE III
Term: THREE
Strand: Physical Science
Topic: FORCES & MOTION Duration: 4 periods Duration:
Focus Question:
(1) What can force do?
Learning Outcomes Specific Objectives
Understand that objects can exert forces
Realize that forces affect structures
Students will be able to:-
1. Identify forces as push or pull by one body on
another.
2. Describe, using their observations, forces that can
alter the shape of materials and structures.
Key Concepts Procedures/Activities Skills and Attitudes
Forces:
Push
Pull
Motion
Shape
Bending
Squashing
Stretching
pulling
Attach string to small car.
Have student to push the car to initiate movement.
When the car stops have students to pull the car towards
them.
Two groups of students could be used for a tug-of-war
activity.
Have students to demonstrate using the car and string
that they can set the car in motion and also stop it.
Have students to make spherical ball with plasticine.
Have them to drop it from table top and make
observations.
Place plasticine in one hand and press it with other hand.
Observations
Manipulation
2009 SCIENCE GRADE III - IV
19
GRADE III
Term: THREE
Strand: Physical Science
Topic: FORCE/ MAGNETS Duration: 2 periods
Focus Questions:
(1) What materials/objects are/are not attracted to magnets?
(2) What happens when a magnet attracts a material?
Learning Outcomes Specific Objectives
Understand that materials may interact
differently with other materials and objects
Students will be able to:
1. Demonstrate how a magnet works.
2. Describe the effects of magnets on material.
3. Describe the use of magnets in the home and community.
4. Suggest novel ways of using magnets in the home or
school.
Key Concepts Procedures/Activities Skills and Attitudes
Magnet
Iron
Magnetic material
Non-magnetic
materials/objects
force
Have students placed in groups.
Have them to predict which objects will be attracted by the
magnet.
Have them to now place magnet close to objects and observe
what happens.
Have them place result in table form – materials, attracted,
not attracted.
Materials/attracted/not attracted
Students research and present examples of magnetic forces at
home and community
Draw examples
Observation
Communication
Inferring
Prediction
Problem solving
2009 SCIENCE GRADE III - IV
20
GRADE III
Term: THREE
Strand: Earth and Space Science
Topic: WATER/ EVAPORATION Duration: 4 periods
Focus Question:
(1) What are the main sources of water?
Learning Outcomes Specific Objectives
Understand the water cycle and its effects 1. List the two main sources of water in nature’s water cycle
(ground water and surface water).
2. Observe the evaporation and condensation of water.
3. Identify the evaporation and condensation of water.
4. Identify the heat source that powers nature’s water cycle.
5. Design and construct a model to represent the water cycle.
6. State other factors that affect the rate of evaporation
7. List THREE ways that water is important to humans.
Key Concepts Procedures/Activities Skills and Attitudes
Surface water
Ground water
Water cycle
Evaporation
Condensation
Heat source;
fire
sunlight
Students should work in teams. Each team should
consist of two students.
Fill the cup with cold water and ice cubes.
Add two drops of food colouring to the water and
ice cubes. [Each group may use a food colour of
their choice]
Let the cup sit undisturbed for 5 minutes or until
there are drops of water on the outside of the cup.
Wipe the outside of the cup with the white napkin.
Record what happens.
Students respond to questions and engage in
discussion
- Where did the on the outside of the cup come
from?
- How do you know?
- What caused the water drops on the outside of
the glass?
Students observe demonstration of how liquid
changes to gas.
Question:
i. What happens to the water?
ii. What is this process called?
iii. Where is the water now?
Students follow written instructions in constructing
a model.
Observing
Communicating
Interpreting
Recording
Measuring
Analyzing
experimenting
2009 SCIENCE GRADE III - IV
21
GRADE III
Term: THREE
Strand: Earth and Space Science
Topic: SOLAR SYSTEM Duration: 4 periods Duration:
Focus Questions:
(1) What bodies make up the solar system?
(2) What is the relative position of each planet to the sun?
(3) What is the difference between a star and a satellite?
Learning Outcomes Specific Objectives
Understand that earth is a part of the solar
system which consists of the sun, planets and
their satellites
Understand that the sun is a star and the moon
is a natural satellite to Planet Earth
1. Name the nine planets in the Solar System and place them
in their relative position.
2. Identify the Earth as a planet in space.
3. Infer that the sun is the main source of light in the Solar
System.
4. Construct a model of the solar system.
5. Operationally define a planet, star and a satellite.
6. Infer that the moon is a natural satellite to planet Earth.
Key Concepts Procedures/Activities Skills and Attitudes
Solar system:
Planets
Relative position of
planets
Star
Satellites
Asteroids
Rotation
Orbit
Construct a model of the Solar System.
Cut out ten circular shapes from one sheet of blank paper.
Colour one yellow- to represent the Sun – and the others a
different colour to represent each of the other nine planets.
Place another blank sheet of paper on top of the cardboard.
Position the shapes around the sun as shown in the drawing.
Students engage in a game similar to musical chairs –
students represent planets and find vacant chair as hi/her
planet name is called out.
Students are guided to create mnemonics to learn planets in
the correct order.
Students observe stars on a dark night and away from street
light/lamp parts. They note – brightness, size; number of
stars in a particular area.
Discovery
Experimenting
Communicating
Co-operating
2009 SCIENCE GRADE III - IV
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GRADE III
Term: THREE
Strand: Physical Science
Topic: HEAT AND LIGHT SOURCES Duration: 4 periods
Focus Questions:
1) What provides us with heat and light?
2) What fire safety measures are necessary?
Learning Outcomes Specific Objectives
Appreciation of the importance of heat
and light in everyday life.
Be aware of and practice safety
measures against exposure to excess
heat/light.
Students should be able to :-
1. Identify natural and man-made sources of heat and light
sources (sun, candle, fire, lamps, friction, and electricity).
2. State ways in which heat and light are used in everyday
activities.
3. List examples of fuels used at home, for transportation and
production (in Antigua/Barbuda)
4. Appreciate the role of the sun and man-made devices as
providers of heat and light in our daily lives.
5. State fire safety measures that everyone should observe.
6. Become aware of the dangers of excessive heat and light.
Key Concepts Procedures/Activities Skills and Attitudes
Heat
Light
Fuel
Source
Natural
Man-made
Transportation
Production
Device
Sun
Fire
Candle
Lamp
Fire-drill
Danger
Excessive
Over-exposure
Pupil will
Discuss:
(i) Heat and light as forms of energy provided by the sun.
(ii) Other natural/man-made sources of heat/light with which they
are familiar.
Compile a list of ways in which heat and light are used in everyday
life in groups).
Identify fuels that are used in the home, for transportation and
production in Antigua/Barbuda.
View video on fire safety or invite a fire police to talk to students.
Design and produce posters to illustrate the role of the sun and/or
man-made devices as providers of heat and light in their lives.
Pupils stand in sun and then under a tree in shade and discuss this
in relation to picture.
Pupils sun several layers of clothing which provide warmth. e.g.
several sweaters, shirts, blouses, scarves, etc. to experience ‘ heat
generation’. Discuss activity’s results to shut our/let in sunlight;
closing/opening of windows/switching electricity on/off in
classrooms.
Discuss effects/results
Listening
Oral expression
Discussing
Recording
Designing
Cooperating
Observing
Analyzing
Listing
2009 SCIENCE GRADE III - IV
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Grade IV
Term: I
Strand: Life Science
Topic: Plants Duration: 10 periods
Focus Question:
(1) What is the role of plants in the environment?
Learning Outcomes Specific Objectives
Be aware of methods of plant reproduction
Be able to relate plant growth to anatomy and
structure.
Be able to describe the process of photosynthesis
and respiration by way of experiment.
1. List factors affecting plant growth
2. Classify plants according to
reproduction
3. Collect and classify plants
4. List the parts of seeds.
5. Describe how leaves help in the
process of respiration and
photosynthesis.
Key Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Oxygen
Chlorophyll
Flowering
Non-flowering
Grafting
Photosynthesis
Reproduction
Respiration
Recycling
Affecting
Balance
Pesticides
Environment
Conservation
Growth
Development
Organisms
Process
Seedling
Field trip to Christian Valley, Bendals
Propagation Centre to observe natural
environment.
Start a school garden
Resource person (Extension Officer)
After observing class can explain the
meaning of reproduction.
Show advantages of replacing plants in the
environment.
Use poetry to reinforce the life cycle of plant.
Inferring
Classifying
Predicting
Hypothesizing
Controlling
variables
Making
operational
definitions
Analyzing
Communicating
Listening
Reporting
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: I
Strand: Life Science
Topic: Animals Duration: 8 periods
Focus Question:
(1) What are the main changes that occur during growth, development and reproduction
in animals?
Learning Outcomes Specific Objectives
Be able to describe the importance of
growth, development and reproduction in
animals.
Understand that growth & development
occur at different ratio
Appreciate people/animals for who/what
they are.
1. Define the words growth,
development and reproduction state.
2. Conditions necessary for growth
and development
3. Identify physical changes in growth
and development
4. Describe different life-spans/cycles
of animals.
5. Explain why growth development
and reproduction in animals
important.
6.
Key Vocabulary Concept Procedures/Activities Skills and
Attitudes
Growth
Nutrition
Life-Cycle
Life-Span
Reproduction
Development
Sexual-
reproduction
Physical change
Mature
Go on field trips to look at animals with
their young or look at picture of animals
and their young and establish meaning of
growth, development of reproduction
Discuss the difference between the adult
and the young and suggest changes that
will take place as young develop. Discus
the conditions needed for growth and
development
Research of specific animals and how
they reproduce. Produce a written report.
Discuss the importance of procreation
Observing
Classifying
Discussing
Investigating
Reporting
Curiosity
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: I
Strand: Life Science
Topic: Breathing Duration: 4 periods
Focus Question:
(1) What is breathing and why is it important?
Learning Outcomes Specific Objectives
Be aware that air is important for all
living things
Understand the importance of air
1. State that living things need air.
2. Explain the importance of clean air
3. List the parts of the respiratory tract
4. Compare the processes of breathing in and
breathing out
Key Vocabulary Concept Procedures/Activities Skills and Attitudes
Inhale
Exhale
Breathe
Lungs
Oxygen
Air
Air sacs
Alveoli
Trachea
Wind pipe
Carbon dioxide
Breathing in
Breathing out
Present model of respiratory system Observing
Oral expression
Manipulation
Recording
Communicating
Experimenting
Designing
2009 SCIENCE GRADE III - IV
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GRADE IV
Term I
Strand: Life Science
Topic: Support and Movement in animals Duration: 10 periods
Focus Question:
(1) What are muscles and how do they affect animal movement?
Learning Outcomes Specific Objectives
Demonstrate how muscles support animals
and effect movement in them
Appreciate that movement cannot be
achieved in an animal without muscles
1. List the types of muscles
2. Define the terms muscle and
skeleton
3. Observe ways in which muscles
movement is attained
4. Use experiment to show how the
skeleton and muscle work together
5. How exercise affect muscle tone
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Voluntary
Involuntary
Muscle
Skeleton
Framework
Tendons
Ligaments
Joints
Cartilages
Movement
Reflex
Cardiac
Function
Strength
Biceps
Triceps
Contract
Relax
Use models to show how bones and
muscles work together
Feel muscles of the body and manipulate
by movement
Refer to New Modern Science 4 (chap 12)
Demonstrate that muscles work in pairs
Construct model (as above)
Observing
Communicating
Listening
Hypothesizing
Predicting
Inferring
Listing
Identifying
Making operational
definitions
Experimenting
2009 SCIENCE GRADE III - IV
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GRADE IV
Term I
Strand: Life Science
Topic: Antigua and Barbuda Ecosystems: Distribution/Location Duration: 4
periods
Focus Question:
(1) Where are the different types of ecosystems located in Antigua/Barbuda?
Learning Outcomes Specific Objectives
Be aware of the location of
Antigua/Barbuda ecosystems
Understand how physical structure
of the land contributes to its
ecosystems
Appreciate the importance of
ecosystems
Name the different types of ecosystems
found in Antigua & Barbuda
State the location of the different types of
ecosystems in Antigua & Barbuda
Explain the links between land structure and
type of ecosystems
Discuss how ecosystems contribute to
development (social, economical e.g. fish,
ecotourism, etc.)
Key
Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Ecosystems
Environment
Rainforest
Mangrove
Swamp
Pond
Lagoon
Scrubland
Habitat
Eco-tourism
Hilly
Wetland
Go on an island tour to observe the different types
of ecosystems on the island, taking note of their
location
Engage in follow-up discussion of the following:
types and location of ecosystems
links between land structure & ecosystem
the importance of ecosystems to
development
Observing
Oral expression
Analyzing
Inferring
Interpreting
Manipulating
2009 SCIENCE GRADE III - IV
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GRADE IV
Term I
Strand: Life Science
Topic: Caribbean Ecosystems Duration: 4 periods
Focus Question:
(1) What types of ecosystems are present in the Caribbean environment?
Learning Outcomes Specific Objectives
Be aware of the types of ecosystems found
in the Caribbean
Appreciate how the diversity of
ecosystems contribute to development
1. Name the main types of Caribbean
ecosystems
2. Identify the countries in which
specific ecosystems are located
3. Explain how ecosystems help to
provide useful resources
Key
Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Environment
Ecosystems
Mangrove
swamps
Scrublands
Wetlands
Rainforest
Coral reefs
Watch a documentary video showing ecosystems
found in various Caribbean countries
Engage in discussion on the types of Caribbean
ecosystems and the countries where specific
ecosystems are located
Observing
Oral expression
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: I
Strand: Life Science
Topic: Environmental Destruction Duration: 8 periods
Focus Question:
(1) How does human interaction and wave action destroy the environment?
Learning Outcomes Specific Objectives
Be aware that the environment may be
destroyed by man’s activities as well as
nature
Appreciate the importance of
preventing/reducing environmental
destruction by human behaviour
1. Describe the effects of man’s
activities on the environment
2. Investigate the effects of wave
action on the environment (e.g.
beach, coral reefs)
3. Cite ways in which man can help to
prevent environmental destruction.
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Beach
Coral reef
Mangrove
Habitat
Sand
Erosion
Sand
Erosion
Sand-mining
Litter
Littering
Water-pollution
Back-filling
Land-filling
Dredging
Extinction
Conservation
Conservation
Blow hole
Observe the environment and identify areas
that have been destroyed. Discuss how
people’s activities contributed to the
destruction.
Go on field trip to a coastal area (beach,
mangrove, etc) Observe the environment:
litter, erosion, depletion of sand and so on.
Write a report on the destruction carried to
the environment by man and those caused by
waves. Suggest ways in which man can
prevent destruction of the environment
Examine pictures/view documentary of
coastal features formed by waves.
Observing
Recording
Reporting
Communicating
Designing
Analyzing
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Life Science
Topic: Conservation needs in Antigua & Barbuda Duration: 6 periods
Focus Question:
(1) How can we protect our terrestrial environment?
Learning Outcomes Specific Objectives
Have a greater appreciation for the God
given gift of our terrestrial environment
Understand the dangers of failing to
conserve
Devise ways in which we can contribute to
protecting our terrestrial environment
1. Recognize that the environment
needs to be protected.
2. identify ways to protect the
environment (focus on terrestrial)
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Land
pollution
Greenhouse
effect
Global
warming
Deforestation
Soil erosion
Land fills
Composting
Recycling
Reusing
Conservation
Botanical
gardens
zoo
animal/bird
Mangroves
Terrestrial
Habitat
Extinct
Ecosystem
Resources
Field trips
Class discussion lectures
Resource person from Solid
Waste Management
Videos (watch)
Build a compost
Tree planting exercise
Art project: use old and discarded
materials to create a useful
artifact
Language Arts: Write a petition
requesting protection concerning
a terrestrial environmental issue
Write a poem about the
importance of terrestrial
conservation
Experiment demonstration soil
erosion
Clean up campaign
Investigating
Constructing
Making inferences about soil
erosion and deforestation effect
on global warming
Classifying and sorting
Collecting
Letter and poetry writing
Experimenting
Observing
Record data
Predict outcomes
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Life Science
Topic: Rocks and Soil Duration: 10 periods
Focus Question:
(1) How does running water affect (change) the earth’s surface?
Learning Outcomes Specific Objectives
Know the properties of soil
Understand soil formation
Demonstrate an understanding of
how soil is formed
Be aware that rocks are related to
soil
1. Identify soil types
2. Classify and compare soil types
3. Discuss the relationship between rocks and
soil
4. List the functions of rocks in the
environment
5. collect and classify rocks and soil according
to colour, texture etc
6. construct objects using rocks and soil (clay)
7. explain how rocks can reduce/prevent soil
erosion
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Erosion
Environment
Volcanic
Humus
Resources
Loam
Components
Prevention/p
rotection
Coastline
Components
(of soil)
Texture
Structure
Particles
Ornaments
Physical
Clay-clayey
Class discussion on soil erosion
Group work to identify soil types
Field trips (farm)
Utilizing resource person to discuss
prevention and reduction of soil
erosion
Construction objects made form soil
and rocks
Identifying
Classifying
Comparing/observ
ing
Constructing
Communicating
Recording
Manipulating
Hypothesizing
Analyzing
Investigating
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Life Science
Topic: Weather: the wind Duration: 6 periods
Focus Question:
(1) What are some major affects of the wind how can we investigate them?
Learning Outcomes Specific Objectives
Be aware that the wind has both
useful and harmful effects
Define wind as moving air
Discuss the useful and harmful effects of
the wind
Use a compass to determine wind
direction
Design and construct wind instruments
(wind vane. Anemometer)
draw graphs to show wind patterns (speed
and direction)
Key Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Wind
Compass
Wind-vane
Anemometer
Meteorologist
Windy
Observe the wind over a number of days:
estimate its speed and direction
Define ‘wind’ and discuss its useful and harmful
effects
Use a compass to determine the direction of the
wind
Design and make a wind vane or
anemometer(individual project)
Use the instruments that were made to collect
data and then graph the results to see the pattern
Listen to the weather news to find out the official
bulletin given by the meteorologist
Observing
Manipulating
Designing
Constructing
Interpreting
Communicating
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Life Science
Topic: Movement of objects by air Duration: 4 periods
Focus Question:
(1) What effect does air have on objects?
Attainment target(s) Objectives
Become aware that air can cause
objects to move
Appreciate the impact that air has
on man’s activities
Observe the force exerted by air and the
effect this has on objects
infer that air exerts a force which can bring
about movement
prove that air has mass
Key Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Force
Air
Air pressure
Movement
Fly
Float
Resistance
Tie string between two stands then place a folded
paper over the string and use a straw to blow at
the paper
Stand on a chair and drop a feather/paper plane.
Repeat and use the straw to blow at the
feather/paper plane. Discuss the observations
Design and construct a model to show that air has
mass. Explain and demonstrate the model
Discuss how air affects man’s activities
Collect pictures showing people engaging in
activities involving air and describe how air
impacts on these activities
Observing
Inferring
Manipulating
Designing
Communicating
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Physical Science
Topic: Energy Duration: 10 periods
Focus Question:
(1) What is the role of plants in the environment?
Learning Outcomes Specific Objectives
Appreciate the importance of heat and light in
our everyday lives
Realise that heat and light affect matter
Understand that energy can be transferred from
place to place in=-0987654321`different forms
1. State ways in which heat and light are used
in everyday activities
2. State ways in which solar energy is used in
the home
3. Investigate the effects of heat on matter (e.g.
change in temperature
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Oxygen
Chlorophyll
Flowering
Non-flowering
Grafting
Photosynthesis
Reproduction
Respiration
Recycling
Affecting
Balance
Pesticides
Environment
Conservation
Growth
Development
Organisms
Process
Seedling
Field trip to Christian Valley, Bendals
Propagation Centre to observe natural
environment.
Start a school garden
Resource person (Extension Officer)
After observing class can explain the
meaning of reproduction.
Show advantages of replacing plants in the
environment.
Use poetry to reinforce the life cycle of plant.
Inferring
Classifying
Predicting
Hypothesizing
Controlling variables
Making operational
definitions
Analyzing
Communicating
Listening
Reporting
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: II
Strand: Earth and Space Science
Topic: Solar System Duration: 4 periods
Focus Question:
(1) What is rotation and how it is related to day and night?
Learning Outcomes Specific Objectives
To understand how the sun, earth and moon
affect one another
To become aware of moon cycles
To appreciate the contribution
1. Define rotation
2. Explain how rotation causes
day and night
3. Construct model to demonstrate
rotation
Key Vocabulary
Concept
Procedures/Activities Skills and
Attitudes
Rotation
Universe
Solar system
Day
Night
Revolve
Axis
Year
Leap year
Rays
Distance
Earth
Direction
Demonstrate the relationship between the earth,
moon and sun by physically positioning
themselves at various angles using mirror (moon)
person (earth) flashlight (sun)
Use of a diagram showing how rotation causes
day and night
Identifying
Predicting
Observing
Inferring
Demonstrating
Explaining
Classifying
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: III
Strand: Physical Science: Matter & Materials
Topic: Matter and Materials Duration: 16 periods
Focus Question:
(1) What are the properties, measurements and usefulness of various materials and
matter?
Learning Outcomes Specific Objectives
To be aware that
different materials have
properties that can be
measured
To appreciate that the
properties of materials
make them suitable for
specific purposes
1. Give examples of physical change
2. Use a variety of ways and to compare and contrast the
physical properties of materials (soluble, insoluble,
conductors, non-conductors of heat, and electricity
etc.)
3. Describe the effect of magnets on materials
4. Demonstrate how certain materials reflect or absorb
light.
5. Describe and give examples of transparent,
translucent and opaque materials
6. Identify properties of materials that make them
suitable for specific purpose.
Key Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Soluble/Insoluble
Transparent
Translucent
Opaque
Reflect
Absorb
Conductors
Non-conductors
Properties
Physical changes
Electricity
Measurements
Insulators
Refraction
Solid
Liquid, Gas
Evaporation
Filtration
Suspension
Sediments
Dissolve
Solvent, solute
Ice-cube to show states of matter- ice-
cube (solid state) leave ice-cube to melt
(liquid) boil liquid (gas)
Weight ice-cube and the same amount
of water (ice-cube melted to compare
and contrast.) Dissolve salt & water
(soluble) sand & water (insoluble)
Use different materials to show magnets
attract or repel e.g. paper clips, bottles,
iron.
Shine light on aluminum foil and dark
cloth to show absorption and reflection
of light
Look through glass (transparent) their
piece of material (translucent) wall,
board (opaque)
Measuring
Classifying
Inferring
Identifying
Observing
Communicating
Manipulating
Demonstrating
Predicting
2009 SCIENCE GRADE III - IV
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GRADE IV
Term: III
Strand: Physical Science Forces, Motion & Structure
Topic: Forces, Motion and Structure Duration: 14 periods
Focus Question:
(1) How can the strength and shape of different materials be altered?
Learning Outcomes Specific Objectives
Realize that forces affect structures
Become aware of ways of altering the
shape and strength of structures to
minimize the affect of forces
1. Describe ways in which the strength
of different materials can be altered
2. Investigate ways in which the
strength of materials can be altered
3. Observe that the materials used in a
tower affect its strength
4. Infer that the strength of an object is
dependent on it’s shape
5. Observe and describe how natural
and manmade structures are
strengthened
6. Describe ways in which forces alter
the shape of different structures and
materials
Key
Vocabulary
Concept
Procedures/Activities Skills and Attitudes
Forces
Motion
Structures
Shape
Skeleton
Strut
Support
Collect different types of materials e.g.
paper, glass, wood, bricks etc.
Place equal masses on equal sized pieces of
each material
Apply heat to each material with the masses
still on them
Apply heat to each material
Observe what happens and discuss
observation
Build tower form pipe cleaners, straws,
cards. Apply similar forces to each tower
and observe what happen
Make different shapes form pieces of cards
that are the same size –e.g. tube,
rectangular, pyramid flat –test the strength
of each shape
Observe pictures of bridges, arches,
electrical towers, lobster/crabs framework
of buildings and discuss how they are
strengthened
Investigate the ways in forces can alter the
shape of structures and materials by
dropping them form the same height
Talk to an engineer about building
Observing
Manipulating
Inferring
Constructing
Analyzing
2009 SCIENCE GRADE III - IV
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The Human Skeleton
1 Cranium Cranium, also known as the braincase (or sometimes skull), protects
the brain from injury. It serves as the framework for the head.
2 Maxilla (Upper
Jaw)
Maxilla is the upper jaw bone. It is somewhat pyramidal in shape and
has a large cavity called the maxillary sinus.
3 Mandible (Lower
Jaw)
Mandible forms the lower jaw.
Mandible is the largest and the strongest facial bone.
4 Cervical vertebra Cervical vertebrae are located at the back of the neck region.
There are 7 cervical vertebrae.
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Atlas is the first cervical vertebra.
5 Clavicle (Collar
Bone)
Clavicle is also known as the collar bone.
Clavicle is a slender rod shaped bone located in the collar region.
6 Humerus
Humerus is located in the upper arm.
The head of the humerus fits into the glenoid cavity of the pectoral
girdle to form a ball and socket joint.
7 Sternum (Breast
Bone)
Sternum is located at the centre of the thorax, i.e., the chest.
It is a dagger-shaped bone that along with the ribs forms the rib cage.
8 Rib
There are 12 pairs of ribs.
The last pair of ribs is called as the floating ribs because they are not
attached to the sternum.
9 Radius
Radius is the bone located at the lateral side of the forearm.
It extends from the elbow to the wrist.
Radius along with Ulna constitutes the forearm.
10 Ulna Ulna is the bone in the forearm that is aligned with the little finger.
Ulna along with Radius constitutes the forearm.
11 Pelvic girdle (Hip
Bone)
Pelvic girdle is a bony ring located at the base of the spine.
It is composed of 2 hip bones which support the lower limbs.
12 Coccyx (Tailbone)
There are 4 caudal vertebrae at the end of the vertebral column.
Caudal vertebrae are separate at birth, but in the later years they fuse
together to form one single bone called coccyx (representing remnant
of tail).
13 Carpals (Wrist
bones)
Carpals are located in the wrist region.
There are 8 nodule-like bones called carpals in the wrist region.
14 Metacarpals Metacarpals are 5 small rod-shaped bones located in the palm region.
15 Phalanges
There are 14 phalanges in the fingers.
The thumb has 2 phalanges whereas other fingers have 3 phalanges
each.
16 Femur (Thigh
bone)
Femur is located in the thigh region.
The head of the femur fits into the acetabulum of the pelvic girdle to
form a ball and socket joint.
It is the longest and the heaviest bone.
It supports the weight of the body.
17 Patella (Kneecap)
Patella is located in front of the knee joint.
It is commonly known as the kneecap.
It protects and covers the knee joint.
18 Fibula Fibula is located in the calf region of the leg.
Fibula along with Tibia constitutes the lower leg.
19 Tibia
Tibia is located in the shin region of the leg.
Tibia along with Fibula constitutes the lower leg.
Tibia is the larger of the two bones.
20 Tarsals There are 7 tarsal bones in the ankle.
Calcaneus is the largest tarsal bone which constitutes the heel.
21 Metatarsals
Metatarsals are 5 long rod-shaped bones.
They are located between the tarsals and the phalanges.
Metacarpals of hand are analogous to metatarsals of foot.
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22 Phalanges
There are 14 phalanges in the toes.
The big toe has two phalanges whereas other toes have three
phalanges each.
The Solar System
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Flower: The reproductive part of a plant. Flowers may be male or female only, or
both male and female (complete).
Petals: The inner ring of the flower leaves. Often white or brightly colored to
attract pollinators.
Pistil: The female flower organ, consisting of the seed-bearing ovary, stigma and
style.
Sepals: The outermost ring of the flower leaves; often green and leafy in
structure.
Stamen: The male part of a flower, usually consisting of the stalk-like filament
and the pollen bearing anther.
Stigma: The upper tip of the pistil of the flower, receives the pollen.
Style: The stalk-like portion of the pistil between the stigma and the ovary.
2009 SCIENCE GRADE III - IV
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Soil
O Horizon - The top, organic layer of soil, made up mostly of leaf litter and
humus (decomposed organic matter).
A Horizon - The layer called topsoil; it is found below the O horizon and above
the E horizon. Seeds germinate and plant roots grow in this dark-colored layer. It
is made up of humus (decomposed organic matter) mixed with mineral particles.
E Horizon - This eluviation (leaching) layer is light in color; this layer is beneath
the A Horizon and above the B Horizon. It is made up mostly of sand and silt,
having lost most of its minerals and clay as water drips through the soil (in the
process of eluviation).
B Horizon - Also called the subsoil - this layer is beneath the E Horizon and
above the C Horizon. It contains clay and mineral deposits (like iron, aluminum
oxides, and calcium carbonate) that it receives from layers above it when
mineralized water drips from the soil above.
C Horizon - Also called regolith: the layer beneath the B Horizon and above the
R Horizon. It consists of slightly broken-up bedrock. Plant roots do not penetrate
into this layer; very little organic material is found in this layer.
R Horizon - The unweathered rock (bedrock) layer that is beneath all the other
layers.