(science: grade iii - iv) - international bureau of education · · 2013-08-05identify the parts...

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.


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.


3


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


5

GRADE III

Term: ONE


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?


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


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


6

GRADE III

Term: ONE


Topic: CLASSIFYING PLANTS Duration: 2 periods D Duration: ONE WEEK

Focus Question:

(1)How are plants classified?


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


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


7

GRADE III

Term: ONE


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?


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


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


8

GRADE III

Term: ONE


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


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


9

GRADE III

Term: ONE


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?


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


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


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?


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


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


11

GRADE III

Term: ONE


Topic: Food Webs – Balancing Nature Duration: Unit: EIGHT Duration: ONE WEEK

Focus Question:

(1) In what ways is organism dependent on each other?


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


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


12

GRADE III

Term: ONE


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?


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


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


13

GRADE III

Term: TWO


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?


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


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


14

GRADE III

Term: TWO


Topic: PERCEPTION OF TASTES & ODORS Duration: 4 periods Duration:

Focus Question:

(1) How do we use our senses?


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


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


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?


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


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


16

GRADE III

Term: TWO


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?


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.


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


17

GRADE III

Term: TWO

Topic: Conservation Duration: 7 periods Duration:

Focus Question:

(I) Why is conservation important and how do we conserve?


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


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


18

GRADE III

Term: THREE


Topic: FORCES & MOTION Duration: 4 periods Duration:

Focus Question:

(1) What can force do?


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.


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


19

GRADE III

Term: THREE


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?


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.


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


20

GRADE III

Term: THREE


Topic: WATER/ EVAPORATION Duration: 4 periods

Focus Question:

(1) What are the main sources of water?


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.


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


21

GRADE III

Term: THREE


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?


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.


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


22

GRADE III

Term: THREE


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?


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.


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


23


24

Grade IV

Term: I


Topic: Plants Duration: 10 periods

Focus Question:

(1) What is the role of plants in the environment?


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


25

GRADE IV

Term: I


Topic: Animals Duration: 8 periods

Focus Question:

(1) What are the main changes that occur during growth, development and reproduction

in animals?


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


26

GRADE IV

Term: I


Topic: Breathing Duration: 4 periods

Focus Question:

(1) What is breathing and why is it important?


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


27

GRADE IV

Term I


Topic: Support and Movement in animals Duration: 10 periods

Focus Question:

(1) What are muscles and how do they affect animal movement?


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


28

GRADE IV

Term I


Topic: Antigua and Barbuda Ecosystems: Distribution/Location Duration: 4

periods

Focus Question:

(1) Where are the different types of ecosystems located in Antigua/Barbuda?


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


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


29

GRADE IV

Term I


Topic: Caribbean Ecosystems Duration: 4 periods

Focus Question:

(1) What types of ecosystems are present in the Caribbean environment?


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


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


30

GRADE IV

Term: I


Topic: Environmental Destruction Duration: 8 periods

Focus Question:

(1) How does human interaction and wave action destroy the environment?


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


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


31

GRADE IV

Term: II


Topic: Conservation needs in Antigua & Barbuda Duration: 6 periods

Focus Question:

(1) How can we protect our terrestrial environment?


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


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


32

GRADE IV

Term: II


Topic: Rocks and Soil Duration: 10 periods

Focus Question:

(1) How does running water affect (change) the earth’s surface?


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


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


33

GRADE IV

Term: II


Topic: Weather: the wind Duration: 6 periods

Focus Question:

(1) What are some major affects of the wind how can we investigate them?


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


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


34

GRADE IV

Term: II


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


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


35

GRADE IV

Term: II


Topic: Energy Duration: 10 periods

Focus Question:

(1) What is the role of plants in the environment?


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


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


36

GRADE IV

Term: II


Topic: Solar System Duration: 4 periods

Focus Question:

(1) What is rotation and how it is related to day and night?


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


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


37

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?


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


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


38

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?


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


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


39

techniques


40

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.


41

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.


42

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


43


44

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.


45

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.


46

The Water Cycle


47

Ecosystem


48

Food Web


49

Breathing


50

Life cycles

(science: grade iii - iv) - international bureau of education · · 2013-08-05identify the parts...

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