Ccslc syllabus (integrated science) Leroy walker

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

Integrated Science

Effective for examinations from May/June 2007

Correspondence related to the programme of study should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica, W. I.

Telephone: (876) 920-6714
Facsimile Number: (876) 967-4972
E-mail address: cxcwzo@cxc.org
Website: www.cxc.org

Copyright © 2006, by Caribbean Examinations Council
The Garrison, St. Michael BB 11158, Barbados

CCSLC/IS/02/2006
CXC CCSLC/IS/02/2006

First issued 2006.

Please check the website, www.cxc.org for updates on CXC’s syllabuses.
HU UH

CCSLC/IS/02/2006

Contents
RATIONALE .................................................................................................................................................................................... 1

AIMS ................................................................................................................................................................................................. 1

GENERAL OBJECTIVES................................................................................................................................................................. 2

THE SKILLS AND ABILITIES TO BE ASSESSED ........................................................................................................................ 2

ORGANIZATION OF THE PROGRAMME.................................................................................................................................... 3

ASSESSMENT GUIDELINES ......................................................................................................................................................... 3 - 5

FORMAT OF THE EXAMINATION ............................................................................................................................................... 5 - 6

MODULE 1 - WORKING LIKE A SCIENTIST ............................................................................................................................. 7 - 11

MODULE 2 - INVESTIGATING MATTER................................................................................................................................... 12 - 22

MODULE 3 - UNDERSTANDING LIFE....................................................................................................................................... 23 - 35

MODULE 4 – FOCUSING ON ME ................................................................................................................................................. 36 - 44

MODULE 5 – EXPLORING ENERGY............................................................................................................................................ 45 - 52

RESOURCES..................................................................................................................................................................................... 53

APPENDIX I – LEARNING GRID.................................................................................................................................................. 54 – 56

APPENDIX II – CARIBBEAN SCIENTISTS AND THEIR AREA OF WORK............................................................................. 57

CCSLC/IS/02/2006

Caribbean Certificate of Secondary Level Competence

INTRODUCTION
The Caribbean Examinations Council (CXC) in consultation with policy makers and educators in CXC Participating Territories identified the need for a new
programme that will respond to the changing demands of the education sector. A major development is the move by all territories to universal secondary
education, and so, to enable persons with a wide range of abilities to benefit from education provision at this level. The decision to implement programmes to
achieve universal secondary education is based on an understanding that the region needs a well educated and trained labour force for an increasingly competitive
global environment. A sound secondary education foundation is imperative for further education and training at the tertiary and para-professional levels.

Several territories, recognizing the need for a programme that will meet the new needs in secondary education, had embarked on the development of national
programmes. However, through consultations at the regional level, policy makers and educators recognized that a regional intervention by CXC will have several
benefits including cost-effectiveness, standard-setting, portability of certification and regional and international recognition.

CXC has responded to the regional need for a new secondary programme that will meet the needs of the majority of students at secondary level. Through the
consultative processes employed in syllabus development, a new programme was developed by CXC for first examination in 2007. The new programme which is
competency-based comprises a core of subjects – English, Integrated Science, Mathematics, Modern Languages and Social Studies. Through this core, the learner
should acquire the knowledge, skills, competencies, values and attitudes that are desired in a secondary school leaver. The core developed by CXC subject panels
will be examined by CXC. In addition, learners can gain additional benefit through special programmes that may be added as electives to the core at national level.

Policy makers and educators have noted that, ideally, this core programme could be taken by all students at the stage when they are ready. However, the decision,
on who should take the examination and in what year it will be taken, will be decided at national level in consultation with CXC. A person who successfully
completes this core should have the foundation for further education and training and for entry level employment. In developing and implementing this
programme at the secondary level, CXC, working with its partners, took into consideration the cultural context and the aspirations of regional governments for a
well educated and trained labour force to meet the targets set for social and economic development. A sound secondary education which this programme will
provide is an imperative as a base for the development of citizens as the most valuable resource of the small states of the region.

CCSLC/IS/02/2006 i

The main focus of this new programme is derived from the aspirations of regional governments and the Caribbean Community (CARICOM) which acknowledge
that education is the route to healthy democracies and sustainable development. The curriculum is, therefore, competency based and encompasses the knowledge,
skills, attitudes, values and attributes expected of high school graduates, by regional Governments. Some of these knowledge, skills, attitudes, values and attributes
or competencies are generic and cut across all five subjects, whilst others are peculiar to each of the five subjects of the curriculum. The generic and subject specific
competencies targeted for development in the curriculum are given below.

GENERIC COMPETENCIES SUBJECT-SPECIFIC COMPETENCIES

PROBLEM SOLVING ABILITY TO COMMUNICATE ORALLY AND IN WRITING

CRITICAL THINKING ABILITY TO FUNCTION IN A FOREIGN LANGUAGE

INFORMED DECISION MAKING MATHEMATICAL LITERACY

MANAGEMENT OF EMOTIONS SCIENTIFIC LITERACY

POSITIVE SELF CONCEPT SOCIAL AND CITIZENSHIP SKILLS

WORKING IN GROUPS

HANDLING CONFLICT

DEALING WITH DIVERSITY AND CHANGE

INDEPENDENT LEARNING STRATEGIES

COMPUTER LITERACY

TECHNOLOGICAL LITERACY

COMPETENCIES

The structure of the programme takes into consideration that the attainment of the competencies identified is the result of processes that require life-long learning
and that mastery is attained by progressive steps over differing periods of time. Bearing in mind that one of the main purposes of the curriculum is to prepare
individuals to participate fully as productive members of society, key competencies have been identified that are essential for daily living with emphasis on the
workplace. A Learning Grid (Appendix I) lists the key competencies across the five subjects of the curriculum, identifies a reference number and indicates the
subjects or group of subjects that specifically engage the learner in its development.

CCSLC/IS/02/2006 ii

OUTCOMES OF THE CURRICULUM

The curriculum hinges on the realization that teaching and learning are essential instruments for the development of autonomous individuals who will be able to
function effectively as productive members of society. In this regard, the curriculum has identified knowledge, skills, attitudes, values and attributes or
competencies that students who master the programme should have attained. These include:

a positive image of self, family, community, region and world;

respect for others irrespective of age, class, creed, gender, ethnicity, physical disabilities or nationality;

an abhorrence of violence in all its forms and commitment to settle disputes through arbitration and conciliation;

the capacity to understand that individual freedom is consonant with the acceptance of personal responsibility for one’s own actions;

commitment to ethical and moral societies that recognize equality of opportunity, freedom of expression and association, and the right to fair
judicial process.

Main Elements of the Curriculum

It provides the foundation for further education and training and for entry level employment.

It provides articulation between and within subject groups offered in the Caribbean Secondary Education Certificate (CSEC) examination by
catering for students who continue at secondary school to take General Proficiency examinations in academic or technical and vocational or a
mix of academic and technical and vocational subjects.

It meets the needs of students who may not wish to advance to the CSEC examination, but wish to seek entry-level training for employment on
leaving school.

It provides opportunity for students who wish to exit secondary school for first level entry jobs and to continue their education and training on
the job or on their own out of school.

It facilitates articulation within the wider school curriculum and responds to the developmental needs of the region.

CCSLC/IS/02/2006 iii

INTEGRATED SCIENCE

♦ RATIONALE ♦ AIMS
Integrated Science is an interdisciplinary subject which provides students The study of Integrated Science is intended to assist students to:
with the opportunity to study issues relevant to Science in everyday life.
Such study integrates perspectives from various disciplines including 1. develop knowledge, skills, attitudes and values of science for lifelong
Biology, Chemistry, Physics, Earth Science and others.
learning;
The inclusion of Integrated Science in the school curriculum is influenced 2. develop an appreciation of the role of science in fostering a safe and
by the premise that knowledge of an organism and its interaction with the
healthy lifestyle;
environment will enhance the application of Science in shaping the quality
of life, through promotion of personal health practices and respect for the 3. develop an awareness of the value of science in solving everyday
environment. The programme, therefore, aims at producing young adults
problems;
with the knowledge, skills, values and attitudes that would help them
negotiate an increasingly complex and dynamic technological environment 4. function effectively within an increasingly technological and
in which they have to live and work.
scientific global environment;
Students, who successfully complete this programme, will have developed 5. appreciate the need to contribute to sustainable development
an understanding of how science affects their daily lives and acquired
lifelong learning skills that will allow them to solve everyday problems.
This programme will provide the knowledge, shills and abilities necessary
for further education and training in institutions and in the workplace.

CCSLC/IS/02/2006 1

♦ GENERAL OBJECTIVES ♦ SKILLS AND ABILITIES TO BE ASSESSED

At the end of this course of study students should: 1. RECORDING AND COMMUNICATION (RC)

1. be aware of the contributions of the Caribbean to Science and The student will be able to record scientific data and communicate information
Technology; effectively orally, graphically and in writing.

2. appreciate the dynamic nature of Science and the impact of Science and Criteria --makes accurate observations, accurately recorded data in table and
Technology on the world in the twenty first century ; graph.
classifies substances, uses scientific format, appropriate language and content,
3. understand the importance of quantifying the dimensions of matter; and demonstrates creativity.
Table and graph—titles, correct axes, plot accurately, suitability of scale.
4. appreciate the particulate nature of matter, and its chemical and physical
properties; 2. MANIPULATION AND MEASUREMENT (MM)

5. understand the relationship between structure and function for selected The student will be able to safely use appropriate instruments to accurately
body systems; measure various physical qualities.

6. understand that there is interdependence between living organisms; Criteria --demonstrates competence and safety for self and others in the
sequencing of events; the selection and use of appropriate instruments; takes
7. appreciate the components of the physical environment and their inter- accurate readings; number of trials and drawing.
relationship; Drawing -- makes large, clear, accurate representations; uses adequate labelling;
uses pencil to make smooth lines, indicates magnification and view where
8. understand the need to practise a healthy lifestyle; appropriate.

9. appreciate the role each individual must play in preserving the 3. INVESTIGATION(IN)
environment;
The students will be able to carry out investigations and design and carry out
10. understand the impact of energy on man’s activities and the interchange experiments to solve problems.
among the different forms of energy;
Criteria -- identifies relationships and patterns; makes logical inferences, valid
11. appreciate the need for responsible use of energy. predictions, and evaluation of data; conclusion related to aim; statement of
problem; hypothesis stated; method appropriate; variables identified; controls
present; limitations stated.

4. GROUP WORK (GW)

The student will be able to function efficiently and effectively within a group
setting, while collaborating to achieve a common goal.

Criteria -- shows cooperation and responsibility to group; assists in resolving
conflict and achieving consensus in group decisions, shows respect for others.

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♦ ORGANIZATION OF THE PROGRAMME
The programme of study is arranged in five Modules, namely:

Module 1 - Working like a scientist

Module 2 - Investigating Matter

Module 3 - Understanding life

Module 4 - Focusing on me

Module 5 - Exploring energy

♦ ASSESSMENT GUIDELINES
Assessment is an integral component of the programme of studies. Its major functions include facilitating learning, providing information which may be used by
students and teachers in the planning of subsequent instructional experiences, and providing information on the highest level of proficiency demonstrated by the
student. Teachers are encouraged to take advantage of the flexible structure of the programme to ensure that students demonstrate mastery of each increment of
the programme before going on to the next. A student who has attained mastery should, on any subsequent occasion, and without assistance, be able to
demonstrate the highest levels of proficiency on the same or an equivalent task.

The assessment for each syllabus comprises two major components: Teacher Assessment (TA) and External Assessment (EA).

TEACHER ASSESSMENT (TA)

This assessment spans two phases.

Phase 1:- Formative Assessment

Teachers assess students to identify their areas of strength and weakness. This assessment may be formal or informal, and is usually continuous and integrated
with teaching and learning. Some teaching and learning activities are suggested in this programme of study and the assessment tasks may either be designed or
sourced by the teacher, or may be selected or adapted from the examples provided in the assessment column of this programme of study.

Information derived from this type of assessment should be used by teachers and students in planning subsequent action. Students should be encouraged to assess
themselves (self- and peer- assessment) and, wherever practical, to participate in the planning of subsequent activity. The effectiveness and management of this
approach may be enhanced by sharing the assessment criteria with students before the assessment is done, or by engaging them in the development of these
criteria.

CCSLC/IS/02/2006 3

Phase 2:- Summative Assessment

Teachers assess students in order to create an objective record of the highest level of proficiency demonstrated. Students may be assessed any time after the
teacher deems that they have attained mastery. Teachers may also provide practice exercises which integrate skills across the Modules. The students may be
assessed individually or in groups, and the arrangements and scheduling may be influenced by the nature of the task, and logistical and administrative
considerations. A single standardized summative task is required for each Module. Each subject has five modules, and for each student, the teacher will submit to
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CXC a single total score representing the sum of the student’s scores on the five modules. U

The following three specifications facilitate the standardization of the summative assessments:

(i) A generic task is outlined at the end of each Module. This task provides general specifications, and conditions which must be satisfied by the
assessment undertaken by all students. However, within the limits specified, teachers may adapt the tasks to reflect local or individual
interests. For each assignment, one example of an adaptation is given.

(ii) A standardized rubric or mark scheme is defined and is to be used by the teacher in scoring all students’ work. This rubric/mark scheme is
designed to clearly indicate the dimensions of interest and the relative importance of each; consequently, it may be used by teachers to verify the
appropriateness of their adapted task. While the generic task may be adapted, the mark scheme is not to be adjusted. The same mark
scheme is to be used by all teachers and students across all centres and territories.

(iii) It is expected that quality control and monitoring of teachers’ adherence to the specifications will be arranged and managed at local level.

In order to ensure that students have reasonable opportunity to achieve and demonstrate mastery, teachers can afford their students multiple opportunities to
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retake or resubmit, the summative assessment for any Module. Feedback and suggestions for improvement may be provided between attempts, however, the
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process should be transparent and objective, and the mark awarded should be indicative of the level of proficiency that the candidate would be able to demonstrate
independently. The achievement of mastery is emphasized in this programme; thus, a student will be expected to achieve a minimum of 50% of the marks
available for the teacher assessment component that will be completed in preparation for taking the external examination.

EXTERNAL ASSESSMENT

At any given sitting, candidates may register to write the external examination in one or more subjects. The external assessment will be a multiple-choice
examination comprising 50 items.

Grading Scheme

Scores from the Teacher Assessment (TA) and the External Assessment (EA) will be combined to give a composite score with a maximum of 100. A single subject
grade will be reported. The grade boundaries are listed overleaf:

Composite Score Grade
Master

CCSLC/IS/02/2006 4

75 - 100

50 - 74 Competent

0 - 49 Developing Competence

Reporting

1. The results of any sitting are valid for a three-year period.

2. A result slip will be provided after every sitting for which a candidate registers for the external examination in one or more subjects.

♦ FORMAT OF THE EXAMINATIONS
External Assessment Fifty multiple-choice items.
(1 hour 15 minutes)

Teacher Assessment Five assignments – one at the completion of each Module.

NOTES ON THE EXAMINATION

1. CXC will set and mark the external assessment.

2. The teacher will set and mark the assignments that make up the internal assessment of each Module using the Guidelines provided.

3. The teacher will combine the marks given for each Module to give a single total mark.

4. The teacher will submit the total mark to CXC no later than May 31.

5. CXC will combine the marks earned on the internal and the external assessment to produce the candidate’s overall grade.

6. The mark allocation for this syllabus is shown below:

Component Marks Allocated Total Marks

CCSLC/IS/02/2006 5

%
Module Module Module Contribution
Module 3 Module 5
1 2 4 to Composite
Score
Teacher
20 20 20 20 20 100 50
Assessment
External
10 10 10 10 10 50 50
Assessment
% Contribution
to Composite 20 20 20 20 20 100
*****
Score

7. The results of any sitting are valid for a three-year period.

8. A result slip will be provided after every sitting for which a candidate registers for the external examination in one or more subjects.

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♦ MODULE 1: WORKING LIKE A SCIENTIST
This Module contains the following topics:
(a) Science and Technology;

(b) Safety;

(c) Responding to challenges using Science and Technology.

SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND LEARNING ASSESSMENT
ACTIVITIES
Students should be able to:

(a) Science and Technology

1. distinguish between Science - tools for Teacher organizes students into groups and has each Students write one paragraph
science and development of technology. group consider what life would be like without some explaining the difference between
technology; Technology - application of aspects of technology, for example, pen, electricity, Science and Technology. Teacher
science. shoes, television, ploughs, fly swatter, cellular phones, assesses the paragraph for accuracy.
X Ray machine, automobiles. Groups should give a
statement about what technology is. Teacher leads the
discussion on the role of science in the development of
technology.

Teacher could ask students to propose how a named
technological device or process was developed, for
example, pen, shoes, television and automobile.
Students are asked to hypothesize why the technology
was created and how it might have been developed.

2. describe ways in which Scientists: observe, Teacher provides activities for students to develop Students state five ways in which
scientists do their experiment, measure, record skills in observing, classifying, inferring, measuring, scientists work and explain why it is
work; results, interpret results and predicting, interpreting data, forming hypothesis, necessary for scientists to work in
share findings. separating and controlling variables and these ways.
experimenting.

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ACTIVITIES

3. apply the scientific The scientific method The teacher talks through the planning and designing of Each learner will be presented with a
method in a given involves an problem situation (and may also get
situation. experiment to investigate a problem suggested by the the resources to utilize), and will be
- Hypothesising class. required to plan and design an
- Experimenting The teacher highlights the scientific method used and experiment to investigate this
- Controlling variables asks problem. Examples of problems
- Recording students to record the example as it is being developed. 1. When green fruits are
- Drawing conclusions wrapped in a newspaper
- Redesigning if necessary they ripened faster than
- Communicating results. when left unwrapped.
Investigate why this is so.
2. Objects painted black dry
faster than objects painted
white. Plan and design an
experiment to demonstrate
this.
3. Iron objects close to the sea
rust faster than those
further inland. Plan and
design an investigation to
see if this is so.
Solutions presented should be
assessed on criteria for Investigation
including plausibility, use of control
and limitations. Please note that it is
sufficient for the students to do the
planning and design aspects only.
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(b) Safety

4. discuss the importance Home – practices and Class discussion for road safety to identify the need to Have students draw a representation
of maintaining a safe household safety symbols. follow rules and the importance of obeying signs for of an unsafe practice and the
environment; School – laboratory rules the safety of self and others. Students in groups will corresponding safe practice. Teacher
Community – road safety write three (3) laboratory rules. Class discussion on assesses the drawing for correctness
rules and rules on the importance of laboratory rules. of content.
playground.

5. state the meaning of Safety symbols: corrosive, Students may be asked to collect labels from common Teacher will give students a matching
common safety radioactive, flammable, household containers and products and bring them to activity using five (5) symbols with
symbols; explosive, harmful, class. Students will compare the symbols found and list their meanings.

CCSLC/IS/02/2006 8

ACTIVITIES

poisonous, danger. the symbols and their meanings.

(c) Responses to challenges using Science and Technology
6. identify two (2) Examples: Students will collect newspaper clippings that highlight Students to create collage depicting
challenges specific to a)loss of agricultural land; some of the challenges experienced in the Caribbean common challenges in the Caribbean.
the Caribbean; b)decrease in potable water region. Discussion session follow to prioritise these Teacher to assess the pieces for
sources; challenges. content, relevance and creativity.
c)limited physical resources;
d) costly energy supplies;
e) lower agricultural yields;
f) increased susceptibility of
crops and livestock to
diseases;
g) susceptibility of structures
to hurricane damage.

7. discuss how science Examples: Students in small groups, to research changes in Teacher will assess reports using
and technology a. soil conservation methods technology that have been utilised to solve one of the criteria for Recording and
have been utilised to terracing and crop rotation; challenges. Report on the Science and Technology Communication
solve one (1) of b. desalination, recycling involved.
the challenges; waste water;
c. hydroponics, tissue
culture;
d. wind farms, biogas,
gasohol, solar devices,
hydroelectricity, natural gas,
bagasse;
e. cloning, genetically
modified organisms;
f. stem cell research;
g. new roof designs, building
codes.

8. describe the work of at The names of selected Learners, in groups, research and present a display on Use a scoring rubric to assess display
least two (2) Caribbean scientists and the work of a Caribbean scientist. Each group should with criteria related to accuracy of
Caribbean scientists; their areas of work for research a different scientist. content, breath of information and
example (see appendix II). creative use of material.

CCSLC/IS/02/2006 9

ACTIVITIES

9. describe the work of one Suggestions: Jonas Salk, Individual learners to research non-Caribbean Use of matching-activity to relate
(1) non- Caribbean George Washington Carver, scientists and present the information on a table. scientists to area of work.
scientists. Albert Einstein, Madam
Curie.

SUMMATIVE ASSESSMENT

Generic Task
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Key skills to be assessed are Recording and Communication, Investigation and Group work.

Create a portfolio of student’s best work by selecting

(i) one sample from presentations and reports (5 marks)
(ii) one from investigations (Planning and designing Activity) (10 marks)
(iii) one reflective piece based on group work (5 marks)

Scoring Rubric
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(i) Recording and Communication key skills

Presentation/ report (Maximum 5 marks)

• accuracy of content (3 marks)

- Content completely accurate 3 marks
- Content with minor errors 2 marks
- Content with major errors 1 mark
- Content completely inaccurate 0 mark

• correct use of scientific terms (2 marks)

- Correct use of scientific terms always 2 marks
- Correct use of scientific terms sometimes 1 mark

CCSLC/IS/02/2006 10

- No use of scientific terms 0 mark

(ii) Investigation key skill

Planning and designing activity (Maximum 10 marks)

• hypothesis (2 marks)

- Testability of hypothesis is clear 2 marks
- Testability of hypothesis is unclear 1 mark
- Testability of hypothesis is not possible 0 mark

• appropriate method (5 marks)

- Appropriate methods used always to test hypothesis 5 marks
- Appropriate methods used mostly to test hypothesis 3 - 4 marks
- Appropriate methods used rarely to test hypothesis 1 - 2 marks
- Inappropriate methods used to test hypothesis 0 mark

• controls present (2 marks)

- Relevant controls stated 2 marks
- Some controls stated are not relevant 1 mark
- Controls either not stated or not relevant 0 mark

• limitation(s) stated (1 mark)

(iii) Group Work key skill

Reflective piece done in groups (assessed by peers and self) (Maximum 5 marks)

• co-operation (1 mark)

• responsibility to group (2 marks)

- Each individual completed his/her task to contribute to group effort 2 marks
- Some of the group members completed their task to contribute to group effort 1 mark
- None of the group members completed their task to contribute to group effort 0 mark

• consensus for group decision (1 mark)

• respect for others (1 mark)

CCSLC/IS/02/2006 11

♦ MODULE 2: INVESTIGATING MATTER
(a) Measurement;

(b) States of Matter;

(c) Water;

(d) Metals and Non-Metals;

(e) Acids and Bases;

(f) Separating Mixtures.

SUGGESTED TEACHING AND ASSESSMENT
SPECIFIC OBJECTIVES CONTENT LEARNING ACTIVITIES

(a) Measurement

1. state two reasons why The importance of measurement Students will place a finger, simultaneously Students are asked to write a
measurement is - accuracy into separate containers of warm and cold sentence giving two reasons for the
important; - unreliability of senses water for one minute, then place both fingers importance of measurement.
- standardization in another container of water and estimate its
temperature. Teacher needs to use estimates
from students to emphasize the unreliability
of the senses and the need to use aids to
measure.
2. explain the concepts of
length, mass, volume,
temperature, and time;

3. state the SI units and Length - distance between two points. Students are given stimulus material to check Student completes a table
instrument used to The units for length - metre (m), for understanding of the concepts of length, summarizing the information and
measure length, mass, centimetre (cm) and millimetre (mm). mass, volume, temperature and time. For teacher will check the accuracy of the
volume, temperature, Instrument – metre rule example, objects of different lengths or information.
and time; containers of different sizes.
Mass - amount of matter in an object.
The units for mass - grams (g) and
kilograms (kg)
Instrument – laboratory balances

CCSLC/IS/02/2006 12


Volume - amount of space taken up by
an object. The units for volume -
cubic centimetre (cm3) or millilitres
(ml)
Instrument – measuring cylinder

Time - measurement period. The
units of time - seconds(s) minutes
(min) and hour (hr)
Instrument – timers, stop clocks

Temperature - how hot a substance is.
The unit for temperature - degrees
Celsius (°C)
Instrument - thermometer

4. demonstrate the Review, demonstrate and allow students to Teacher develops and shares a
correct use of practise the correct procedures for the use of checklist to evaluate students’
measuring instruments; the instruments listed. mastery in using the measuring
devices. Teacher monitors students
Use the equipment listed to measure length, as various items are measured and
mass, volume, temperature of various objects assess using criteria for Manipulation
and time. and Measurement Skills

Student completes a table recording
their measurements. The teacher will
assess the accuracy of the
information

5. compare the densities Fluids of lesser density float on those Students place equal volumes of cooking oil Teacher will assess laboratory report
of different substances. of greater density. and water into a measuring cylinder, shake, using criteria for Investigation Skill.
allow to stand for thirty (30) minutes.
Students discuss observations and prepare
laboratory report.

Students are asked to give examples of
devices or situations where this science
concept is applied.

CCSLC/IS/02/2006 13


SPECIFIC CONTENT LEARNING ACTIVITIES
OBJECTIVES

(b) States of Matter

6. explain the Matter - anything that has mass and occupies space Teacher gives examples of matter and asks Students will write a sentence defining
concept of (has a volume). students to say what they believe matter mass. Teacher assesses for correctness.
matter; is.

7. classify Matter exists in three (3) states – solid, liquid, and Teacher can give students substances to Students should create posters with
substances gas. describe. Students list the properties and examples of the three states of matter.
into the sort the substances into three (3) groups. Teacher assesses accuracy of content
three states; Students will identify the characteristics of and creativity.
the three groups during class discussion.

8. explain how Properties Solid Liquid Gas Activity to demonstrate the arrangement Assess students’ observations and
particle Arrangement Particles Particles Particles of particles, for example, the packing of explanations for understanding of
arrangement of particles packed further Maximum marbles in jar of varying numbers to concepts.
influence close apart distance illustrate the three states.
together apart
physical
Shape Fixed No No
properties; and volume shape, definite fixed
definite shape but shape or
volume definite volume
volume
Movement of Unable Random Rapid, free
particles to move movement Movement

CCSLC/IS/02/2006 14

OBJECTIVES

9. explain Diffusion - movement of substance particles from The teacher explains the concept of Assess students’ observations and
diffusion and higher to lower concentration. diffusion and osmosis. Use perfume explanations for understanding of
osmosis in activity (or using other everyday activities) diffusion.
terms of Osmosis - movement of water particles across a as stimulus for class discussion. Have
particle membrane from a higher water concentration to students investigate food dye in water and
movement low water concentration. record observations
from areas
of higher Ask students to investigate osmosis –
concentration Place berries in a bowl and sprinkle sugar
to areas of over it. Observe after a day.
lower
concentration
;
Ask students to explain the following :

Red kidney beans left to soak overnight in
distilled water take a shorter time to
soften during cooking than beans not
soaked at all.

10. name the Terms – freezing, melting, evaporation, Students can heat ice cubes and measure Students’ laboratory reports should
processes for the temperature periodically at each explain the processes.
each change change of state to demonstrate the
of state; Condensation of water vapour on mirrors. processes involved when matter changes Assess using criteria for Investigation.
state and to identify the temperatures at
Toilet bowl fresheners (sublimation). No new which water changes states.
substances are formed.
Laboratory activity – finding the boiling
point of water.

11. identify Class discussion on the examples of
everyday sublimation – mothballs, smoke machine.
examples of
changes of
state.

(c) Water

12. discuss the Water cycle: evaporation, condensation, melting Students can make a model to illustrate Evaluate the accuracy of the model and

CCSLC/IS/02/2006 15

OBJECTIVES

uses of and freezing. the water cycle. student’s explanations of the processes
water; in the cycle.

13. carry out Water: colour, odour. Provide students worksheet with leading Use criteria for Recording and
investigations Properties of water: melting and boiling points, questions to complete the following Communication, and Investigation to
to show the surface tension of water. activities with water. assess completed worksheets from
physical (i) dissolve salt students.
properties of (ii) float paper clip
water; (iii) describe given sample of water

Students will record the results or
activities and give brief explanations.

Teacher makes reference to previous
activity that investigated melting and
boiling points.

14. relate the Water – As a solvent – washing, drinking Refer to the results of the worksheets Assess using criteria for Investigation.
properties of Habitat given in the other activity.
water with its
uses;

15. explain the (a) Pollution from domestic and industrial In groups of four (4), students research Presentations should be assessed using
effects of sources and make presentations on the effects of criteria from Recording and
pollution on (b) Deforestation and erosion. pollution on aquatic life in the water ways Communication.
aquatic life. found in their surroundings, or parish or
Effects of pollutants: detergents, hot water, silt (for district or country.
corals), pesticide, raw sewage and fertilizer run off,
waste from cruise ships, oil spills. Students may collect samples and do
observations or measurements of these to
include in their presentation.

(d) Metals and Non-Metals

CCSLC/IS/02/2006 16

OBJECTIVES

16. distinguish An element contains one type of particle (atom). Teacher lists the names and formulae of Students are provided with a list of
between an elements and compounds. Teacher places substances and are asked to classify
element and a A mixture contains two or more elements that can the substances into two groups and asks them into the three groups. Teacher
compound; be easily separated. students to state the criteria used for the checks classification for correctness.
A compound contains two or more elements that placements.
are chemically combined.
Teacher provides mixture(s) and lead
class discussion on the differences
between mixtures and compounds

17. distinguish
between a
mixture and a
compound

18. identify the Na, K, Mg, Ca, Fe, Pt, Cu, Aq, Au, Zn, Hg, Al, C, Si, Use the previous activity to identify the Students bring in five (5) labels from
chemical Pb N, O, S, F, Cl, I, He, Ne. chemical symbols of elements. common household items and list as
symbols of many elements as possible and their
commonly symbols.
found Teacher checks that students correctly
elements; match names with the symbols.

19. classify Provide students with examples of Assess the justification of the grouping.
substances as substances and ask them sort them in two
metals and (2) groups. Students describe the
non-metals; characteristics of the groups and justify
the grouping.

20. relate the Metals: good conductors of heat and electricity, Group discussion follows to illicit and list Teacher monitors the discussions. Ask
properties of ductile, malleable, sonorous, have lustre. Non- properties of metals and non-metals. students to share their ideas on the use
metals and metals: poor conductors of heat and elctricity, dull of metals and non-metals. Evaluate
non in appearance, light, soft, brittle. In pairs, students can compare the student presentation.
metals to their advantages and disadvantages of using
uses. Uses differ due to properties. metals and non- metals for various uses,
for example, car bodies, food containers.
Exceptions: silicon Present findings to peers.

CCSLC/IS/02/2006 17

OBJECTIVES

mercury
Group discussion on exceptions. Assess the flyer and its content for
accuracy, visual impact and creativity.
Students could select a product and create
a flyer advertising the superior quality of
the material for the particular product
compared to a product made of an
alternative type of material.

(e) Acids and Bases
21. name some Examples of acids: vinegar, Ascorbic Acid, sting of Students should be prompted to recall the List generated check by students from
common acids ants (Formic Acid), Hydrochloric Acid (HCl), names of common acids and alkalis. discussion. Teacher asks questions to
and bases; Sulphuric Acid (H2 SO4). check for understanding.
Bases: for example Sodium Hydroxide NaOH,
Sodium Bicarbonate NaHCO3, Magnesium
Hydroxide Mg(OH)2

22. define acids Acids - taste sour, have low pH. Students read text to list characteristics of Teacher administers a test on the
and bases; Most bases - insoluble in water and are soapy. acids and bases. common names of acids and bases and
Alkalis - bases soluble in water. their characteristics.

23. recall the
characteristics
of acids and
bases;

24. use the pH pH – indicates level of acidity and alkalinity Students are provided with common Completed worksheet with table of
scale to 0---------------------------7------------------------14 household products. pH is measured and results assessed for accuracy.
classify Acidic Neutral Basic recorded in a table. In laboratory report
common students should classify the products as
household acidic or basic.
products;

CCSLC/IS/02/2006 18

OBJECTIVES

25. state the Acids and Bases: Have students perform neutralization Teacher observes and assesses the
meaning of reactions using diluted acid and alkali activity on use of dropper, recognizing
the term - neutralize to form salt and water with an indicator. Use indicator to test the point of neutralization and other
neutralization acid, base and solution formed by criteria from Manipulation and
; Cause of heartburn and indigestion: neutralization. Measurement.
- treatment
Teacher can demonstrate neutralisation
process using standard equipment.

Neutralization reactions can be done with
dilute ethanoic acid and seltzer tablets or
powder.

26. cite examples Discuss simple treatment for wasps and
of bees sting, and the use of lime with acid
neutralisation soil.
.

(f) Separating Mixtures

27. describe Mixtures - substances physically combined and can Teacher demonstration and questioning. Review students’ responses to ensure
mixtures; be separated. Teacher adds sugar and water and asks understanding of the definition of
students to explain observations. Prompt mixture.
students to explain whether the sugar can
be removed.
Teacher should heat sugar with high heat
until blackened. Students are prompted to
explain observations and consider how or
if sugar crystals can be obtained from the
result. Teachers could repeat the activity
using salt and note any differences.

CCSLC/IS/02/2006 19

OBJECTIVES

28. classify Definitions of solution and suspension. Teacher guides students through Assess the classification table for
mixtures as Emphasis on particle size. definitions in class discussion. Students accuracy.
solutions or rotate through a circus of workstations
suspensions; with samples of mixtures and complete a
classification table.

29. perform i) filtration ii) decanting iii) evaporation Teacher demonstrations followed by Checklist used for assessment should
simple iv) chromatography student practice. Teacher shares check list include proper use of equipment, safety
separation for assessment with students. Students when handling chemicals and
techniques. Separation method used is dependent on the write up laboratory reports of the practical equipment and other criteria from
particle size, difference in density or other physical activities. Manipulation and Measurement Skills.
differences. Teacher may assess reports using
Use chalk and water; inks; salt solution, criteria for Investigation Skills.
oil and water.


Generic Task

Key skills to be assessed are Investigation, and Measurement and Manipulation.

(i) Give students an unknown substance (for example, an acid or a metal) and ask them to test it and then classify it as metal, non-metal, acid or base.
Students should be required to identify another substance that behaves counter to the unknown substance (a non-metal or metal, base or acid). For
example, provide students with an unknown substance and ask them to test the pH and then to select an appropriate substance to remove the unknown substance
if it stains your clothing. The table below gives examples of substances that may be used.

Known Unknown
Vinegar Bicarbonate
Rust Citric acid
Tannic Acid Borax
10 marks

(ii) Present students with a scenario or problem and ask them to plan and design an investigation to solve the problem.
Example: Astronauts on a space mission, to Mars, discovered a transparent, odourless liquid without taste and decided that it was water.

Design an experiment to ascertain if the substance is indeed water.

Scoring Rubric

CCSLC/IS/02/2006 20

(i) Manipulation and Measurement key skills

Practical Activity (Maximum 10 marks)

• safety for self and others (2 marks)

- Demonstrates safety to self and others at all times 2 marks
- Demonstrates safety to self and others sometimes 1 mark
- Demonstrates safety to self and others rarely 0 mark

• appropriate instrument used (2 marks)

- Appropriate instrument used always 2 marks
- Appropriate instrument used sometimes 1 mark
- Appropriate instrument used rarely 0 mark

• accuracy of readings (3 marks)

- Readings always accurate 3 marks
- Readings mostly accurate 2 marks
- Readings rarely accurate 1 mark
- Readings never accurate 0 mark

• competence in use of materials (3 marks)

- Competent in the use of materials always 3 marks
- Competent in the use of materials usually 2 marks
- Competent in the use of materials rarely 1 mark
- Competent in the use of materials never 0 marks

CCSLC/IS/02/2006 21

Investigation key skill

Planning and Designing activity (Maximum 10 marks)

• hypothesis (2 marks)

- Testability of hypothesis is clear 2 marks
- Testability of hypothesis is unclear 1 mark
- Testability of hypothesis is not possible 0 mark
-
• appropriate method (5 marks)

- Appropriate methods used always to test hypothesis 5 marks
- Appropriate methods used mostly to test hypothesis 3 - 4 marks
- Appropriate methods used rarely to test hypothesis 1 - 2 marks
- Inappropriate methods used to test hypothesis 0 mark

• control present (2 marks)

- Relevant controls stated 2 marks
- Some controls stated are not relevant 1 mark
- Controls either not stated or not relevant 0 mark

• limitation(s) stated (1 mark)

CCSLC/IS/02/2006 22

♦ MODULE 3: UNDERSTANDING LIFE
(a) Living organisms;

(b) Plants;

(c) Pests and pesticides;

(d) Soils;

(e) Air.

SPECIFIC CONTENT SUGGESTED TEACHING & LEARNING ASSESSMENT
OBJECTIVES ACTIVITIES
(a) Living organisms
1. describe Respire, excrete, move, feed, reproduce, In small groups, ask students to identify features of a
the character- and respond to stimuli, growth. car and an animal, for example, a cat. Students
istics of should give reasons why the cat is alive and not the
living car. Each group reports on their list of reasons and
things; teacher will record reasons presented and focus
discussion to ascertain the characteristics.

2. classify Differences between plants and animals. On the school compound, students in groups of four Teacher develops a test to assess
living Animals Plants (4) will make observations of living things during a students’ knowledge of
things as Cannot make Make their own food 10-minute period and compile a list. On their return characteristics of living things and
plants or their own food (green and have to the classroom, each group should categorize the the differences between plants and
animals; leaves) list into plants and animals giving reasons for their animals.
Can move Plants cannot move choices.
from one place from one place to The teacher will guide class discussion to ensure
to another another understanding of basic differences stated in the
Generally Generally responds content.
respond slowly to stimuli
speedily to
stimuli

CCSLC/IS/02/2006 23


3. explain the Cell - basic unit of living things Students will use puzzle pieces or toy building blocks
concept of (Leggo) to put together a shape or structure. Teacher
a cell; will use this activity to guide discussions to focus on
a cell as the basic unit of living things.

4. state one Common cell structures: cell membrane- Students draw and label a typical cell. Teacher gives Have students complete a matching
function of contains the cell contents, nucleus- students a selected narrative that discusses the activity that requires them to match
each major controls all cell functions, cytoplasm- site functions of the major cell structures. the cell structures with their
cell part; where all cell activities occur, vacuole- functions. Teacher checks results of
storage of substances, mitochondrion- the matching activity for correctness.
produce energy for cell activities;
In plant cell only:
cell wall- provides support and shape
chloroplast- site for food production

5. differentiat Students will be asked to observe diagrams or Students construct a model of a
e between drawings of a typical plant and animal cell. Students typical plant and animal cell and
plant and will compare and record the observations. label the cell parts. Teacher assesses
animal model for correctness of labelling and
cells; accurate representation of cell.

6. describe Cells Tissues Organs Use the building block activity from Objective 3 to
the Systems Organism explain the relationships.
relationshi
p from cells
through
tissues and
organs to
systems;

CCSLC/IS/02/2006 24


7. state at System Function Some Students in groups of four (4) will research one of Teacher assesses the presentation for
least Major the major systems of plants and/or animals to find the correct identification of organs in
one Organs out about major organs involved and at least one the system, correctly stated functions
function of Digestive Breaks mouth function of the system and make a presentation of and use of visual aids.
the major down food stomach, findings to the class.
systems in intestines
an Excretory Eliminates kidneys,
organism. metabolic leaves,
wastes stems
Nervous Coordinate brain,
s responses spinal
cord,
sense
organs
Reproductiv Produces flowers,
e off springs testes,
uterus,
ovary,
penis
Skeletal Provides limbs
support
facilitates
movement
Transport Facilitates stem,
movement root,
of heart,
substances blood
vessels
Respiratory Facilitates leaf, lung
exchange
of gases

(b) Plants

CCSLC/IS/02/2006 25

8. explain the Plants as producers of food and animals In small groups have students identify food chains Teacher provides students with a
importance as consumers. from a food web. For each food chain, students simple two-chain food web and asks
of plants to should explain how each organism is dependent on them to explain the impact of the
humans; Example: Food Chain the other. elimination of a named organism
from the web.
Grass cow man
producer primary secondary
consumer consumer

9. draw and External leaf parts: stalk, margin, vein, Students provide samples of simple leaves. The Students are asked to draw and label
label a midrib, lamina. teacher leads discussion on identifying the parts. a diagram of a leaf.
diagram of
a simple leaf; Teacher assesses drawing for
accuracy, correct labels, correct label
lines and appropriate title.

sunlight Teacher assesses the laboratory
10. describe Carbon dioxide + Water Food + report using the Investigation and
the process of Oxygen Reporting and Communication
chlorophyll
photo- criteria.
synthesis;

Use simple diagram illustrating photosynthesis as
shown above to stimulate discussion on the raw
materials and products of photosynthesis. Students
will test plant leaves for starch and investigate the
need for light and chlorophyll for photosynthesis.
The investigation is to be written up as a laboratory
practical in the report format.

N.B. Use water bath when heating alcohol.

CCSLC/IS/02/2006 26


11. explain the Respiration - process by which energy is Students will do a number of activities as instructed At the end of the class, each student
importance released in stored food. by the teacher for example: lifting objects, walking, should write two paragraphs
of breathing deeply. Teacher will use these activities to explaining the importance of
respiration Food + Oxygen ∏ Energy + Water + Carbon Dioxide initiate discussion to elicit that energy is needed to respiration. Teacher assesses the
; carry out all activities for both plants and animals. narrative for accuracy.
The discussion on respiration follows.

CCSLC/IS/02/2006 27

12. carry out Students will be asked to carry out the following Students will construct a table to
investigatio Content Inhaled Air Exhaled activities. compare the composition of inhaled
n to compare Air 1. Use apparatus shown below to compare the and exhaled air.
inhaled Carbon Less More cloudiness of the limewater.
and exhaled air. Dioxide Teacher assesses table for accuracy of
Oxygen More Less content.
Warmth Less More
Moistur Less More
e

2. Collect exhaled air and placed a lit candle in it to
see if the candle remains burning. Repeat using
ordinary air instead and compare the results.

3. Measure the surrounding temperature and record
the temperature. Breathe on the bulb of a
thermometer to measure the temperature of exhaled
air and note differences.

4. Breathe on a mirror and note observations.

CCSLC/IS/02/2006 28

Photosynthes Respiratio
13. compare is n Students are prompted to recall previous lessons on Students are asked to identify three
photo- Raw Carbon dioxide Food and photosynthesis and respiration. The teacher notes (3) differences between
synthesis Material and water oxygen the ideas generated. photosynthesis and respiration.
and Products Food and Carbon
respiration oxygen Dioxide
; and water
Organism Green Plants Plants and
animals
Energy Energy stored Energy
released

General Carbon Dioxide Oxygen +
equation +Light energy + Food
Water Carbon
Food + Oxygen dioxide +
water +
energy

Occurrenc During the day All the time
e

14. state the Male part Students are provided with half of a flower to Students will be asked to draw and
functions Stamen (anther, filament) - produces examine. Teacher guides discussion using a diagram label one half of a flower and state the
of each part pollen on the parts of the flower. Flower sample may be function of at least two parts. Teacher
of a flower; Female part Bauhinia purpurea (Poor Man’s Orchid), assesses drawing for accuracy and
Pistil (stigma, style, ovary) – where Caesalpinia pulcherrima (Pride of Barbados), correctness of functions.
fertilization occurs and new fruits are Delonix regia ( Flamboyant)
formed. N.B. Hibiscus should not be used because it is not a
Petals– protect reproductive parts, attract typical flower.
insects
Sepals– protect the young flower (bud)
Stalk – connects flower to plant

15. describe Pollination – transfer of pollen from Use stimulus material depicting animal (insect, bird)
pollination; anther to stigma of the same flower (self visiting a flower to lead discussion on pollination
pollination) and agents of pollination.
or different flower (cross pollination) of
the same species.

CCSLC/IS/02/2006 29

Students will be assessed using a
16. identify Insect, bird and wind. completion activity similar to the
two agents of Some insects are regarded as beneficial example below:
pollination; while others may be pests.
During_____ pollen grains are
transferred from the _____ to the
____ of a flower. _____ grains can
be transferred by ______ or
______.

Teacher assesses for correctness.

CCSLC/IS/02/2006 30


17. describe Formation of pollen tube. Fertilization - The teacher uses a diagram similar to the one shown Students should be asked to make a
fertilization fusion of the male cell nucleus. below to explain the growth of pollen tube and simple flow diagram of the processes
and seed flower fruit with seed new fertilization to form seeds. involved in fertilization and seed
production plant formation.
in plants;

18. investigate Conditions for germination: suitable Students set up containers with seeds of the same Teacher assesses the laboratory
the temperature, air and water. plant and place them under varying conditions to report using the criteria for
conditions observe if germination will occur. Observations are Recording and Communicating and
necessary made over a one week period. Students write a Investigation.
for laboratory report to summarize their results.
germinatio
n.

CCSLC/IS/02/2006 31

(c) Pests and pesticides

19. identify Types of plant pests – other plants, for A resource person (for example an Agriculture
two types of example, weeds, plant parasites; insects Officer or teacher of Agricultural Science) makes a
plant pests; for example, caterpillar; animals, for presentation on plant pests, their control methods
example, rats; parasites, for example, and the impact of these.
worms.

20. describe Chemical, biological and mechanical or Discussion to identify pests in homes, control
two methods of physical. methods and impact of these.
pest
control;

21. discuss the Students will write a summary which
impact of describes at least two (2) pests and
one pest the pest control method.
control
method on Teacher assesses for accuracy.
the
environ-
ment.

(d) Soils
22. investigate The physical properties of soil to be Practical activities relating to particle size, water Laboratory reports should be
the covered should include particle size, holding capacity, drainage and air content for one assessed. Investigations and
physical water holding capacity, drainage, and air type of soil. Recording and Communication
properties content. criteria.
of soils;

23. compare Sand, clay and loam. Comparison of Students in groups do comparison of soil samples Completed table is assessed, for
types of texture, water holding capacity, drainage. relating to texture (by mixing with water and rolling accuracy of comparison.
soil; into a ball,) water holding capacity, drainage and air
content. Assess student’s reports and
The groups complete table with findings. justifications of the proper soil type
for the crop.
Give students a farming scenario relating to which
soil type is best suited for growing a named type of
crop.

CCSLC/IS/02/2006 32

Have the students grow the selected plants in each
type of soil, then compare the rate of growth in each
soil type for each plant type over a two-week period.

24. describe Soil - medium in which plants grow. Take the class of students on a nature walk or visit to Assess using criteria for Reporting
the a newly-cut road or use multimedia alternative, for and Communication Skills.
compositio Composition: water, organic matter, example, slides, photographs. Have the students
n of soil; minerals and air. observe the layers of soil exposed on the bank(s) of
the road within a fifteen- minute period, then have
Soil profile: them prepare a report or story or poem or song on
their findings.
horizon A – top soil containing
micro-organisms, plant roots, with The focus of the report or performance piece should
its colour usually black or dark be on the differences among the observations from
brown due to the humus content. the different layers of soil observed.
horizon B – sub-soil
horizon C – rock fragments Students, individually or in small groups, should
horizon D – parent material or rock place the given soil sample in a bottle or jar that is The drawing and written report are
two-thirds filled with water, shake the jar and its assessed.
contents vigorously for about two minutes, and then
allow the mixture to stand for about an hour. At the Students should relate their findings
end of the hour, the students will observe the to the nature walk or visit
content of the undisturbed bottle or jar and present observations done in a previous
these observations in visual form. activity.

25. explain Importance of soil: food production, plant Class discussion and brainstorming session on why The teacher records generated list to
why growth, water retention, habitat, aesthetic soil is important. Students generate list of reasons. provide feedback.
soil is appeal source of minerals.
important;

26. describe Soil conservation methods - preservation Present visual scenario of land with certain features Assess choice and justification.
soil of top soil. and ask students to suggest methods for conserving
conservatio the soil and justify the methods.
n methods. Soil enrichment – natural and artificial.

CCSLC/IS/02/2006 33

(d) Air
27. list the Constituents of air. Students to present findings on the components of Assess the accuracy of content of
main air and their composition. chart, graph or model.
component
s of air;

28. recall the nitrogen (N2), 78% A pie chart, bar chart or model is produced. Discussion should result in a table
percentage oxygen (O2), 21% The pie charts and graphs are used as stimulus for stating – constituent gas(es),
compositio carbon dioxide (CO2), 0.03% class discussion. percentage in air composition,
n of air; and inert gases (as a group), 0.001% properties and/or uses.
water vapour varied percentage

29. describe Nitrogen - plant growth, fertilizer, Organize students in small groups and have each Presentation is assessed on
the uses of preserve foods. group research the uses of one of the major previously stated criteria of other
particular components of air. Findings are presented to class. presentations.
component Oxygen - respiration and combustion.
s of air.
Carbon dioxide – photosynthesis,
refrigerant, fire extinguishers, dry ice
used for stage effects, carbonated drinks.

Inert Gases - Neon for lighting. Helium
for balloons. Argon for incandescent light
bulbs.


Generic Task

Key skills to be assessed are Recording and Communication.

Students must prepare a presentation that:
a) identifies a crop that is being threatened by pests for example coconut, papaya, sugar cane and citrus;
b) identifies the pest(s);
c) describe the damage done to crops;
d) describe the methods being used or will be used to control the pest(s);
e) suggest how the method of pest control may impact the impact the environment.

CCSLC/IS/02/2006 34

The presentation could be in the form a video, performance piece or oral presentation. (20 marks)

Scoring Rubric

Presentation (Maximum 20 marks)

• accuracy of content (2 marks for each part (a) to (d) (8 marks)
For EACH part (a) to (d)

- Content with minor errors 1 mark

• correct terms used (2 marks)

- Correct use of scientific terms always 2 marks
- Correct use of scientific terms sometimes 1 mark
- No use of scientific terms 0 mark

• plausible suggestions made (part c) (4 marks)

- All suggestions plausible 4 marks
- Most suggestions plausible 3 marks
- Some suggestions plausible 1- 2 marks
- No plausible suggestions 0 mark

• creativity (4 marks)

- Presentation shows originality with good use of technology & materials 4 marks
- Presentation shows some originality with good use of technology & materials 3 marks
- Presentation show some originality with little use of technology & materials 2 marks
- Presentation shows little originality with good use of technology & materials 1 mark
- Presentation shows little originality with little use of technology & materials 0 mark

• relevance of data (2 marks)

- All data relevant 2 marks
- Some data relevant 1 mark
- Data not relevant 0 mark

♦ MODULE 4: FOCUSING ON ME

CCSLC/IS/02/2006 35

(a) Reproduction;

(b) Drugs;

(c) Diseases;

(d) Food and Me;

(e) Blood and its importance.

SPECIFIC CONTENT SUGGESTED TEACHING & ASSESSMENT
OBJECTIVES LEARNING ACTIVITIES

(a) Reproduction

1. compare Puberty and the development of secondary Discussion on the secondary sexual Students will assemble information
secondary growth sexual characteristics. characteristics. comparing the secondary sexual
in humans; characteristics of male and female.
Teacher will assess the content for
correctness.

2. identify the parts The name and function of the parts of the Teacher may use charts, models,
of the human human reproductive system. drawings or computer software to point
reproductive out the parts of the reproductive system.
system (male and Teacher leads discussion on the function
female); of each.

The biological names for the parts of the
reproductive system must be used.

3. state the function State the function of: Students will be asked to label the
of the parts of the Female
0B parts of the human reproductive
male and female Ovary – production of egg system and fill
reproductive Fallopian tube – carries the egg from the ovary in the related functions on a
systems; towards the uterus. worksheet. Assess accuracy of
information on the worksheets.

Uterus – where the foetus develops
Cervix – holds mucus plug during pregnancy

CCSLC/IS/02/2006 36


Vagina – birth canal

Male
1B

Testes – sperm production
Urethra – carries semen and urine to the
outside
Sperm duct – passage way for sperm to the
urethra
Penis – allows for penetration

4. describe the Fertilization, development of foetus and birth. Teacher uses visual aids, a sequence of Teacher uses an objective type tests
process of sexual visuals and graphics, for example, flow to check students’ understanding of
reproduction in charts to aid discussion on the process of the process.
humans; reproduction. Students record the stages
of the process.

5. briefly describe Contraception – abstinence, barrier methods, Invite a resource person to discuss Students complete a worksheet which
the principles chemical methods, natural; sterilization. contraceptive methods and some of the asks that contraceptive methods be
governing related myths and practices related to matched with the principle on which
different contraception. it works. Assess accuracy of
contraceptive responses.
methods;

In pairs, students research the need for Peer assessment of brochure using
6. explain the need Pre- and post- natal care: pre- and post-natal care and design a checklist developed by the teacher
for pre- and post- - immunization; brochure explaining this. and students. Brochure assessed for
natal care in - clinic visits; accuracy of information, creativity
humans; - testing for Sexually Transmitted Infections and presentation and any other
(STIs). criteria for Recording and
Communication.

CCSLC/IS/02/2006 37


7. justify the need Screening examinations: Select one type of examination from the Assess oral presentation using
for screening - breast examinations; list of screening examination in the area criteria for Recording and
examinations in - PAP smears; of reproductive health and justify the use Communication Skill
maintaining - prostate cancer; of this method. Present opinions to class.
good - blood test for STIs.
reproductive
health;

8. discuss the The adverse effects of teenage pregnancy: Teacher leads discussion on the effects of Students develop a poster or carton
impact of - milk production; teenage pregnancy. or documentary on the effects of
pregnancy on - anaemia; teenage pregnancy.
the body of a - difficulty with birth;
teenager. - psychological (male also). Assess product using the criteria for
Recording and Communication.

(b) Drugs
9. define the term A drug - chemical substance that exerts some Teacher may facilitate a discussion on
drug; effect on the normal function of the body. drugs from which the students may elicit
a definition of drugs.

10. discuss the The effects on the body and the dangers Police or drug awareness personnel Students prepare and present a short
effects of drugs associated with drug use, misuse and abuse. could give a talk to the students. speech (75 – 100 words) on the abuse
on individuals. of drugs. Teacher assesses both the
Include legal and illegal drugs. Facilitate the discussion on how to resist written and oral presentation using
peer and media pressure on alcohol use criteria for Recording and
Focus on the following drugs: given the effects on the body. Communication.
(i) alcohol
(ii) marijuana In the case of caffeine, the students may
(iii) nicotine be encouraged to read labels to
(iv) caffeine determine if the product contains
(v) cocaine caffeine (tea, coffee, soda)
(vi) amphetamines, for example, ecstasy An empty cigarette box may be shown to
the students for them to read the
contents and the warning printed on the
box. Students to suggest the reason(s)
for putting the warning label on the box.

Diseases associated with smoking could
be done at this time.

CCSLC/IS/02/2006 38


(c) Diseases
11. compare the Types of diseases: Provide information as stimulus for class Students to construct a table with
different types of (i) nutritional deficiency disease; discussion on types of diseases. types of diseases, causes, two
diseases; (ii) physiological; examples of each.
(iii) inherited disorders; Invite a community nurse to talk about
(iv) infectious. and perhaps show photos of individuals
suffering from common diseases found
Nutritional deficiency – anaemia, goitre in their territory.
Physiological diseases – diabetes and
hypertension,
cancer - breast cancer, prostate cancer,
leukaemia.
Inherited disorders – sickle cell, anaemia,
haemophilia

Infectious diseases – STI’s, ringworm, dengue
fever, acute respiratory infection.

12. explain the Maintenance of personal hygiene Teacher should facilitate discussion on Students should write one (1)
importance of the importance of maintaining personal paragraph explaining the importance
maintaining - regular washing of the hair hygiene. of maintaining personal hygiene.
personal - care of teeth
hygiene; - regular baths
- hygiene of genital areas
- importance of clean clothing

CCSLC/IS/02/2006 39


13. explain the Aspects of a healthy lifestyle: Teacher provides an initial index of Students write a 250-word essay on
importance of (i) balanced diet healthy lifestyle parameters. Students the various aspects of healthy
practicing (ii) exercise use this to rate themselves. The survey lifestyle. Teacher assesses content for
healthy lifestyle. (iii) rest results can be used for further discussion accuracy.
(iv) personal hygiene on aspects of their lifestyles that need
improvement. Students may suggest
specific changes that would be required.

Further discussion on how the various
aspects of a healthy lifestyle benefit an
individual.

(d) Food and Me

14. discuss the Nutrients – proteins, fats, carbohydrates, Lead discussion on the importance of Students are placed in groups. Each
importance of vitamins, minerals, water, fibre. nutrients in food. group will be assigned a nutrient and
nutrients in food; will be asked to develop a summary
Food groups- refer to Caribbean Food and sheet that will include information
Nutrition Institute (CFNI). about the nutrient, examples of foods
that contain the nutrient and the
Protein – growth and repair importance of the nutrient. The
Carbohydrates- energy supply (fibre-movement sheet from each group can be put
of food) together to form a class booklet.
Fat - energy
Vitamins and Minerals – facilitate metabolism Teacher may assess each group’s
activity using the criteria for Group
Work Skills. The product of each
group can be assessed using the
criteria for Recording and
Communication.

CCSLC/IS/02/2006 40


15. perform simple Food tests: Teacher does a demonstration of food Students bring samples of food from
food tests; Starch – iodine test tests. Food tests include test for starch, a meal and perform food tests on
Simple sugars – Benedict’s Test simple sugars, protein and fat. local foods and fruits and present
Protein test- Biuret Test findings.
Fat- grease spot
Concentrate on accuracy. Encourage
observation and recording. Assess
laboratory activity using the criteria
for Manipulation and Measurement
and Investigation Skills.

16. develop balanced A balanced diet - contains the right kinds of Students in groups develop balanced Assess presentations for accuracy of
diets for different foods in the proportions necessary for the body diets for different groups of individuals content, audience impact, interest.
groups of to carry out all its functions. Diet - dependent depending on age, sex and job type.
individuals on age, sex, lifestyles, job type, for example, Presentations to class follow.
depending on physical and sedentary.
sex, age and job type;
Unbalanced diet.

17. list different Eating diseases or disorders Using multimedia materials, for Students prepare a report of one
diseases or Obesity example, video tapes, audio recordings, hundred (100) words on one of the
disorders which Malnutrition as stimulus for discussion on causes and diseases or disorders.
result from poor Anorexia effects of disorders.
diet. Assess the report for accuracy

(e) Blood and its importance
18. identify the Red and white blood cells, platelets, plasma. Use multimedia, for example, videotape,
components of slides, audio recordings and films, with
blood; the composition of blood and circulation
to initiate discussion.

CCSLC/IS/02/2006 41


19. describe the Transport of oxygen, carbon dioxide, digested Students read text or assigned material Students design a matching activity
functions of material, waste products, hormones, heat, and and summarize the components of blood on blood components and function.
blood; defence of the body (fight infections, clotting). and the functions in their own words. Assess accuracy of content, impact,
use of technology.

20. describe the Heart as pump. Teacher uses diagrams or multimedia In groups, build model of circulatory
components of Arteries – thick wall to withstand the pressure showing the various types of blood systems with annotated labels.
the circulatory Veins – large lumen, thin walls and presence of vessels. Multimedia may be slides, Assess the models for accuracy,
system and valves to prevent back flow of blood computer generated diagram or films. correct labels and other criteria from
their Students are asked to note the Recording and Communication
functions; differences among the vessel types. Skills.

21. identify the Blood groups A, B, O and AB; If possible, teacher does a quick survey
blood groups; of the various blood groups of students.
Teacher uses this as stimulus to discuss
the various blood groups.

22. discuss the Precaution in transfusions – Universal donor Students read text or assigned material Students write a paragraph
impact of blood and recipient on blood groups, universal donors and explaining the importance of finding
groups on recipient. out blood groups for the purpose of
transfusion. transfusion.

Teacher assesses the product for
accuracy of content.


Generic Task

Key skills to be assessed are Recording and Communication, and Group Work

(i) Have students complete a test developed by the teacher. The test should be designed so that it comprehensively measures the knowledge and awareness
relating to reproduction, growth and development, food, drugs and diseases. The test must assess the Recording and Communication skills (10 marks)
(ii) Select three (3) samples of students’ best work from the following:

CCSLC/IS/02/2006 42

Model, poster, presentation and speech. (10 marks)

Scoring Rubric

(i) Recording and Communication key skills

The Class test (Maximum 10 marks)

This should be a ten item objective type test. It should comprise two (2) items from each of the following topics

- reproduction
- growth and development
- food
- drugs
- diseases

(ii) Recording and Communication key skills

Poster, Speech

Maximum 5 marks

• accuracy of content (3 marks)

- Content with minor errors 1 mark

• creativity (1 mark)

• correct term (1 mark)

(iii) Group Work should be assessed by peers and self

CCSLC/IS/02/2006 43

Model, presentation (Maximum 5 marks)

• co-operation (1 mark)

• responsibility (2 marks)

- Each individual completed his/her task to contribute to group effort 2 marks
- Some of the group members completed their task to contribute to group effort 1 mark
- None of the group members completed their task to contribute to group effort 0 mark

• consensus for group decision (1 mark)

• respect for others (1 mark)

CCSLC/IS/02/2006 44

♦ MODULE 5: EXPLORING ENERGY
(a) Forms of energy;

(b) Energy conversions;

(c) Energy sources;

(d) Electricity;

(e) Magnets;

(f) Heat energy


(a) Forms of energy
Present students with various situations In small groups, students will develop
1. state at least electrical and ask them to identify the energy a game to assist students with
three forms of kinetic present. Students may work in groups. remembering the various forms of
energy; nuclear energy. Criteria for Group Work can
sound be used to assess students as they
The main plan the design of the game. The
2. explain concept forms of potential teacher assesses the game produced
of energy; energy using a rubric. Criteria should
chemical include accuracy of content, creativity
and visual impact.
3. identify the form
of energy present in light
a named object or
situation.
heat

solar

(b) Energy conversions

CCSLC/IS/02/2006 45


3. predict the Recall that energy is neither created nor Teacher uses photographs, samples and Students will create flow charts or
energy destroyed, but is changed from one form to or models of appliances and/or labour other graphic organizers to illustrate
conversions another. saving devices to begin discussions. energy changes in named appliances
(changes) Discussion should elicit the types of or devices A rubric may be used as
occurring in Energy conversions - some energy is wasted or energy used and given out. the assessment tool.
given lost (heat). Criteria should include accuracy of
situations; content, creativity and visual impact.
Efficiency of the energy converters.

4. discuss the Energy - needed for all activities and is stored, Work in groups to research the impact of Oral presentations or project
impact of must be converted, helps with transportation, energy conversions on our way of life. documents should be assessed using
energy industry and entertainment. Produce written project document and rubrics or checklists. Content,
conversions on share findings in a presentation. creativity and impact on audience
our way of should be included. Group Work
life. skills can be assessed using the
suggested criteria.

(c) Energy sources

5. classify energy Renewable energy sources, for examples, sun, Teacher leads a brainstorming session to Information gathered can be used to
sources as wind, hydroelectricity, geothermal, biogas and check for prior knowledge on renewable produce a model of the equipment
renewable and wood. and non-renewable energy. needed to use source of energy, for
non-renewable; Students to work in small groups and use example, solar cooker, and wind
Non-renewable energy sources. Fossil fuels, for available resources (textbook, Internet) turbine water heater, fact book or
example, coal, oil and gas. to research either renewable or non- resources for lecture.
renewable energy sources. Criteria for Recording and
Communication skills can be used for
assessment.

6. compare the Advantages of alternative energy sources - Students can be organized into groups Groups will submit a report of points
feasibility of readily available, lower production cost, low and the groups paired to form opposing to be used in their debate
alternative emission of pollutants and inexhaustible. pairs to debate the use of an assigned presentations. The written report and
energy sources; alternative energy forms. presentation can be assessed for
Disadvantages of alternative source of energy - correctness and using the criteria for
initial cost of equipment high, require large Recording and Communicating.
land space, for example, wind.

CCSLC/IS/02/2006 46


Sun, wind, hydroelectricity, geothermal, biogas,
gasohol , bagasse and wood.

7. define the term Fossil fuel - made from slowly decayed plants Students to use their knowledge of fuels
fossil fuel; and animals decayed over many years that is and a dictionary definition of fossil to
used to provide energy. generate a definition of the term fossil
fuels. Teacher to use students responses
to fashion a working definition of fossil
fuels.

8. discuss the Burning of fossil fuels - production of carbon Class discussion on the effects of burning Divide class into groups and ask each
effects of fossil dioxide and green house effect. fossil fuels. group to research the effects of
fuels on the burning fossil fuels and prepare a one
environment; page report or essay on findings.

Teacher assesses group report or
essay for correctness of content.

9. discuss the need High energy cost, limited resources in the Present students with the following Students can be asked to add three
to conserve energy. Caribbean, the finite sources of energy, cost of scenario: The Government has declared other practices that would help with
production. that homes that have implemented energy conservation outside of the
energy conservation measures will home. Teacher checks list for
receive monetary incentives. Teacher appropriateness.
prompts students to identify the
measures can be taken to receive the
incentive.

(d) Electricity

CCSLC/IS/02/2006 47


10. classify items as Conductors – for example, copper and The students prepare a collage Teacher assesses the laboratory work
either conductors aluminium. displaying common household items as using the criteria for Reporting and
or insulators; conductors or insulators Communication and for
Insulators – for example, plastic and wood. Investigation.
Assist students to construct simple
circuits. Students use various materials Both collage and flyer should be
to close the circuits to check assessed using a checklist.
conductivity, for example, wood, a piece
of concrete, foil, charcoal, plastic, Assess flyer on content, accuracy of
rubber. The investigation is written up in information and appeal.
report form.

Research the use of insulators in the
home, especially the kitchen. Prepare a
flyer for circulation at a seminar on
safety in the kitchen.

11. discuss the Usefulness of conductors – route electricity, Guided discussion. Students complete a pen and paper
usefulness cooking, transfer heat, cooking utensils. Stimulus material, for example, print test to assess the objectives on
of conductors Insulators- prevents electrocution, handle media or photographs may be used to conductors and insulators. Teacher
and cookware, prevent cookware, fire control. stimulate discussion. assesses for correctness.
insulators to
man;

12. explain the safety Care when interacting with electrical devices. Students to research or brainstorm Assess booklet. Emphasis should be
rules to be - ensuring that hands are free of moisture measures on home rules that would placed on content, appeal and
followed when - make sure the main switch is off when protect against harm when dealing with accuracy of information.
dealing with doing work electricity. Students use information to
electricity and - using rubber soled boots make a booklet.
electrical mains; - wearing protective clothing
- child safety outlet caps.

CCSLC/IS/02/2006 48


13. explain the Electricity - energy from the flow of charged Brainstorming or discussion to ascertain
concept of particles. students’ knowledge.
electricity and
terms used in Joules (J), kilojoules (kJ), voltage, volt (V),
dealing with resistance, power, watt (W), current, ampere
electricity; (A), circuit

14. compare parallel parallel – alternative path for current Students will be given examples of Teacher assesses the points of
and series parallel and series circuit diagrams to comparison as recorded by students
circuit; series – single path for current compare and note their observations. for correctness.
Teacher will move around class and
provide guidance. Teacher may also assess students as
they set up the circuits for
Students will assemble circuits and Manipulation and Measurement
check for functionality. Students write skills. The discussion in the
up the laboratory activity. laboratory report is assessed using
the criteria for Investigation skills.

15. discuss the Power outages, electrical fires, malfunctioning Class discussion on dangers of
dangers of outlets, damage to electrical appliances. overloading electrical circuits
overloading an
electrical circuit;

16. list safety devices Fuses, circuit breakers, surge protectors, UPS, Teachers use diagrams to demonstrate
used to prevent line conditioners how safety devices work.
electrical
disasters;

Take initial reading of meters and read Teacher should check table and
17. read electrical Read analogue and digital meters again everyday for one week. Students calculations for correctness. Assess
meter to can then calculate usage and present the graph using criteria for Recording
determine energy results graphically. and Communication including:
usage; - suitable title
- accuracy
- correct axes
- suitability of the scale

CCSLC/IS/02/2006 49


Activity should also be assessed using
criteria from Investigation.

18. calculate the cost Cost per kilowatt hour Collect related bills and teacher guides Teacher asks students to calculate
of electricity Fuel charge where applicable determination of usage and the various quantities, for example, usage
usage. calculation of cost. (kilowatt hours), fuel charge (where
applicable), total bill.

(e) Magnets

19. describe the Magnets - two magnetic poles. Like poles repel Provide students with magnets and have From the activity, students will list
basic and unlike poles attract. Magnets attract metals students describe their observations. the properties of magnets. Teacher
properties of that contain iron. Provide students with objects, for assesses list for correctness.
magnets; example, paper clips, staples, bottle caps,
Uses – decoration (refrigerator), in speakers. plastic lids, to cause them to interact
with the magnets. Students then record
their observations.

20. define magnetic Magnetic field Student uses bar magnet and iron filings
field; to observe magnetic field

21. describe the Can be turned off and on Electromagnets are to be constructed by Students should compare an
basic features Varying strength students using a AA battery, copper electromagnet and a regular magnet.
of an Made of wire coils wires and a nail. The electromagnet Teacher checks the points of
electromagnet; should be used to pick up paper clips and comparison for accuracy.
other objects.

Teacher asks students to predict ways of
increasing the strength of the magnet.
Students then test their
recommendations by increasing the size
or number of objects.

CCSLC/IS/02/2006 50


22. state the uses of Lift iron, steel bars, scrap iron and sheets, in Teacher may use diagrams to show how Teacher may administer a test to
electromagnets. relays (electro magnetically operated switches), electromagnets work. assess students’ knowledge of
magnetized the tape during recording. magnets and electromagnets.

(f) Heat energy

22. classify heat Conduction - transfer of heat from the source Students are organized into groups and Students work in groups to prepare
energy through a medium such as the metal base of a complete a practical on conduction, potatoes by boiling, grilling and by
transfers as saucepan. convection and radiation. Write up the using microwave. Each group should
examples of practical activity using group results. choose one method of cooking.
conduction, Convection - transfer of heat by fluid Compare the results. Write up the
convection and movement. Radiation - movement of heat from practical activity using group results.
radiation; a source through space. Students and teachers to critique and
offer suggestions.

The discussion of the laboratory
report is assessed using teacher-
generated checklist for correctness
and using criteria from Investigation
Skills.

23. discuss the Examples may include cooking, sunbathing, Discussion on the type of heat transfer Students make a list of ways that heat
importance of drying clothes, heating substances. and the suitability for cooking and other transfer is important and teacher
the three everyday activities. Teacher may prompt checks for correctness.
types of heat discussion by giving examples of heat
energy transfer transfer in everyday life, for example,
to man. people may hug to stay warm; cooking
food. Students are asked to explain how
the heat is transferred. Teacher may give
additional examples to lead discussion
on heat transfer and its importance.


CCSLC/IS/02/2006 51

Generic Task

Key skill to be assessed is Investigation.

The teacher must assess a portfolio which contains three samples of students’ best work from their investigations. Sources of samples may come from

(i) An investigative activity on series and parallel circuits (4 marks)
- Activity demonstrates that current is the same in series circuit but voltage varies across components 1 mark
- Correct connections of components in series 1 mark
- Activity demonstrates that voltage is the same in parallel circuit but current varies through components 1 mark
- Correct connections of components in parallel 1 mark

(ii) A report on a heat transfer activity using the three (3) methods of heat transfer (4 marks allocated for each method (Total 12 marks)
For EACH method
- Activity demonstrates method of heat transfer 1 mark
- Activity identifies good and bad materials of heat transfer 2 marks
- Activity identifies at LEAST ONE USE that man makes of the method 1 mark

(iii) A laboratory report on a meter reading activity (4 marks)

• identify relationships and patterns (2 marks)

- Identifies all relationships and patterns 2 marks
- Identifies some relationships and patterns 1 mark
- Does not identify any relationships and patterns 0 mark

• make logical inferences (1 mark)
•
• conclusion related to aim (1 mark)

CCSLC/IS/02/2006 52

♦ RESOURCES
Beckett, D. and Gallagher, R. New Coordinated Science Biology, Oxford University Press, Oxford, 2001.

Braithwaite, W. and Harris. T. Integrated Science for Jamaica Books 1,2,3., MacMillian Education Oxford, 2003.

Dalgety, F., Draper, C. and Sang, Integrated Science for Caribbean Schools, Books 1, 2, 3., Heinemann Educational
D. Publishers, Oxford, 2002.

Gallagher, R. and Ingram, P. New Coordinated Science Chemistry, Oxford University Press, Oxford, 2001.

Milner, B., Martin, J. and Evans, Core Science 1, 2 Cambridge University Press, Cambridge, 2000 (reprinted) 1st
P. published 1998.

Pople, S. New Coordinated Science Physics, Oxford University Press, Oxford, 2001.

Steward, J., West, S. and New Integrated Science for the Caribbean Books 1, 2, 3., Pearson Education Limited
Williams, E. Essex, 2000.

Levesley, M., et al Exploring Science Books 7, 8 and 9, Pearson Education Limited, 2002

CD’S AND DVD’S

Levesley, M., et al Exploring Science 7, 8 and 9, Pearson Education Limited, 2002

CCSLC/IS/02/2006 53

APPENDIX I

♦ LEARNING GRID
CURRICULUM LEARNING GRID

Key skills and abilities Subjects of the Curriculum
KEY COMPETENCY Ref. No. Eng. Mod. Math. Int. Sc. Soc.
Learners will be able to: Lang. Stud.
Ability to communicate Eng. 1 communicate information, orally and in writing ● √ √ √ √
orally and in writing Eng. 2 read and interpret information at the literal and ● √ √ √ √
inferential levels
Eng. 3 evaluate information read and viewed ● √ √ √ √
Eng. 4 source relevant information ● √ √ √ √
Eng. 5 respond appropriately to information read and ● √ √ √ √
viewed
Eng. 6 write appropriately for a variety of purposes ● √ √ √ √
Mathematical literacy Math. 1 add, multiply, subtract and divide √
Math. 2 use calculator to perform basic mathematical ● √ √
operations
Math. 3 convert fractions to percentages and percentages ●
to fractions
Math. 4 calculate profit, loss, percentage profit or loss, ●
discount and discount price, installment and
deposit
Math. 5 calculate the amount of an investment after a ●
period of time
Math. 6 determine the cost of posting letters and parcels, ●
locally, regionally and globally
Math. 7 convert major international currencies into local ●
and regional currencies
Math. 8 calculate salaries and commissions ●
Math. 9 calculate utility bills ● ●
Math. 10 complete income tax forms ●
Math. 11 make and use tally charts ● √ ●
Math. 12 extract information from pictographs, bar charts ● √ ●
and frequency tables
Math. 13 determine range, mean, median and mode ● ●
Math. 14 use data to make predictions ● ● ●
Math. 15 estimate the size of standard units of length and ● ●
mass
Math. 16 make reasonable estimates of areas and volumes ● ●

CCSLC/IS/02/2006 54


KEY COMPETENCY Ref. No. Learners will be able to: Eng. Mod. Math. Int. Sc. Soc.
Lang. Stud.
Ability to function in a Mod. Lg. 1 convert short, meaningful conversation into ●
foreign language Spanish or French
Mod. Lg. 2 respond appropriately to brief instructions given ●
in Spanish or French
Mod. Lg. 3 read, understand and respond appropriately to ●
material written in Spanish or French
Mod. Lg. 4 have meaningful dialogue with a native speaker ●
of Spanish or French
Science Literacy Int. Sc. 1 use appropriate equipment to measure length, ● ●
weight, density, volume and temperature
Int. Sc. 2 observe precautions related to the use of drugs ● ●
Int. Sc. 3 observe precautions related to diseases including ● √
sexually transmitted diseases
Int. Sc. 4 take care of bodily organs including skin, breast, ● √
testes, lungs and teeth
Int. Sc. 5 adhere to a nutritionally- balance diet ● √
Int. Sc. 6 care for the natural environment ● √
Social and citizenship Soc. St. 1 cope with stressful situations ●
skills Soc. St. 2 behave in a socially-acceptable manner ●
Soc. St. 3 use strategies to manage conflict ●
Soc. St. 4 differentiate between fact and opinion ●
Soc. St. 5 relate positively to family, friends and groups ●
Soc. St. 6 conduct a healthy life-style √ ●
Soc. St. 7 cope with domestic and social problems ●
Soc. St. 8 apply for a job or create a business ●
Soc. St. 9 complete all types of forms including job ● ● ●
application forms
Soc. St. 10 interpret and use information pertaining to the ●
rights and responsibilities of workers
Soc. St. 11 observe desirable consumer practices ● ●
Soc. St. 12 contribute to national goals and aspirations ●
Soc. St. 13 prepare a budget √ √ ●
Soc. St. 14 cope with changes brought about by globalization √ ●
and trade liberalization
Soc. St. 15 cope with peer pressure resulting from the youth ●
culture
Technological Literacy TL 1 use modern technologies to conduct research and √ √ ● ● ●
solve problems

CCSLC/IS/02/2006 55


KEY COMPETENCY Ref. No. Learners will be able to: Eng. Mod. Math. Int. Sc. Soc.
Lang. Stud.
TL 2 use modern technologies to conduct consumer ● ●
transactions
TL 3 use computer technology to access and evaluate ● ● ● ● ●
information
TL 4 cope with the changes brought along by the use √ √ √ ● ●
of new technologies in medicine, agriculture,
transportation, manufacturing, energy and
communication

KEY TO GRID

Eng = English Mod. Lang. = Modern Languages Math. = Mathematics Int. Sc. = Integrated Science Soc. Stud. = Social Studies TL = Technological
Literacy

● indicates the subject that specifically engages the learner in the development of the competency
√ indicates the related subjects that engage the learner in the development of the competency

CCSLC/IS/02/2006 56

APPENDIX II

♦ CARIBBEAN SCIENTISTS AND THEIR AREA OF WORK
Names Birth Territory Area(s) of work

Dr. Avril Siung – Chung Trinidad and Tobago Oyster production and Marine pollution
Dr. Compton Seaforth Trinidad and Tobago Identified the toxic substance in ackees
Cheryl Bowes Trinidad and Tobago Security products from herbs and other plants
Dr. Maura Imbert Trinidad and Tobago Caribbean plants for insecticides and pesticides

Prof. Nazeer Ahman Guyana Social Science
Dr. Arleigh Petters Belize Physics/Mathematics MIT
Dr. Avery August Belize Cancer research
Dr. Aeron Lewis Belize Physics
Dr. Robert Trench Belize Oceanography
Dr. Frantz Smith Belize UNESCO Young Scientist Award 2005

Richard Hil Jamaica Naturalist “Birds of Jamaica’/Making Saltfish
Dr. Thomas P. Lecky Jamaica New Species of cattle called “Jamaica Hope’
Drs. Marley West and Calvin Lockhart Jamaica Drugs ‘canasol’ – from cannabs in marijuana to
treat glaucoma and ‘casamol’ to treat asthma
Dr. Errol Morrison Jamaica Diabetes

Dr. Oliver Headley Barbados Solar energy devices
Prof. Ramsey McDonald Saunders Processing of optical signals by the brain/machine
to correct abnormal curvature of the backbone.

Dr. Jeffrey W. Dellimore St. Vincent and the Grenadines Behaviour of red blood cells under special
conditions

Sources: 1. Andy Bailfy and Michael Bradshaw “Scientists at Work” Longman (1999)
2. Anthony Johnson “Great Jamaican Scientists, Book I”, Teejay Ltd. (2000)

Western Zone Office
2006/03/13

CCSLC/IS/02/2006 57

Ccslc syllabus (integrated science) Leroy walker

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