This version of the primary science curriculum was last ......Education Officer – Natural Sciences . 4 Organization of the curriculum: The Antigua and Barbuda national Primary Science

This version of the primary science curriculum was last revised in September 2019

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Contents Foreword: ............................................................................................................................................... 3

Acknowledgements: ................................................................................................................................ 3

Organization of the curriculum: ............................................................................................................... 4

Knowledge: ......................................................................................................................................... 4

Process Skills: ...................................................................................................................................... 4

Attitudes and Values:........................................................................................................................... 4

Technology: ......................................................................................................................................... 4

Structure of the Units: ......................................................................................................................... 4

Key Attitudes and Skills: Definitions ......................................................................................................... 6

Grade V: Term 1 ...................................................................................................................................... 9

Unit 1: Testing Hypotheses............................................................................................................... 9

Unit 2: Measurement of Forces ...................................................................................................... 14

Unit 3: Simple Machines ................................................................................................................ 16

Unit 4: Simple Electrical Circuits ..................................................................................................... 20

Unit 5: Reversible and Irreversible Changes.................................................................................... 24

Grade V: Term 2 .................................................................................................................................... 28

Unit 6: Food Webs ......................................................................................................................... 28

Unit 7: Nutrition ............................................................................................................................. 32

Unit 8: The Digestive System .......................................................................................................... 35

Unit 9: The Respiratory System ...................................................................................................... 39

Grade V: Term 3 .................................................................................................................................... 42

Unit 10: Human Life Cycle and Metamorphosis ................................................................................ 42

Unit 11: Water ................................................................................................................................. 45

Unit 12: Volcanoes ........................................................................................................................... 49

Appendix: .............................................................................................................................................. 51

Alternative Assessment ..................................................................................................................... 51

Sample Checklist for Assessing Experimental Report .......................................................................... 51

Sample Checklist for Assessing Practical Skills .................................................................................... 52

Sample Rubric for Assessing Student Collaboration............................................................................ 53

Sample Rubric for Creation of a Model .............................................................................................. 53

Sample Rubric for Holistic Assessment of a Task ................................................................................ 53

Recommended Resources for Primary Science Teachers .................................................................... 54

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Foreword: Science education should prepare students to become socially well-adjusted citizens capable of utilizing the knowledge, attitudes and skills gained from the program into their daily lives. It should open up a variety of career pathways for students while simultaneously providing them with a foundation for further academic studies. The national primary science curriculum is designed to facilitate the realization of these goals. Among the philosophical pillars supporting this design, is the core belief that the science program should be both fun and relevant. Thus, students should enjoy doing science. The subject matter with which they interact should stimulate and maintain their interest. This in turn is likely to foster a desire for further experiences within the field – and many opportunities abound to deepen ones experiences. In partial recognition of this, the curriculum design deliberately encourages teachers to liberally incorporate materials, resources and processes within the students’ experiences into science lessons. This should help students to realize that the application of scientific knowledge, skills and attitudes can – and often do – lead to significant benefits for society and for individuals. Modern society relies on many technological advances that resulted from the work of scientists. Today, science, technology and society keep influencing each other and this interdependency should be leveraged to highlight the relevance of studying science. Also, while students will go on to choose diverse career paths in life, the habits of mind developed from studying science will find application and functionality in almost every facet of life.

Acknowledgements: Revision of the curriculum required several years and input from many different individuals. Some of the key persons assisting with this revision are, Ms. Kendra Thomas, Ms. Joycelyn James, Ms. Allison Ledeatte, Ms. Soynie Lewis, Mrs. Leonora Roberts-Thomas and Mrs. Michiyo Robinson. On behalf of the Ministry of Education, I wish to offer thanks to these dedicated teachers – and the many others who contributed to the revision process. In particular, I wish to offer personal gratitude to Ms. Kendra Thomas and Ms. Joycelyn James, who worked in every phase of the project and who were pivotal in compiling and reviewing every unit at every grade level.

Anthony Spencer .

W Anthony Spencer Education Officer – Natural Sciences

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Organization of the curriculum: The Antigua and Barbuda national Primary Science and Technology curriculum is adapted from the OECS Harmonized Science and Technology curriculum with some modifications designed to facilitate national preferences. It is organized around three domains; namely – “Knowledge”, “Skills”, and “Attitudes and Values”. These three domains are supported by a framework which highlights technology as an integral part of the student learning experience.

Knowledge: The content knowledge intended for student acquisition has been arranged into three strands which run throughout the curriculum. Each strand can be further broken down into a number of key themes as outlined in the table below:

Life Science Physical Science Earth and Space Science

Ecosystems

Structure and Function

Diversity and Classification

Energy

Forces, motion and structures

Matter and materials

Experimental skills

Earth’s resources

Earth’s weather

The solar system

Process Skills: In addition to being a formidable body of knowledge, science is also a way of knowing and doing. Although there is no single way of doing science, there are nevertheless certain generally accepted ways of acquiring and documenting scientific knowledge. The curriculum is designed to assist students to acquire a variety of science process skills by providing regular opportunities to practice and reflect on these skills.

Attitudes and Values: Whereas it is important to appreciate the vast amount of scientific knowledge that man has acquired, it is perhaps equally important to appreciate some of the attitudes and values that led to the creation of that body of knowledge. The curriculum provides definitions of some the key attitudes and values being highlighted at every grade level.

Technology: For the purposes of this curriculum, the term technology refers to the tools and processes people use to solve problems. This definition hints at the acknowledgement of a strong reciprocal relationship among science, technology and society, and in particular, the curriculum does not always distinguish between the latter two fields of endeavour.

Structure of the Units: The science curriculum covers primary school classes from kindergarten to grade 6 and, at each level, the content to be covered is arranged in discrete units which are then distributed among the three terms. The Ministry of Education’s National Curriculum Policy (2019) establishes minimum allotted time for science education in the primary schools. Based on these guidelines, the curriculum assumes that a minimum of five 30-minute periods have been allotted to science instruction at the kindergarten level and five 40-minute periods weekly for all other grades.

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Since the curriculum is a spiral curriculum, there are recurring topics at various grade levels. However, at each level, the consistent and organized manner in which the units are presented should provide clarity about the depth and breadth of coverage required. Each unit in the curriculum begins by identifying the strand, the theme, the topic and an estimate of the time that should be allocated to covering unit. Focus questions are presented at this point and these should further help to highlight the key emphases for the unit. The next section of the unit contains two components, namely, learning outcomes and specific objectives. The learning outcomes (including those specifically related to technology) can be considered as the broad goals which the unit covers while the specific objectives present a more precise statement of the required content. To further clarify the expected depth of coverage, the next section includes a list of the “key concepts” encountered in the unit as well as a summary of the required content. It also offers a list the skills, attitudes and values that are particularly relevant in the unit. Next is a section that contains suggested teaching activities. These activities generally end with a suggestion for a project that students can undertake. Additionally, the section also includes suggestions for integrating science with other curriculum areas and a variety of assessment ideas. The suggestions for assessment include both traditional pen and paper tests but there is also a deliberate emphasis on alternative forms of assessment. Towards the end of the unit, there is a list of materials that might be required to perform the activities identified in the unit. There are also references to textbooks and Internet sites that might prove helpful in the delivery of the curriculum. Each unit then ends with visual aids that relate to some of the content within the unit. Finally, at each level, some attempt has been made to arrange the units in such a way that teachers can progress sequentially through the content. However, rather than slavishly following the suggested activities and sequence of content in the curriculum, teachers are encouraged to be creative in covering the content that has been mapped out for each specific grade.

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Key Attitudes and Skills: Definitions APPROPRIATE EXPECTATIONS AT THE DIFFERENT GRADE LEVELS FOR THE ATTITUDES, SKILLS AND

TECHNOLOGY OUTCOMES ARE AS FOLLOWS:

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 models of measuring instruments. 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. 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 paragraphs. Inferring Notice patterns in simple measurements and events. Interpreting data Discuss what they find out in response to questions.

Compare their findings with their predictions. Notice changes when one variable is changed.

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. Identify the manipulated and responding variables in simple experiments. Suggest equipment materials and procedure for conducting investigations.

Hypothesizing Make testable statements about phenomena. Predicting Use evidence to make predictions. 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.

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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. Use equipment in novel ways.

Respect for evidence

Provide explanations for their conclusions. Listen to other children’s results and explanations. Recognize when conclusions do not fit the evidence.

Persistence Complete activities. Persist at tasks.

Respect for living things

Show sensitivity to living things.

Cooperation Share with others. Work together with others. Accept responsibilities.

Concern for safety Observe safety instructions.

Concern for the environment

Suggest ways to care for the environment. Commit to protect the environment.

Technology In developing their ability to interact appropriately with technology, students should:

Technological methods be able to do appropriate research and devise solutions to problems. be able to construct models.

Nature of Technology realize that people make some things for their use. understand that products are replicable. understand that technology is novel and creative. understand that others may be working on the same idea. understand that people use processes and materials to satisfy their

needs. Use of Technology appreciate the use of devices, tools and structures made by humans in

the home and community. realize that human-made things can pollute the environment. realize that people may abuse and misuse technology.

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Grade V: Term 1 Strand: Physical Science (Experimental Skills)

Unit 1: Testing Hypotheses Duration: 15 periods Focus Question: (1) How do scientists work?

Learning Outcomes Specific Objectives

At the end of this unit students should 1. understand how to formulate

questions that may be tested scientifically.

2. appreciate the use of data tables and graphs in scientific work.

Technology:

Understand that technology is novel and creative.

1. At the end of this unit students should be able to 1.1. construct suitable hypotheses for experiments. 1.2. identify controlled variables in an experiment. 1.3. differentiate among observations, inferences and

hypotheses. 1.4. design and use data tables. 1.5. construct bar graphs to show data. 1.6. set up simple experiments to test hypotheses.

Key Concepts CONTENT Skills, Attitudes and Values

Bar graph

Controlled variable

Data table

Experiment

Hypothesis

Inference

Observation

Content Principle:

Scientific inquiry can follow established guidelines. Required Content:

A hypothesis is a testable statement that proposes a relationship between the manipulated and responding variables.

An observation is information gathered using the senses.

An inference is an explanation for an observation.

A variable is a quantity whose value can change.

The manipulated (or independent) variable is the one whose value the experimenter deliberately changes.

The responding (or dependent) variable is the variable whose value changes when the manipulated variable changes.

Controlled variables are variables whose values are deliberately kept unchanged during the experiment.

Skills

Experimenting

Hypothesizing

Interpreting data

Recording Attitudes and Values

Curiosity


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The following guidelines should be observed when designing and constructing tables: o A table should have a suitable title that relates to

the data it contains. o A table should have borders. o The columns should have headings. o The column heading should indicate the units if

there are any.

The following guidelines should be adhered to when designing and constructing graphs: o A graph should have a suitable title that relates

to the data it displays. o Suitable scales should be chosen. o The axes should be labelled. The label should

indicate the units if there are any. o The points should be correctly plotted.

Suggested Activities Assessment Cross Curricular Links

Car on a ramp o Make a ramp using a broad rule or a piece

of board. Place a toy car at the top of the ramp and allow students to observe what happens.

o Ask students “How does the height of a ramp affect the distance that the car travels?”

o Allow students to state their predictions. o Explain the concept of a hypothesis and

have students examine their predictions to determine if they fit the characteristics of a hypothesis.

o Have students say how they will test their hypotheses. Ask students to vary the height of the ramp and measure the distance that the car travels each time. Record the results and have students determine whether or not they will accept or reject their hypothesis based on the results. Explain to students that a hypothesis does not have to be correct.

o Ask students to make new hypotheses between different pairs of variables e.g. the effect of the size of the car on the distance travelled or the effect of the nature of the surface (smooth or rough) on the maximum speed developed.

Assess students’ oral responses.

Use a rubric to assess students’ participation in class activities.

Assess students’ hypotheses.

Use a rubric to assess tables and graphs.

Use a rubric to assess experiment write up.

Mathematics: Using tables and graphs.

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Present questions to students and have them practice writing hypotheses e.g. o How does the amount of daylight affect

the number of eggs laid by a chicken? Possible answers are: ‘The longer the day the more eggs a chicken will lay’ or ‘The longer the day the less eggs a chicken will lay’, or ‘The amount of daylight will not affect the number of eggs laid by a chicken’.

o How does classroom temperature affect students’ performance?

o How does the number of trees in the schoolyard affect the number of birds that visit?

o Do plants grow better when watered with milk, juice or soda?

Review observations and inferences. Have students identify the differences among them. Present students with a set of statements and have them classify the statements as observations, inferences or hypotheses e.g. “The leaves on a plant will turn brown if the plant does not get enough water”. “The leaves on the plant are brown”. “The plant is not getting enough water”.

Provide students with pictures/drawings of experimental set ups. Have students identify the manipulated and responding variables. o Discuss what controlled variables are and

why it is important to control variables then have students identify all the controlled variables in the previously used pictures/diagrams and activities.

o Present questions for investigations and ask students to identify the controlled variables e.g. “Do beans germinate faster when watered with cold water than warm water”? Controlled variables can include; type of beans, number of beans, type of soil, volume of soil, type of container, size of container, type of water, volume of water, location, time. Ensure that students are specific when identifying the variables e.g. volume of water rather than water.

Present groups of student with some data, manila paper, rulers, markers and the

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guidelines for drawing a good data table. Have each group construct a data table following the guidelines. Each group should display their tables at various points around the classroom. Provide groups with a checklist for assessing the tables and have them move around the classroom to assess each one. Discuss the findings along with the guidelines for constructing a good data table. Have students use data from experiments previously done to construct data tables.

Use two long pieces of rope or string to form the X and Y-axes of a bar graph, on the ground/floor. Read a statement e.g. “The colour of a person’s eyes determines their intelligence”. Instruct students to form three vertical lines along the x-axis based on whether they agree with the statement, disagree with the statement or are not sure. Explain to students that they have made a human bar graph. The activity may be repeated using other scenarios e.g. favourite colour or how students travel to school. Present groups of students with exemplars of good bar graphs and have them generate a list of guidelines to follow when constructing bar graphs. Each group shares its list and a comprehensive list should be developed with the teacher’s guidance. Students should use data tables previously constructed to plot bar graphs. Provide extra practice with task cards: https://www.teacherspayteachers.com/Product/Graphing-Task-Card-Freebie-993236

Set up several stations around the classroom and provide materials and recording sheets for students to conduct simple experiments to test their hypotheses e.g. “Does the type of paper affect the distance a paper airplane flies”? “Do objects float better in fresh water than salty water”? “Does white chocolate melt faster than dark chocolate”? “Does cold water remove stain better than warm water”? “Does a football bounce higher than a basketball”? “Does a stick of chalk always break into two pieces when it falls to the ground”?

Have students record their investigations using an approved format.

https://www.teacherspayteachers.com/Product/Graphing-Task-Card-Freebie-993236https://www.teacherspayteachers.com/Product/Graphing-Task-Card-Freebie-993236

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Materials: Toy car, a piece of wood, stack of books (for ramp), pictures/diagrams of experimental set ups, manilla paper, markers, string/rope, fresh water, salty water, construction paper, copy paper, gift wrap paper, white and dark chocolate, coffee, warm water, cold water, chalk,

Books:

Primary Science Experiment Manual (2019) URLs: http://bookmarkurl.info/worksheets/observation-inference-prediction-worksheet.html https://www.teacherspayteachers.com/Product/FREEBIE-for-a-bit-Parts-of-a-Graph-2297272 https://www.waterproofpaper.com/graph-paper/grid-paper.shtml https://computer.howstuffworks.com/how-to-make-data-table.htm Diagrams: Height of Plant on Different Days

Day Height/cm

Monday 2

Tuesday 5

Wednesday 8

Thursday 10

Friday 11

http://bookmarkurl.info/worksheets/observation-inference-prediction-worksheet.htmlhttps://www.teacherspayteachers.com/Product/FREEBIE-for-a-bit-Parts-of-a-Graph-2297272https://www.waterproofpaper.com/graph-paper/grid-paper.shtmlhttps://computer.howstuffworks.com/how-to-make-data-table.htm

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Grade V: Term 1 Strand: Physical Science (Forces, Motion and Structures)

Unit 2: Measurement of Forces Duration: 5 periods Focus Question: (1) How do we measure force?

Learning Outcome Specific Objectives

At the end of this unit students should 1. Be able to design and construct

simple gadgets. 2. Be able to discuss the design and

operation of simple gadgets. Technology:

Appreciate the use of devices and tools made by humans.

2. At the end of this unit students should be able to 2.1. Name the instrument used to measure force. 2.2. Name the unit of force. 2.3. Measure the force acting on objects using a

spring balance. 2.4. Design a simple instrument/device that can be

used to measure force.


Force

Kilograms

Newton

Spring balance

Content Principle:

Forces can be measured. Required Content:

Force can be measured using a spring balance.

The scientific unit of force is the Newton.

Skills

Manipulating

Measuring


Cooperation

Inventiveness

Persistence


Place pupils in groups and provide each group with a sheet of paper, paper clips and two similar wooden blocks or matchboxes. Instruct students to make a bridge by placing the blocks about 8 cm apart and resting the paper on them so that one end of the paper is on a block. Pupils should then place the paper clips on the sheet of paper, one at a time, until the ‘bridge’ collapses. Have students count and record the number of paper clips used. Ask pupils if they know how much force it took

Use a rubric to assess design and use of force meter. Criteria may include creativity, functionality, oral presentation

Assess oral response to questions

Assess accuracy of measurements

Language Arts: Presentations

Mathematics: measurement, use of tables.

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to collapse the bridge. Give each group a spring balance and have students examine it. Discuss the use of a spring balance and allow pupils to figure out a way to use the spring balance to determine the size of the force that caused the bridges to collapse.

Find the force exerted on a variety of objects using a spring balance. Tabulate the results.

Use a spring balance to determine the force needed to pull the same object along a variety of surfaces. Compare the results.

Project: ○ In groups, design and construct an

instrument to measure force. Record process using a suitable format e.g. https://www.homeschoolprintablesforfree.com/stem-challenge-worksheets/

Use anecdotal notes to assess student participation. Areas of focus can include, willingness to listen to others, focus on task and relevance of verbal contributions.

Materials:

Spring balance, variety of objects, rubber bands, ruler, stand, markers, various surfaces (e.g. foil paper, sand paper, cardboard).

Books:

Modern Science and Technology for the Caribbean: Book 4 URLs: https://www.teachingchannel.org/videos/teaching-mass-weight-gravity http://ictedusrv.cumbria.ac.uk/maths/pgdl/unit10/unit10/page_57.htm http://study.com/academy/lesson/newtons-laws-and-weight-mass-gravity.html https://www.youtube.com/watch?v=6ccIjRwYO9U Diagrams:

https://www.homeschoolprintablesforfree.com/stem-challenge-worksheets/https://www.homeschoolprintablesforfree.com/stem-challenge-worksheets/https://www.teachingchannel.org/videos/teaching-mass-weight-gravityhttp://ictedusrv.cumbria.ac.uk/maths/pgdl/unit10/unit10/page_57.htmhttp://study.com/academy/lesson/newtons-laws-and-weight-mass-gravity.htmlhttps://www.youtube.com/watch?v=6ccIjRwYO9U

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Grade V: Term 1 Strand: Physical Science (Forces, Motion and Structures)

Unit 3: Simple Machines Duration: 15 periods Focus Question: (1) How does the use of machines affect work, force and energy output and input?


At the end of this unit students should 1. understand the operations, use and

uniqueness of machines. 2. appreciate that machines affect the

rate at which work is done. Technology:

Construct models.

Devise solutions to problems.

Realize that students can design and make things which may be different from what others make.

Appreciate the use of devices and tools made by humans.

3. At the end of this unit students should 3.1. define a simple machine. 3.2. identify the six simple machines. 3.3. identify the parts of a lever. 3.4. identify a number of common levers and describe

how they work. 3.5. describe how the pulley, inclined plane and wheel

and axle work. 3.6. describe the action of forces involved in the

operation of various simple machines.


Axle

Effort

Force

Fulcrum

Inclined plane

Levers

Load

Pivot

Pulley

Wheel

Work

Content Principle:

Machines make work easier. Required Content: A machine is any device that makes work easier.

(Note that a machine does not lessen the work). The six simple machines are

o Lever: The lever is a rod or bar that moves about a fixed point (fulcrum or pivot) to move a load. The parts of the lever are: Load: The object to be moved. Effort: The force needed to move the load. Fulcrum: The fixed point about which the

lever moves. o Pulley: A pulley is a grooved wheel to which a

rope has been attached to raise, lower or move a load.

o Inclined plane: An inclined plane is a flat surface with one end higher than the other.

Skills

Communicating

Designing

Inferring

Manipulating

Observing


Cooperation

Curiosity

Persistence

Inventiveness

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o Wheel and axle: The wheel and axle is a simple machine consisting of a circular object (the wheel) with a shaft (the axle) running through and attached to the centre of the wheel.

o Screw: The screw is a kind of inclined plane wrapped around a cylinder or pole. Screws are commonly used to hold things together.

o Wedge: The wedge is a simple machine used to push two objects apart, or raise an object.


Give students a number of tasks to perform with and without the use of simple machines (e.g. remove the lid from a can with bare hands as opposed to using the handle of a spoon. Or crack a nut with the bare hands as opposed to using a nutcracker, or open a door without using the door knob as opposed to using the door knob).

Place students in groups and provide each group with foil paper tubes, a cup with marbles, string and tape. Challenge pupils to create a way to get the cup of marbles from the floor to the top of their table. Allow pupils to design, build and demonstrate their solutions.

Discuss the similarities and differences in the designs.

Discuss simple machines, their work and suitability for the tasks they are used.

Make a lever by balancing a ruler on a pencil or a crayon. Place a ten-cent coin on one side of the fulcrum. Place another ten-cent coin on the opposite side of the fulcrum move it until the lever balances. Note the distance of each coin from the fulcrum. Repeat the activity using a ten-cent coin and a twenty-five cent coin.

Using actual levers, identify the load, effort and fulcrum e.g. tweezers, bottle openers, scissors, nut crackers etc.

Make a pulley using a wire hanger, string and a thread reel or from foil paper rolls, string, tape, straws and thread reels. Attach a load and determine whether it is easier to use a pulley to raise a load.

● Use anecdotes to assess group interaction.

● Use a rubric to assess prototypes and performance on STEM challenges.

● Mathematics: Measurement

● Visual Arts: Sketching, making models

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Make a ramp (inclined plane) using a piece of board or a stack of books. Attach a spring scale to the load and compare the forces needed to lift the load vertically against using the ramp. Vary the height of the ramp and observe and record the effect on the force.

Make a wheel and axle by pushing a pencil through the centre of a thread reel. Wrap string around the pencil and thread reel in opposite directions. Use the wheel and axle to lift a load. Make rubber band powered, balloon powered and wind powered cars. Vary the design of the wheel and axles. Race the cars: https://www.pinterest.com/pin/555913147730777930/?lp=true

Challenge students to build a catapult using craft sticks, rubber bands and a plastic bottle cover that can shoot a cotton ball or marshmallow the farthest distance. Test the devices. Record the process: https://www.teacherspayteachers.com/Product/Free-STEM-or-STEAM-Printables-for-use-with-any-lesson-2022730

Play the simple machine game: https://drive.google.com/file/d/0B6W0uz8zqMNnUzhLZ1lMdGRSd0U/view. Add more playing cards if needed and remove those that are not applicable.

Discuss what life would be like without machines.

Project: o Construct a device consisting of two or

more simple machines that can perform a specific task.

o Design and build a prototype for a playground for your school. The playground must include the lever, pulley, inclined plane and wheel and axle.

Materials:

Pictures of complex machines, actual levers (bottle openers, tweezers, scissors, etc.), thread reels, wire hangers, string, bottle covers, piece of board, pencils, spring balance, foil paper tubes, marbles, cup, tape, straw, craft sticks, rubber bands, cardboard, balloons, bottle covers, skewers/toothpicks, tape, hot glue and glue gun.

https://www.pinterest.com/pin/555913147730777930/?lp=truehttps://www.pinterest.com/pin/555913147730777930/?lp=truehttps://www.teacherspayteachers.com/Product/Free-STEM-or-STEAM-Printables-for-use-with-any-lesson-2022730https://www.teacherspayteachers.com/Product/Free-STEM-or-STEAM-Printables-for-use-with-any-lesson-2022730https://www.teacherspayteachers.com/Product/Free-STEM-or-STEAM-Printables-for-use-with-any-lesson-2022730https://drive.google.com/file/d/0B6W0uz8zqMNnUzhLZ1lMdGRSd0U/viewhttps://drive.google.com/file/d/0B6W0uz8zqMNnUzhLZ1lMdGRSd0U/view

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Books: Modern Science and Technology for the Caribbean: Book 4 Bright Ideas Books 3 and 4

URLs: http://www.youtube.com/watch?v=yNUgbdsWSm4 http://www.youtube.com/watch?v=LiBcur1aqcg http://www.youtube.com/watch?v=PKGcod6v1Bk http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/ Diagrams:

http://www.youtube.com/watch?v=yNUgbdsWSm4http://www.youtube.com/watch?v=LiBcur1aqcghttp://www.youtube.com/watch?v=PKGcod6v1Bkhttp://www.msichicago.org/fileadmin/Activities/Games/simple_machines/

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Grade V: Term 1 Strand: Physical Science (Energy)

Unit 4: Simple Electrical Circuits Duration: 10 periods Focus Question: (1) What is an electrical circuit?


At the end of this unit students should 1. understand that electrical energy is

transferred in circuits. 2. appreciate the importance of

electrical energy to our society Technology:

Appreciate the use of devices and tools used made by humans in the home and community their daily lives.

4. At the end of this unit students should be able to 4.1. set up a simple electrical circuit. 4.2. name the parts of a simple electrical circuit. 4.3. identify the function of each part of an electrical

circuit. 4.4. distinguish between open and closed circuits. 4.5. represent circuits using circuit symbols. 4.6. distinguish between conductors of electricity and

insulators of electricity. 4.7. state safety precautions to be observed when

using electricity. 4.8. construct an electromagnet. 4.9. list everyday uses of electromagnets.


Battery Bulb

Cell

Circuit

Closed circuit

Conductors

Connecting wire

Insulators

Open circuit

Switch

Content Principle:

Electricity is important for a number of our daily activities.

Required Content:

Electricity is the flow of electric current around a circuit.

A circuit is the pathway through which an electric current flows. The parts of a simple electrical circuit include: cells, connecting wires, a bulb and a switch.

A circuit diagram is a drawing used to represent a physical circuit. The diagram can include special symbols to represent different elements in the circuit.

Acceptable symbols for circuit diagrams include

Skills

Classifying

Communicating

Manipulating

Observing


Cooperation

Concern for safety

Curiosity

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In an open circuit, the path is broken so electricity will not flow, therefore the bulb will not light. In a closed circuit the pathway is complete therefore the bulb can light.

A switch is a device that opens and closes the circuit.

Conductors are materials that allow electricity to flow through e.g. metals, water, graphite (pencil point).

Insulators are materials that do not allow electricity to flow e.g. glass, rubber, plastic.


Have students list all the activities they had done during the day. Link these activities directly or indirectly to the use of electricity.

Give students one minute to list everywhere they see and use electricity. Give an additional minute to share with a partner then entire class share their responses.

Pose the question: How does electricity work? Give students three minutes to respond. They may do so in the form of a drawing or using words. Share responses with the class and discuss how electricity works.

Class demonstrates the creation of an electric circuit by moving around in an unbroken circle. o One student will be designated to be the

dry cell and the other student the wires. All students will be given a bead which they will pass from student to student as they move around in a circle. The beads will represent the electrons.

o Next a few students will be taken out of the circle to form a gap that is too wide for the “electrons” to be passed along. Discuss what happens and have pupils demonstrate. Based on the demonstration students write a definition for circuit.

o Discuss and make a class definition. Students will again respond to the question about how electricity works, in drawings or words and compare the two records to assess what they have learned.

Use a rubric to assess students as they perform experiments.

Use a rubric to assess students’ written reports.

Use a rubric to assess students’ project. Criteria can include, choice of material, quality of explanation, quality of sketch.

Class quiz: The bulbs in the circuit below wont light. Suggests three reasons why this might be so and for each reason, suggests a method of checking or correcting it.

Language Arts: Writing reports

Visual Arts: Sketching

Social Studies: Technology and society

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Provide students with materials and have them set up the materials in such a way that the bulb lights. o Identify and discuss the function of each

part of the circuit. o Students use the circuits to demonstrate

open and closed circuits. Discuss how the bulb indicates whether electricity is flowing in the circuit.

Draw circuit diagrams to represent circuits.

Draw a flow chart to show how to create a simple circuit.

Carry out an activity to determine materials that conduct electricity and those that do not. Use appropriate format to record results in Science Experiment Book.

Operationally define conductors and insulators.

Discuss the importance of using materials that are conductors and insulators of electricity.

Discuss safety measures to be observed when using electricity.

Construct and use an electromagnet.

Experiment with the coils to determine the strength of the electromagnet. Make predictions, identify and control variables, record the results in tables and graphs and write conclusion; record in Science Experiment Books.

Discuss the importance of electricity in our daily lives.

Project: o Design a glove that can be used by an

electrician as he works. Include a sketch of the glove including the type of materials used and the reasons for the choice.

Materials:

Wires, bulbs, dry cells, bulb holders, paper clips, variety of conducting and insulating materials (plastic, rubber, glass, wood, stones, metals, wax, etc.), nail, science journals/experiment books.

Books:

Modern Science and Technology Bk 4 Bright Ideas Bk 6

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URLs: http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.lp_electric/electric-circuits/ http://www.teachingideas.co.uk/science/contents_circuits.htm http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm http://www.switchedonkids.org.uk/teachers-and-parents/ https://www.youtube.com/watch?v=VnnpLaKsqGU Diagrams:

http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.lp_electric/electric-circuits/http://www.teachingideas.co.uk/science/contents_circuits.htmhttp://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htmhttp://www.switchedonkids.org.uk/teachers-and-parents/https://www.youtube.com/watch?v=VnnpLaKsqGU

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Grade V: Term 1 Strand: Physical Science (Matter and Materials)

Unit 5: Reversible and Irreversible Changes Duration: 15 periods Focus Question: (1) How do we differentiate between?


At the end of this unit students should 1. understand that matter changes in

many ways. 2. recognize that some changes are

reversible and others are irreversible.

Technology: Appreciate the use of devices made

by humans in the home and community.

5. At the end of this unit students should be able to 5.1. differentiate between reversible and irreversible

changes. 5.2. differentiate between physical and chemical

changes. 5.3. infer that the mass of a substance remains the

same when it changes state. 5.4. determine whether a given change represents a

reversible or irreversible change. 5.5. determine whether a given change represents a

physical or chemical change.


Burning

Chemical change

Condensation

Decaying

Evaporation

Freezing

Irreversible

Matter

Melting

Physical change

Reversible

Rusting

Content Principle:

Some changes can easily be reversed while others are not.

Some changes result in the formation of new substances while others do not.

Required Content:

A physical change is one in which the form of matter is changed but no new substance is formed.

A chemical change is one in which a new substance is formed.

If a change in matter can be easily undone, it is called a reversible change. If the change cannot be easily undone it is called an irreversible change.

Changes of state (e.g. melting, freezing, evaporation, condensation) are examples of both physical and reversible changes.

Burning, rusting, decaying, digestion all involve irreversible changes.

Burning, rusting, decaying, digestion are examples of chemical changes.

Skills

Classifying

Experimenting

Inferring

Observing Attitudes and Values

Cooperation


25


Show students a sheet of paper and ask them to say what state of matter the paper is. Ask students to suggest ways of changing the paper and carry out the suggestions as students make them e.g. folding, crumpling, tearing, wetting. Ask students if you still have paper. Continue probing until students suggest burning as a way of changing the paper. Burn the paper then have students compare the original to the products. Discuss different types of changes (physical vs chemical, reversible vs irreversible).

Carefully heat each of the following substances then allow them to cool (butter, wax, chocolate). Record and discuss your observations.

Observe/describe what happens to water placed in the freezer.

Weigh some ice cubes in a container and record the mass. Allow the ice cubes to completely melt then weigh again. Compare the results and discuss.

Teacher pours some hot water in a container and places a plate in the path of the steam. Students observe and discuss the observations.

Have groups of students make mixtures of the following: rice and paper clips, flour and beans, salt and rice, different coloured beads/buttons, sand and water. Have students devise ways of separating the mixtures. Students demonstrate their solutions to the rest of the class.

Have students make a concentrated salt solution. Describe what happens when the salt is added to the water. Pour some of the solution into a container and heat (on a stove top, in the well of an oil warmer or in the sun). Record and discuss observations.

Record the temperature of some vinegar placed in a beaker. Add some baking soda to the vinegar. Observe the reaction and note any change in temperature.

Observe charcoal or dry leaves burning. Compare the products to the original.

● Use rubrics to assess students as they experiment.

● Assess oral response of students.

● Language Arts: Making oral presentations

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Place a small piece of tomato, cheese or bread etc. into a glass jar. Add a few drops of water. Seal the jar tightly and observe the changes that take place over a few days.

Place a piece of steel wool into a dry jar and a similar piece into a jar with some water. Observe and discuss the changes.

Project: o Set up a “Reversible and Irreversible

Changes Science Fair” in the classroom. Have groups of students make presentations/demos. Ask other teachers to judge the presentations. (Note some demos may involve both physical and chemical changes). Projects for physical changes may

include:

melting and cooling substances,

separating mixtures by sieving, filtering and evaporation.

model water cycle: https://www.greenkidcrafts.com/make-it-rain/

ooblek: https://www.uen.org/lessonplan/view/26724

Chemical change projects may include:

milk and vinegar plastic: https://frugalfun4boys.com/make-your-own-plastic-out-of-vinegar-and-milk/

rubber egg: https://sciencing.com/rubberize-egg-8167904.html

lava lamp: https://www.acs.org/content/dam/acsorg/education/outreach/kidschemistry/activities/lava-lamp.pdf

Milk rainbow: https://www.youtube.com/watch?v=9uHSuaRcSec

Slime: https://littlebinsforlittlehands.com/homemade-slime-recipe/

https://www.greenkidcrafts.com/make-it-rain/https://www.greenkidcrafts.com/make-it-rain/https://www.uen.org/lessonplan/view/26724https://www.uen.org/lessonplan/view/26724https://frugalfun4boys.com/make-your-own-plastic-out-of-vinegar-and-milk/https://frugalfun4boys.com/make-your-own-plastic-out-of-vinegar-and-milk/https://frugalfun4boys.com/make-your-own-plastic-out-of-vinegar-and-milk/https://sciencing.com/rubberize-egg-8167904.htmlhttps://sciencing.com/rubberize-egg-8167904.htmlhttps://www.acs.org/content/dam/acsorg/education/outreach/kidschemistry/activities/lava-lamp.pdfhttps://www.acs.org/content/dam/acsorg/education/outreach/kidschemistry/activities/lava-lamp.pdfhttps://www.acs.org/content/dam/acsorg/education/outreach/kidschemistry/activities/lava-lamp.pdfhttps://www.acs.org/content/dam/acsorg/education/outreach/kidschemistry/activities/lava-lamp.pdfhttps://www.youtube.com/watch?v=9uHSuaRcSechttps://www.youtube.com/watch?v=9uHSuaRcSechttps://littlebinsforlittlehands.com/homemade-slime-recipe/https://littlebinsforlittlehands.com/homemade-slime-recipe/

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Materials: Paper, matches, butter, wax, chocolate, ice cubes, water, nail, jar, fruits/bread, jars with lids, heat source, scale, thermometer, bread/tomato/cheese, vinegar, baking soda, dry leaves, charcoal, salt, rice, beans, paperclips, beads, sand, sieve, magnets, filter paper, funnels.

Books:

Modern Science and Technology for the Caribbean: Book 4 URLs: http://sadie423.hubpages.com/hub/hands-on-experiments-to-learn-about-chemistry https://www.teachingchannel.org/videos/teaching-physical-and-chemical-changes http://www.uen.org/core/displayLessonPlans.do?courseNumber=3050&standardId=1223&objectiveId=1225 https://www.youtube.com/watch?v=BgM3e8YZxuc Diagrams:

Changes

Physical Chemical Irreversible Reversible

Tearing paper

Burning paper

Digestion Melting ice

http://sadie423.hubpages.com/hub/hands-on-experiments-to-learn-about-chemistryhttps://www.teachingchannel.org/videos/teaching-physical-and-chemical-changeshttp://www.uen.org/core/displayLessonPlans.do?courseNumber=3050&standardId=1223&objectiveId=1225http://www.uen.org/core/displayLessonPlans.do?courseNumber=3050&standardId=1223&objectiveId=1225https://www.youtube.com/watch?v=BgM3e8YZxuc

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Grade V: Term 2 Strand: Life Science (Diversity and Classification)

Unit 6: Food Webs Duration: 10 periods Focus Question: (1) How do animals compete and survive in their environment?


At the end of this unit students should 1. appreciate the dependence of

consumers in a food web. 2. appreciate the role of producers in a

food web. Technology:

Construct models.

Realize that human-made things can pollute the environment.

6. At the end of this unit students should be able to 6.1. construct simple food webs from food chains. 6.2. analyze food webs to identify constituent food

chains, producers, types of consumers, predators, preys and decomposers.

6.3. identify animals competing for food in a food web.

6.4. identify factors that may disrupt the balance in an ecosystem.

6.5. explain how various factors may disrupt the balance in an ecosystem.

6.6. state the consequences of disrupting the balance in nature.


Balance in Nature

Carnivore

Consumers

Decomposers

Ecosystem

Food chain

Food web

Habitat

Herbivore

Niche

Omnivore

Predator

Prey

Producers

Content Principle:

Animals depend on plants directly or indirectly for their food.

Natural or man caused factors can affect the balance in nature.

Required Content:

A food chain is the simple feeding relationship between a few living things.

A food web shows a number of interconnected food chains.

Animals are grouped according to their feeding habits.

All food chains begin with a green plant. Green plants depend on the sun to make their own food. There would be no life on earth without the sun’s energy for plants to produce food.

Organisms within a feeding relationship depend on each other

Skills

Classifying

Communicating

Predicting

Inferring

Observing Attitudes and Values

Concern for the environment

Cooperation


29

Consumers in a food web include carnivores, herbivores, omnivores. o Herbivores eat only plants. o Carnivores eat only animals. o Omnivores eat both plants and animals.

A change in one part of a feeding relationship affects the entire system.


Go outside and observe plants and animals in the environment. Record the names of the various organisms.

Construct food chains using the information collected. Join the food chains to make food webs.

Identify the producer, the types of consumers, predators and preys in the food web (emphasise local organisms.)

Make a living food web by assigning each student an organism from a food web. Let the students identify the organism by placing the name card around their neck or pinning on their collar or lapel. Students should stand in a circle and the student who was assigned the role of the sun should stand in the middle and hold the end of a ball of yarn. After the students have identified all of the producers, the ‘Sun” student should toss the ball of yarn to the first producer who will then keep hold of a piece of the yarn then toss it to any other producer in the web. Keep tossing until all the producers have a piece of yarn in their hands. Have students identify the primary consumers. One producer should toss the ball of yarn to its consumer. Continue tossing the ball of yarn until all of the organisms are connected. NB. The yarn will have to be cut in the event that more than one organism eats the same thing.

Make food web pyramids to illustrate the energy and population levels of producer, primary, secondary, tertiary consumer etc.

Analyze a food web and make predictions about outcomes if there is a breakdown at any stage in the food web.

● Assessment of food webs and food chains

● Assess oral response to questions.

● Let students construct food chains and webs from given information and assess them for accuracy.

● Use rubrics to assess mobile/diorama. Criteria may include accuracy of information, creativity, visual appeal, neatness.

● Visual Arts: Creating mobiles, dioramas, and trioramas.

30

Discuss the importance of the balance in nature.

Assign different students various roles in a food chain e.g. producers, herbivores carnivores. Have students play a food chain tag game by tagging the correct organism. Increase or decrease the population of any group of organism and observe the effect.

Play food chain tag using predators and prey. Demonstrate what happens when pollution is introduced by giving some of the prey a black token to conceal in their pockets/hands. This token will represent poison. After receiving three black tokens the predators will ‘die” .

Discuss the impacts of introducing or removing a species from an ecosystem.

Discuss other factors that may interrupt the balance in nature.

Project: o Make a local food web mobile using a

clothes hanger, different coloured strings (arrows), pictures of animals and a paper punch.

o Create a diorama to illustrate a food web from a specified habitat (emphasize local organisms).

Materials:

Pictures of animals and plants, word cards, ball of yarn, crayons, glue, string, examples of food chains and webs.

Books:

Modern Science and Technology for the Caribbean: Book 4 Bright Ideas Book 4

URLs: http://www.wikihow.com/Draw-a-Food-Web http://maggiesscienceconnection.weebly.com/habitats-food-chains--webs-trophic-pyramid.html http://resources.woodlands-junior.kent.sch.uk/homework/fooodchains.htm https://www.youtube.com/watch?v=Cd1M9xD482s https://www.pinterest.com/explore/food-chain-activities/ https://instantworksheets.net/free_download/VmVydGVicmF0ZV9Hcm91cHMuZG9jLDE1MzA0NzYzMzYsODAwNTdhYjQ3YTIwYTgzY2E2Nzk2ZTI4MWJjMmIwNjY%3D

http://www.wikihow.com/Draw-a-Food-Webhttp://maggiesscienceconnection.weebly.com/habitats-food-chains--webs-trophic-pyramid.htmlhttp://resources.woodlands-junior.kent.sch.uk/homework/fooodchains.htmhttps://www.youtube.com/watch?v=Cd1M9xD482shttps://www.pinterest.com/explore/food-chain-activities/https://instantworksheets.net/free_download/VmVydGVicmF0ZV9Hcm91cHMuZG9jLDE1MzA0NzYzMzYsODAwNTdhYjQ3YTIwYTgzY2E2Nzk2ZTI4MWJjMmIwNjY%3Dhttps://instantworksheets.net/free_download/VmVydGVicmF0ZV9Hcm91cHMuZG9jLDE1MzA0NzYzMzYsODAwNTdhYjQ3YTIwYTgzY2E2Nzk2ZTI4MWJjMmIwNjY%3D

31

Diagrams:

32

Grade VI: Term 2 Strand: Life Science (Structure and Function)

Unit 7: Nutrition Duration: 15 periods Focus Question: (1) What is the importance of good nutrition?


At the end of this unit students should 1. be aware that there are different

classes of food. 2. understand the importance of a

balanced diet 3. appreciate that a balanced diet is

important for healthy growth. Technology:

Understand that people use processes and materials to satisfy their needs.

7. At the end of this unit students should be able to 7.1. define food. 7.2. identify food nutrients. 7.3. name foods rich in the various nutrients. 7.4. outline the importance of water and fibre to the

body. 7.5. identify the six Caribbean food groups. 7.6. classify foods into the food groups. 7.7. discuss the importance of a balanced diet. 7.8. combine foods to make up a balanced meal. 7.9. discuss some ways of processing foods.


Carbohydrates Deficiency Dehydration Diet Fat Fibre Food Fruits Health Legumes Malnutrition Minerals Nutrition Protein Staples Vegetables Vitamins Water

Content Principle: A balanced diet is necessary for healthy growth. Required Content: Nutrients are substances which get absorbed into

the body and help it to function appropriately. o Nutrients include carbohydrates, fats, protein,

vitamins, minerals and water (Note specific role of the different nutrients is not required).

o Although fibre helps the body to function properly, it is not generally considered to be a nutrient.

The six Caribbean Food and Nutrition Institute (CFNI) food groups are: o staples o legumes and nuts o vegetables o fruits o food from animals o fats and oil

Skills Classifying Communicating Recording Attitudes and Values Cooperation Inventiveness

33

A balanced diet comprises of all the food groups in the right proportion.

Good nutrition is necessary for a healthy body. Lack of eating a balanced diet may lead to

malnutrition, obesity or underweight.


Discuss the different classes of food and their importance.

Classify foods according to the Caribbean Food Groups.

Examine food labels for the presence of various nutrients. Include fibre.

Analyze and compare the nutritional content of popular snack foods.

Perform the Sugar Shocker activity using drinks and snacks that pupils readily consume: https://healthystepsnutrition.com/wp-content/uploads/2017/04/Sugar-Shocker-Activity.pdf

Make presentations to the rest of the school about the sugar content in popular foods and drinks.

Analyze their own typical daily food intake.

Plan and prepare a balanced meal.

Select foods from simulated menus to make up a balanced meal of healthy foods. Illustrate meals on “My Plate” templates.

Play the Healthy Eating game: https://sugarspiceandglitter.com/heathly-eating-game-printable/

Conduct surveys to find out about the eating and drinking habits of people in your school/community. Display results in tables and graphs. Make recommendations.

Test foods for fats by rubbing or leaving on brown paper bags.

Discuss what happens when people do not eat a balanced diet.

Show students different types of foods (e.g. jams, or cooked rice) and discuss how the raw materials were converted to the finished product.

Use rubrics to assess Sugar Shocker presentation, posters, models.

Assess survey analysis.

Teacher made test.

Language Arts: Oral expression

Mathematics: use of tables and graphs

Visual Arts: Making posters and models

https://healthystepsnutrition.com/wp-content/uploads/2017/04/Sugar-Shocker-Activity.pdfhttps://healthystepsnutrition.com/wp-content/uploads/2017/04/Sugar-Shocker-Activity.pdfhttps://healthystepsnutrition.com/wp-content/uploads/2017/04/Sugar-Shocker-Activity.pdfhttps://sugarspiceandglitter.com/heathly-eating-game-printable/https://sugarspiceandglitter.com/heathly-eating-game-printable/

34

Project: o Make posters/booklets/model plates or

trays of a balanced meal. o Plan and execute an ‘Eat well, Live well”

campaign to the entire school. Include lectures, jingles, flyers, posters and examples of balanced meals

Materials:

String, sticks/stakes pictures of animals and plants, glue, manila/construction paper, scissors, crayons, markers

Books:

Bright Ideas Book 5 URLs: https://www1.health.gov.au/internet/publications/publishing.nsf/Content/canteen-mgr-tr1~nutrients http://www.nourishinteractive.com/nutrition-education/teachers-lesson-plans/30-my-plate-lesson-plan-teaching-kids-about-my-plate http://www.nourishinteractive.com/nutrition-education-printables https://www.pinterest.com/weareteachers/teaching-nutrition-and-healthy-eating-to-kids/ http://www.fao.org/nutrition/education/food-based-dietary-guidelines/regions/countries/antigua-and-barbuda/en/ http://www.slideserve.com/katen/six-food-groups-for-use-in-the-caribbean http://nutritioncentre.health.gov.bb/public/uploaded_files/The_Caribbean_Food_Groups_Posters.pdf Diagrams:

https://www1.health.gov.au/internet/publications/publishing.nsf/Content/canteen-mgr-tr1~nutrientshttp://www.nourishinteractive.com/nutrition-education/teachers-lesson-plans/30-my-plate-lesson-plan-teaching-kids-about-my-platehttp://www.nourishinteractive.com/nutrition-education/teachers-lesson-plans/30-my-plate-lesson-plan-teaching-kids-about-my-platehttp://www.nourishinteractive.com/nutrition-education-printableshttps://www.pinterest.com/weareteachers/teaching-nutrition-and-healthy-eating-to-kids/http://www.fao.org/nutrition/education/food-based-dietary-guidelines/regions/countries/antigua-and-barbuda/en/http://www.fao.org/nutrition/education/food-based-dietary-guidelines/regions/countries/antigua-and-barbuda/en/http://www.slideserve.com/katen/six-food-groups-for-use-in-the-caribbeanhttp://nutritioncentre.health.gov.bb/public/uploaded_files/The_Caribbean_Food_Groups_Posters.pdf

35

Grade V: Term 2 Strand: Life Science (Structure and Function)

Unit 8: The Digestive System Duration: 10 periods Focus Question: (1) Why is the digestive system important?


At the end of this unit students should 1. understand the process of digestion. Technology:

Construct models.

8. At the end of this unit students should be able to 8.1. define digestion, absorption and elimination. 8.2. identify the parts of the digestive system. 8.3. draw and label the digestive system. 8.4. explain the process of digestion. 8.5. identify the waste materials produced after

digestion.


Absorption Alimentary

canal Bolus Chyme Colon Digestion Elimination Enzymes Epiglottis Esophagus Faeces Ingestion Intestine Saliva Stomach Mouth Liver Gall Bladder

Content Principle: The digestive system breaks down food into simpler

substances that can be used by the body for nourishment.

Required Content: Digestion is the physical and chemical break down of

food into simpler substances. In the mouth

o Digestion begins in the mouth and ends in the small intestines.

o The teeth tear, crush and grind food. o Saliva moistens and softens food. Enzymes in

saliva start to break down starch. o The tongue rolls the food into a bolus. o Food is then swallowed and passes down the

esophagus and into the stomach. In the Stomach:

o The wall of the stomach churns the food turning it into a liquid called chyme.

o Acid in the stomach kills any germs that may be present in the food.

o Enzymes break down protein. o Food is stored in the stomach for 4-6 hours. o Little by little food passes from the stomach into

the small intestines.

Skills Communicating Observing Designing Attitudes and Values Cooperation Persistence

36

In the Small Intestine: o Chyme is further liquefied o Protein, carbohydrates and fats are broken

down. o Vitamins, minerals and other nutrients are

absorbed into the blood. o Undigested food passes into the large intestine

where water is absorbed, turning it into a semi solid mass called faeces.

Faeces is stored in the rectum until it passes out of our bodies through the anus.


Observe and discuss the diagram of the digestive system. Define digestion absorption and elimination

Field trip to abattoir. Listen to lecture and observe animals’ digestive systems.

Identify the parts and function of the digestive organs e.g. stomach, liver.

Explain what happens to food from ingestion to elimination (or view video clips of digestion).

Model what happens during digestion: Pour some lime or lemon juice and water into a zip top sandwich bag. The bag represents the stomach, the water represents digestive juices and the lime/lemon juice represents stomach acid. Put pieces of bread (food) into the sandwich bag. Seal the bag and squeeze (churn) the contents for a few minutes until a liquid (chyme ) forms. Cut the bottom off of a paper cup to make a funnel and place it into the opening of one leg of a pantyhose (small intestine). Pour the liquid from the sandwich into the pantyhose. Place the leg of the panty hose over a container (blood). Squeeze the contents of the panty hose so that the liquid (nutrients) runs into the container (absorption). Cut a hole in the bottom of a paper cup (large Intestine), put the contents of the pantyhose (undigested food) into the cup. Use another cup to push the contents through the hole (elimination).

Use a rubric to assess job letter

Use a rubric to assess comic strip

Language Arts: Job application, letter, comprehension

Visual Arts: Digestive system t-shirt/apron; Model of digestive system; illustrated comic strip

37

Read and respond to comprehension passages about the digestive system e.g. https://www.k12reader.com/worksheet/down-the-hatch/view

Let students write job application letters applying to be an organ of the digestive system. Letters should state the position being applied for (name of organ), photograph of organ (drawing), how the organ will contribute to the functioning of the digestive system and why he/she should be hired.

Play the Digestion Game: o https://kidshealth.org/classroom/prekto2

/body/systems/digestive_handout2.pdf o https://www.pinterest.com/pin/28942671

3548427125/

Project: o Make models of the digestive system

using a variety of everyday materials. o Make a digestive system apron or T- shirt. o Write an illustrated story or comic strip

tracing food as it journeys through the digestive system.

Materials:

Diagrams of the digestive system, cookies, lemon/lime juice, zip top sandwich bag, bread, pantyhose leg, paper cups, scissors, water, materials for making model.

Books:

Modern Science and Technology for the Caribbean Book 4 Bright Ideas Book 5

URLs: http://mspalmersclassroom.weebly.com/grade-5-human-body-lesson-2-digestive-system.html https://www.education.com/worksheet/article/human-digestive-system-diagram/ https://www.youtube.com/watch?v=d082RVFdLi4 https://www.youtube.com/watch?v=i5MH6ddyi74

https://www.k12reader.com/worksheet/down-the-hatch/viewhttps://www.k12reader.com/worksheet/down-the-hatch/viewhttps://kidshealth.org/classroom/prekto2/body/systems/digestive_handout2.pdfhttps://kidshealth.org/classroom/prekto2/body/systems/digestive_handout2.pdfhttps://www.pinterest.com/pin/289426713548427125/https://www.pinterest.com/pin/289426713548427125/http://mspalmersclassroom.weebly.com/grade-5-human-body-lesson-2-digestive-system.htmlhttps://www.education.com/worksheet/article/human-digestive-system-diagram/https://www.youtube.com/watch?v=d082RVFdLi4https://www.youtube.com/watch?v=i5MH6ddyi74

38

Diagrams

39

Grade V: Term 2 Strand: Life Science (Structure and Function)

Unit 9: The Respiratory System Duration: 10 periods Focus Question: (1) What is breathing? (2) Why is breathing important?


1. Be aware that air is important for all living things.

2. Understand the importance of air Technology:

Construct models.

9. The Respiratory system 9.1. State that living things need air. 9.2. Name the gases involved in respiration. 9.3. List the parts of the respiratory tract. 9.4. Label a diagram of the respiratory system. 9.5. State the functions of the parts of the respiratory

tract. 9.6. Compare the processes of breathing in (inhaling)

and breathing out (exhaling) 9.7. Explain the importance of clean air.


Air

Air sacs

Breathe

Breathing in

Breathing out

Bronchus

Carbon dioxide

Diaphragm

Exhale

Inhale

Lungs

Oxygen

Trachea

Windpipe

Content Principle: Breathing is important for life. Required Content:

The act of pushing air into and out of the lungs is called breathing.

We normally inhale (breathe in) air through our nose. Air travels down the trachea or windpipe through the branching bronchi and into the lungs. The air enters the alveoli and some of the oxygen in the air enters the blood.

When we breathe out or exhale, carbon dioxide leaves the blood enters the lungs. The mixture of air in the lungs is forced out the trachea then through the nose and mouth.

As we inhale and exhale the diaphragm moves up and down to increase or decrease the space in the abdomen.

Skills

Communicating

Designing

Experimenting

Manipulating

Observing


Cooperation

40


Have students observe the movements of each other’s chests and report what happens when the person breathes in and out.

Students state what they think will happen if we stopped breathing.

Draw and label the parts of the respiratory system.

Discuss the functions of the parts of the respiratory system.

In groups students measure and compare their lung capacity: https://www.tes.co.uk/teaching-resource/lung-capacity-test-6293219

Experiment to determine how exercise affects breathing rates. Record results in Science Experiment Book and use the results to construct tables and bar graphs.

Discuss the importance of clean air.

Use a large copy of the respiratory system to make a jigsaw puzzle.

Read and discuss comprehension passages about the respiratory system e.g. https://www.k12reader.com/worksheet/oxygen-exchange/view/

Project: o Make a functional model of the

respiratory system.

Use a rubric to assess experimental report.

Use a rubric to assess model Criteria may include; design, creativity, functionality.

Conduct a class quiz.

Language Arts: Comprehension

Mathematics: Use of numbers, Use of table, use of graphs.

Visual Arts: Drawing, making models

Materials:

Diagrams of the respiratory system, water, straw, plastic bottle, plastic bag, rubber band, balloon. Books:

Modern Science and Technology for the Caribbean: Book 4. URLs: http://mypages.iit.edu/~smile/bi9708.html https://www.youtube.com/watch?v=hc1YtXc_84A https://www.youtube.com/watch?v=h-wATTsMBBA http://www.neok12.com/Respiratory-System.htm http://kidshealth.org/classroom/prekto2/body/systems/respiratory.pdf https://www.pinterest.com/explore/respiratory-system/

https://www.tes.co.uk/teaching-resource/lung-capacity-test-6293219https://www.tes.co.uk/teaching-resource/lung-capacity-test-6293219https://www.k12reader.com/worksheet/oxygen-exchange/view/https://www.k12reader.com/worksheet/oxygen-exchange/view/http://mypages.iit.edu/~smile/bi9708.htmlhttps://www.youtube.com/watch?v=hc1YtXc_84Ahttps://www.youtube.com/watch?v=h-wATTsMBBAhttp://www.neok12.com/Respiratory-System.htmhttp://kidshealth.org/classroom/prekto2/body/systems/respiratory.pdfhttps://www.pinterest.com/explore/respiratory-system/

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Diagrams:

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Grade V: Term 3 Strand: Life Science (Diversity and Classification)

Unit 10: Human Life Cycle and Metamorphosis Duration: 15 periods Focus Question: (1) How do animals grow and develop?


At the end of this unit students should 1. understand the processes of growth

and development in living organisms.

2. recognize the differences in the life cycles of organisms

Technology:

Construct models.

10. At the end of this unit students should be able to 10.1. define growth and development. 10.2. state conditions necessary for growth and

development. 10.3. identify the stages in the human life cycle. 10.4. describe the physical changes that occur during

each stage of human development. 10.5. trace the development/life cycle of selected

organisms that go through metamorphosis. 10.6. differentiate between complete and incomplete

metamorphosis. 10.7. Compare the human life cycle to that of other

organisms.


Adolescence

Adult

Birth

Child

Development

Egg

Growth

Hatch

Larva

Life cycle

Metamorphosis: complete and incomplete

Nymph

Oviparous

Puberty

Pupa

Viviparous

Content Principle:

Each stage of development is characterized by certain changes

Required Content:

Animals produce offspring by laying eggs or giving live birth.

Humans and other animals go through different stages of development.

Growth is an increase in size, height, or mass of an organism.

Development is progression from one stage of maturity to another.

The lifecycle of an organism is the series of changes it goes through as it grows and develops.

Complete metamorphosis takes place in four stages; o egg → larva→ pupa → adult.

Examples of animals that undergo complete metamorphosis include the butterfly, the mosquito, the housefly and the frog.

Skills

Communicating

Classifying


Curiosity


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Incomplete metamorphosis occurs in three stages; o egg → nymph →adult

Examples of animals that undergo incomplete metamorphosis include the grasshopper and the cockroach.

Environmental conditions such as water, temperature and light affect the development of organisms.


Let students compare pictures of themselves as babies and present. Record and discuss differences.

Discuss human life cycle stages from birth to adulthood (view pictures of the same).

Collect pictures of babies and adults of the same race and gender note differences.

Describe the physical changes that occur during each stage of human development (baby, child, adolescent, adult)

Describe the life cycle of different animals and draw diagrams to represent these life cycles.

Construct and write down definitions for growth and development.

Make lifecycle wheels, foldouts, necklaces, wristbands.

Write lifecycle stories.

Project: o Collect mosquito larvae, butterfly eggs,

frog spawn/tadpoles. Observe and record the developmental changes over time. Note observations in the form of text, drawings, tables and graphs.

Use rubric to assess students’ projects. Criteria can include number of stages documented, variety of recording methods (drawing, tables, etc.)

Use rubric to assess mobiles

Class quiz

Language Arts: Story writing; sequencing events.

Mathematics: use of tables and graphs

Visual Arts: Making mobiles etc.

Materials:

Pictures of life cycles and animals and their young, butterfly eggs/ caterpillars, frog spawn/tadpoles, mosquito larvae, pictures of pupils, babies and adults, paper plates, string, manila, ribbon, cardboard, crayons, markers, scissors.

Books:

Modern Science and Technology Bk 4 Bright Ideas Bk 6

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URLs: http://www.scholastic.com/teachers/top-teaching/2014/04/10-ready-go-resources-teaching-life-cycles http://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20ela%20curriculum/3rd%20ELA/3rd%20ELA%20Week%205%20Teachers%20Guide-Life%20Cycles%20of%20Animals.pdf https://www.pinterest.com/jeaninehumphrey/life-science-animal-life-cycles/ http://advocatesforyouth.org/for-professionals/lesson-plans-professionals/2375 https://www.hamilton-trust.org.uk/browse/science/y5/animals-including-humans-y5-new-curriculum/108910 Diagrams:

http://www.scholastic.com/teachers/top-teaching/2014/04/10-ready-go-resources-teaching-life-cycleshttp://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20ela%20curriculum/3rd%20ELA/3rd%20ELA%20Week%205%20Teachers%20Guide-Life%20Cycles%20of%20Animals.pdfhttp://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20ela%20curriculum/3rd%20ELA/3rd%20ELA%20Week%205%20Teachers%20Guide-Life%20Cycles%20of%20Animals.pdfhttps://www.pinterest.com/jeaninehumphrey/life-science-animal-life-cycles/http://advocatesforyouth.org/for-professionals/lesson-plans-professionals/2375https://www.hamilton-trust.org.uk/browse/science/y5/animals-including-humans-y5-new-curriculum/108910https://www.hamilton-trust.org.uk/browse/science/y5/animals-including-humans-y5-new-curriculum/108910

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Grade VI: Term 3 Strand: Earth and Space Science (Earth’s Resources)

Unit 11: Water Duration: 15 periods Focus Questions: (1) What are the natural sources of water?


At the end of this unit students should 1. appreciate the importance of water. 2. become aware of the natural

sources of water. 3. understand that properties of s are

altered when dissolved in water. Technology:

Devise solutions to problems.

11. At the end of this unit students should be able to 11.1. identify natural sources of water. 11.2. classify water as hard or soft. 11.3. identify ways of making hard water soft and soft

water hard. 11.4. identify situations when hard and soft water is

required. 11.5. define surface tension. 11.6. state how surface tension can be broken. 11.7. identify and describe the effect of the movement

of soap and water into paper and cloth


Float

Hard water

Lather

Rain water

Salty water

Sink

Soap

Soft water

Surface tension

Tap water

Content Principle:

The properties of water can be altered by adding or removing substances from it.

Required Content:

Water is important for our survival.

Hard water does not allow soap to lather easily. It has lots of certain types of minerals dissolved in it.

Soft water is water that allows soap to lather easily.

Hard water can be made soft by adding washing soda, or by boiling (sometimes) while soft water can be made hard by adding certain chemicals.

Advantages of hard water include o Many people find that hard water tastes better

than soft water. o Minerals in hard water can help to promote

health

Disadvantages of hard water include o Minerals in hard can cause a build up of scale

inside pipes and appliances like the clothes iron. o Washing clothes in hard water wastes soap

because it does not lather well.

Advantages of soft water include

Skills

Classifying

Communicating

Designing

Experimenting

Inferring

Manipulating

Measuring

Observing

Predicting Attitudes and Values

Cooperation

Curiosity


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o Soft water generally provides a better clean with less residue and it requires less soap. It is generally better for washing and cleaning than hard water.

Disadvantage of soft water o Many people do not prefer the taste of soft

water.

Surface tension is a force that causes water to behave as if it has a thin skin stretched across the surface.

Soap weakens the surface tension of water.


Discuss places where we get our water from.

Differentiate between natural and manmade water sources.

Discuss the importance of water.

Experiment to find out the amount of undissolved substances in samples of water from various sources by placing a piece of fine, white cloth over the mouth of a jar and pouring the water into the jar. Examine the cloth to identify the undissolved substances left behind. Compare the results for all samples of water tested.

Experiment with water samples (distilled, tap, rain, salty, etc.) by adding soap to each and shaking. Observe the amount of lather and record the results in tables and bar graphs (identify and control variables in the experiment) o Classify the samples of water as hard or

soft based on given definitions.

Collect a sample of hard water, and test it using soap to determine how much lather it makes. Boil a sample of the same water and repeat the lather test. Record and discuss the results.

Collect a sample of soft water and test to determine how much lather it makes. Add soil/salt to the water and stir until the soil/salt dissolves. Repeat the lather test, Compare and discuss the results.

Discuss situations when hard or soft water may be required.

Use a checklist to assess the use of the ruler and the measuring cylinder.

Assess the students’ experimental report.

Language Arts: Report writing

47

Discuss how a mosquito is able to stand on the surface of water (use picture to stimulate discussion).

Make predictions as to how many drops of water various coins can hold. Experiment and record results. Record the results in tables and bar graphs and make comparisons. Repeat the activity this time adding a few drops of liquid soap to the water.

Pour the same volume of water into two similar clear containers. Mix an ounce of dish soap into one of the glasses. Cut out two same sized, small pieces of paper. Place one piece of paper into each glass. Observe and record what happens. Discuss the observations.

Pour some water into a long, wide container. Place a craft stick on the surface of the water and observe what happens. Remove the craft stick and add a drop of liquid soap to one end. Place the stick in the water again and observe what happens.

Pour some water into a container. Sprinkle black or cayenne pepper on the surface of the water. Add a few drops of soap and observe.

Experiment with fresh water and soapy water to compare the rate of movement of water through paper and cloth. Make predictions, identify and control variables, record and compare results in form of tables and graphs.

Project: o Test samples of similar types of water

from different locations to determine whether there is a difference in hardness or softness e.g. tap water from various locations or pond water from various locations.

Materials:

Samples of tap, salty, rain, bottled, boiled, pond water, soap, droppers, similar sized plastic bottles with covers, rulers, cloth, paper, ruler scissors, coins, glass jar, black/cayenne pepper, container, Science Journals/Experiment Books.

Books:

Modern Science and Technology Book 4

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URLs: http://www.middleschoolchemistry.com/lessonplans/chapter5/lesson2 https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson2_activity4.xml http://www.kidspot.com.au/kids-activities-and-games/Science-experiments+10/Pepper-in-water-science-experiment+11065.htm https://www.youtube.com/watch?v=8roMez0iLBc Diagrams:

http://www.middleschoolchemistry.com/lessonplans/chapter5/lesson2https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson2_activity4.xmlhttps://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson2_activity4.xmlhttp://www.kidspot.com.au/kids-activities-and-games/Science-experiments+10/Pepper-in-water-science-experiment+11065.htmhttp://www.kidspot.com.au/kids-activities-and-games/Science-experiments+10/Pepper-in-water-science-experiment+11065.htmhttps://www.youtube.com/watch?v=8roMez0iLBc

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Grade VI: Term 3 Strand: Life Science (Ecosystems)

Unit 12: Volcanoes Duration: 5 periods Focus Questions: (1) How are volcanoes formed? (2) What are the effects of volcanoes?

Learn

Documents

This version of the primary science curriculum was last ......Education Officer – Natural Sciences . 4 Organization of the curriculum: The Antigua and Barbuda national Primary Science