MINISTRY OF EDUCATION
CURRICULUM GUIDELINES
HEALTH SCIENCE
GRADES – 7, 8, 9
DEPARTMENT OF EDUCATION
2010
ii TABLE OF CONTENTS
Title Page i.
Acknowledgements iii.
Ministry of Education (Mission, Philosophy) iv.
Curriculum (Assumptions, Design) iv.
Overview (Intent, Planning, Instructions, Evaluation) v.
Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives) vii.
Rationale for Inclusions x.
Scope of Content xi.
Scope and Sequence (skills) 1
Standards and Benchmarks 31
Comparison of Benchmarks for Grade Levels 38
Scope of Work 40
Appendices i. Rubrics for Alternate Methods of Assessment 206 ii. Bibliography 213 iii. List of Instructional Supplies 214 iv. Prerequisites for Seventh Grade 217 v. Pedagogical Information 218 vi. Safety in the Teaching/Learning Environment 228 vii. Evaluation Form 229
ii ACKNOWLEDGEMENTS
Committee Proof-Reader Marsha Bartlett Government High School/ Hadassah Hall L. W. Young Junior High Konya Bascom S. C. McPherson Junior/ C. V. Bethel Senior High Pedagogical Information Celanthia Brown Government High Primary Science Curriculum 2000, writers Ainsley Deleveaux D. W. Davis Junior High Terry Deveaux C. H. Reeves Junior/ Technical Assistance Anatol Rodgers High Patrice Kemp Science & Technology Section Sheneka Munroe A. F. Adderley Junior High Department of Education Jaime Rolle S. C. McPherson Junior High
Coordinator Vettors Louise Barry Education Officer Melanie Johnson-Stubbs St. John’s College High School Sciences Dr. Jacinta Higgs College of The Bahamas Stephanie Sands Examinations and Assessment Supervisor Elvira Scavella Crooked Island High Leanora Archer Deputy Director of Education Dr. Ann Rolle Technical Coordinator, Curriculum & Instruct ion Health Lifestyle Secretariat Arneta Clarke Senior Nursing Officer, Department of Public Health, Ministry of Health
iii MISSION STATEMENT
The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in a democratic, Christian society.
THE PHILOSOPHY
The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and responsibilities in the community. The following principles are grounded in the Philosophy:
(i) A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual; (ii) An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises; (iii) A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society; (iv) An appreciation of the natural and cultural heritage of The Bahamas; (v) A recognition of The Bahamas as a part of a wider world community which it must interact productively.
The curriculum developers have espoused, in part, the philosophies of John Dewey that “Knowledge is based on experience caused by the learner being in an active relationship with the environment” and Constructivism by Jean Piaget which proposes that the learner should be in an environment where they are engaged in questioning, hypothesizing, investigating, debating, analyzing and evaluating.”
ASSUMPTIONS
The Curriculum Guidelines are based on the assumptions that follow:
(i) Students want to learn; (ii) The physical classroom environment as well as the experiences both inside and outside the classroom affect learning; (iii) Students have the capacity to construct mental interpretations and concepts of the instructional experiences; (iv) Students have the prerequisite knowledge and skills as outlined in the Appendix;
iv DESIGN
The design used for the curriculum guidelines include components of several designs, namely:
(i) Backward – initially, the knowledge, skills and attitudes required of students in order to become successful in a Science course of study in Grades 10 – 12 were identified. These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document. (ii) Skills-based – the content is used to develop skills as learner outcomes give focus to skills. (iii) Spiral – skills and concepts are developed at each grade level (and as far as possible in successive units). (iv) Multidisciplinary – most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Social Studies, Health and Family Life as well as Family and Consumer Sciences. Cross references are made to complementary and supplementary information in other subjects (as well as units). (v) Flexible – it allows teachers the scope to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles. (vi) Authentic – the examples, problems and formative assessment used are relevant to the students.
OVERVIEW
INTENT
It is intended that this curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction. It is intended further that students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the human and social biological science disciplines. Students completing this course of study should exhibit a level of scientific literacy that would enable them to function in science courses at the senior high school level. Further, it is intended that student-focused instructional activities facilitate students assuming responsibility for their learning. Finally, the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively, thereby preparing students for summative assessment of the skills in The Bahamas Junior Certificate Examinations and subsequently increasing their level of success.
v PLANNING
1. Teachers are encouraged to use the curriculum as a guideline for planning lessons. The sequence of learner outcomes in the scope of work allows a number of closely related learner outcomes to be included in one lesson. An example would be an investigation when several skills (formulating hypothesis, design and conducting an investigation, using scientific equipment and materials, recognizing and controlling variables, making observations, predicting, collecting and processing data, drawing relevant conclusions) are included. It is important that the learner outcomes included in one lesson promote students constructing a concept.
2. In an effort to place more emphasis on students’ active involvement in the teaching/learning process, there are a number of activities that require being researched or set up prior to a lesson. It is therefore suggested that when Schemes of Work are developed, such activities requiring prior planning are indicated in the time sequence required. Similarly, many opportunities are provided for group work and cooperative learning. It is important that planning includes ample lead time prior to presentations being made.
3. It is recognized that no curriculum guidelines would perfectly suit the pace at which all students master the information and skills. In this regard, it is suggested that skills with many activities and learner outcomes for a particular unit of work, teachers may omit some of the activities for classes that readily acquire the information and skills, while more activities might be used with classes that need more reinforcement. While this flexibility allows modifications to meet students’ needs, teachers are advised to ensure that this does not lead to insufficient time to complete the course of study or a speedy completion with excessive “revision” time.
4. It is essential that lesson planning should be based on students’ developing defined skills and/or attitudes as well as knowledge.
5. The time allocation in the curriculum is based on three lessons of 50 minutes duration per week for thirty (30) weeks.
INSTRUCTIONS
1. Throughout the curriculum guidelines there is a dual focus to the suggested instructional strategies: that they engage students actively in the learning process and that they are varied to allow students of different learning styles to benefit. Teachers are therefore encouraged to use the strategies indicated, or similar ones in order to maintain these foci.
2. To ensure ample time for the completion of the curriculum in the allotted three (3) year period, a concerted effort has been made by science curriculum committees to avoid duplication of information being taught at more than one school level and in more than one subject. While teachers are encouraged to extend the curriculum and experiences on a lesson basis to meet the needs and interests of students, especially in the case of “high fliers”, care should be taken to avoid duplication of aspects of the senior high school curricula.
vi
3. In the same manner that there are many common features of the Bahama Islands, there are significant differences. Teachers are therefore encouraged to include local examples in their planning and instructions.
4. Formative assessment is an integral part of effective planning for instruction and as such should be ongoing. Hence, a variety of means of assessing activities, skill development and learner outcomes are included in the curriculum. It is suggested these, or similar methods, are used to assess students’ progress in the identified skills, knowledge and attitudes. The traditional methods of assessment utilizing tests containing structured questions and objective/multiple choice questions similar to those used on The Bahamas Junior Certificate Examinations should still be used more as summative assessments at the end of units, mid-term and end of term assessment.
EVALUATION
As this is a draft document to be used and then evaluated, an evaluation form is included. Evaluation Forms should be completed by teachers who used the curriculum at the end of each year. Since the curriculum is being phased in, it is important that teachers complete and submit the Evaluation Form for seventh grade at the end of the first year, eighth and ninth grades at the end of the second and third years respectively, so that revisions could be made to each section after the year has passed to avoid a lengthy and tedious major revision of the whole curriculum at the end of three years.
INTRODUCTION
RATIONALE FOR SCIENCE EDUCATION IN THE BAHAMAS
To provide opportunities that engage and expose all students in The Bahamas in acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problem- solving and organizational skills. In so doing, students will be prepared to participate in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for conservation.
OVERARCHING GOAL
To become critical thinkers, problem-solvers, innovators, visionaries, scientifically and technologically literate citizens who will appreciate, interpret and conserve the natural environment.
vii SUB-GOALS
To develop analytical and evaluative skills, thus becoming critical thinkers.
To utilize the scientific method as a means of becoming problem solvers.
To apply scientific knowledge and principles to stimulate creative expressions.
To relate scientific knowledge and an awareness of technological advances as a means of functioning effectively in the world.
To formulate, present and defend arguments based on facts.
To develop an appreciation for the safe and sustainable use of resources.
To obtain the basic, knowledge, skills and attitudes that are necessary for success in Human Biology and Pre-Allied Health Courses in senior high school.
To make wise decisions, leading to a healthy lifestyle.
FOCUS
It is increasingly obvious that in this age of information, any course of study cannot apprise students with all of the basic information of that discipline. It is therefore increasingly necessary, that students are equipped with the skills for acquiring information, processing the information and making decisions based on the processed information. The scientific method applied to problem solving highlights the skills that prepare students for life in the community. It is therefore important that all students are provided with extensive opportunities to develop these skills.
The combination of topics taken from a spectrum of health-related areas ensures that the students who complete the three year course of study, have a good background in basic Human and Social Biology.
viii GENERAL OBJECTIVES
1. Use materials and scientific equipment correctly and safely.
2. Make observations.
3. Utilize the classification process.
4. Make inferences and draw conclusions.
5. Communicate information.
6. Recognize relationships.
7. Measure accurately.
8. Make predictions.
9. Collect, process and interpret data/information.
10. Formulate hypotheses.
11. Recognize and control variables.
12. Design, conduct and evaluate scientific investigations.
13. Formulate models.
14. Apply principles and concepts (scientific & technological) to make products.
15. Make informed, responsible and wise decisions.
16. Pursue new knowledge.
17. Demonstrate critical thinking.
ix RATIONALE FOR INCLUSIONS
Members of the Curriculum Revision Committee reviewed junior high school science curricula from Jamaica, Guyana, Canada (Atlantic) and the United Kingdom. A comparative analysis was done for the areas of: focus, format, goals, methodologies and content.
Questionnaires designed to seek the input of the public were prepared and distributed. The analysis of data from the questionnaires that were completed by educators, students and members of the community in North Andros, Exuma, Grand Bahama, Long Island, New Providence, San Salvador, and Spanish Wells was used in preparing this document.
The current Health Science Curriculum was revised in 1982. While the 2010 revised Health Science Curriculum retains the human body systems and hygiene, the scope has been significantly expanded. A Gap Analysis was conducted based on a survey of teachers in public schools relative to the 1982 Health Science Curriculum. The results revealed that for eight of the thirteen main content areas, the time allocated was adequate but for the other areas, the time allocated was excessive. The modifications to the previous curriculum are:
(i) Deletion
Components of the Reproduction Unit – namely: human growth and development, heredity, gender determination.
(ii) Expansions
First Aid to treat ailments associated with each human body system follows each system (not limited to the skeletal system). The definition of health has been expanded to a strand captioned Healthy Living. The unit on Diseases has been expanded so that common disorders and diseases follow every body system.
(iii) Additions
A strand on Food giving focus to healthy practices in food handling, preparation and preservation. The use of bush medicine to restore or maintain health is a long-standing tradition in The Bahamas which is becoming less well-known among the youth. Commonly used bush medicine is mentioned after the appropriate system and disorder or disease. Adherence to safety guidelines ensures maintenances of health. In this regard, a strand on safety is included giving focus to: Road, Recreational, Water, Fire, Electrical Chemical and Hurricane Safety. Environmental Health is included as a strand to highlight common pollutants of water land and air, sorting and disposal of waste as well as protection of the water table. Varied instructional strategies that are student-centred allowing students to engage in practical activities to reinforce the concepts.
x Rearranged
The format of the Scope of Work has been significantly modified to show the learner outcomes in the first column as a means of emphasizing their importance. In addition to a column outlining content, are columns showing suggested student activities and resources. A final column has been included with suggested methods of assessment for the learner outcomes and instructional activities. The learner outcomes in the previous document are almost exclusively of a low cognitive level in a content bound document. The new format serves to reinforce focus being given to the identified skills. In addition, the varied methods of assessment included, satisfies the overwhelming input from the public perception questionnaire that assessment should not be based exclusively on tests.
SCOPE & SEQUENCE STEP 1 (TOPICS & CONTENT)
Strand/Major Topic Grade 7 Grade 8 Grade 9 Definitions of Health (physical, mental, emotional) Skin care Healthy Living Characteristics of healthy persons Hair care (cleaning, lice) Personal Hygiene: for disease prevention, health promotion and self-esteem development. Washing genitals (puberty) Dental hygiene (tartar, plaque), dental disease prevention Recreation, stress management Hobbies (developing & maintaining, importance) Importance of rest & sleep Development of personal identity while being a Hypothetical cases (situation analyses) Conflict resolution (recognizing and dealing with part of groups Emotions (variety, use & abuse) differences, respect for self & others) Group dynamics Stress management Planning balanced diets Importance of physical exercise Nutrition (nutrients, role, balanced diet) lifestyle Disorders Healthy practices in food handling (cleaning Preparation of food (comparison of methods Food Preservation (methods – their longevity, Food surfaces before & after, cleaning utensils, gloves & of preparation in terms of loss of nutrients, nutritional value, technology) hair wraps) increase in calories, additives, increase in cholesterol, changing the “nature” of the food)
xi SCOPE & SEQUENCE STEP 1 (TOPICS & CONTENT)
Strand/Major Topic Grade 7 Grade 8 Grade 9 Cell organization, cell specialization Circulatory System (function, structure, blood Nervous System (function of central nervous Body Systems Skeletal System (function, major bones, parts of components and functions, blood groups, system, major parts of the brain and function, skeleton, joints) structure & function of heart, comparison of sensory and motor nerve cells, simple reflex Muscular System (functions, 3 types of muscles, blood vessels, importance of double circulatory actions, structure of the eye & function [not light major examples, effector organs [arm], importance system) refraction diagrams], parts of the ear and of good posture Respiratory System (function, structure, role functions, movement of stimulus through the air, Digestive System (function, parts & their of nasal passage, breathing, gaseous exchange, skin structure & function of parts, location of functions, stages in digestion) word equation for cellular aerobic respiration, sensory receptors in specialized organs) meaning of anaerobic respiration, comparison Endocrine System (features of endocrine system, of gaseous composition inhaled & exhaled air) definition of endocrine gland, endocrine glands Excretory System (role of kidneys, skin, lungs; with hormone, their effect and deficiency effects) parts of renal system & function, match organ with waste produced/eliminated) Reproductive System (structure of male & female reproductive systems, function of parts, puberty, secondary sexual characteristics, menstruation (not cycle), fertilization, pregnancy, birth, pre & post natal care, contraceptives) Classification of diseases (inherited, pathogenic, Anaemia, sickle cell anaemia, leukaemia, high Epilepsy, paralysis, short & long sightedness, Diseases and Bush contagious/communicable, deficiency, vectors) blood pressure/hypertension, haemophilia, corrective lenses, cataracts, conjunctivitis, Medicine Rickets, arthritis, “slipped disc”, rheumatism, dengue fever, nose bleed, heat stroke, dengue, diabetes, mumps, polio, use and abuse of legal “locked jaw”, indigestion, constipation, diarrhea, malaria. Allergies (hay fever, sinusitis, asthma), and illegal drugs. ulcers, gastroenteritis, food poisoning, appendicitis, bronchitis, pneumonia, laryngitis, whooping Bush medicines for named disorders/diseases gall stones, diabetes cough, sun burn, rash, skin sores, scabies, (plant, preparation, dosage/how used). Bush medicines for named disorders/diseases ringworm, acne, athlete’s foot, chicken pox, (plant, preparation, dosage/how used) measles, urinary infections, STIs (herpes, Use and abuse of legal and illegal drugs. gonorrhoea, syphilis HIV/AIDS). Bush medicines for named disorders/diseases (plant, preparation, dosage/how used).
xii SCOPE & SEQUENCE STEP 1 (TOPICS & CONTENT)
Strand/Major Topic Grade 7 Grade 8 Grade 9 Importance of safety practices, Road Safety Water Safety (buddy system, awareness of Electrical Safety – dos & don’ts using electrical Safety & First Aid (pedestrian sidewalk, pedestrian crossing, curbs, surroundings, dos & don’ts of swimming/diving, appliances, receptacles, fixtures, wires, disposal corners, dual carriageway, roundabouts, signals of electrical storms, dos & don’ts when boating) Chemical Safety – (classification of chemicals drivers & cyclists, dos and don’ts as cyclists, Fire Safety (types of fires & causes, fire [hazardous explosive, corrosive with symbols], “popping” cyclists). extinguishers [types & use], rescuing a person) importance of following prescribed amounts Recreational Safety – Social gathering and fuels . Smoke detectors, fire escapes, fire drills [dosage for medicine] & not mixing sporting events. (use designated recreational areas, First Aid (treatment of fainting, heatstroke, chemicals/drugs, use of safety gear, storage and dangling wires, following balls onto road, burns, scalds, cuts, bruises, choking, taking pulse disposal) fireworks, barbecues, throwing events) and breathing rates, CPR) Hurricane Safety – Preparation (building, First Aid (definition, fractures, dislocations, equipment & packing, needs) during a hurricane sprains & strains). Emergency contact numbers. (do’s and don’ts), post-hurricane (use of food left over, water source, seafood) First Aid (epilepsy, electrical shock, shock, managing an accident scene, recovery position, unconsciousness, moving a victim) Abiotic and biotic components of an ecosystem, Sorting and disposal of household waste (aerosol Recycling materials and items Environmental Health common pollutants (sources, effects) of the air, cans, white waste, green waste, kitchen waste, Evidence of becoming an environmental water/sea and land, clean air, clean environment, paper, batteries, chemicals & fertilizers), solid steward. trees etc. waste disposal Location of wells and septic tanks, protection of the water table and wells
xiii Objectives Grades 1 – 6 Grades 7 – 9 Grades 10 - 12 Use materials and scientific equipment √ √ √ correctly and safely. Make observations. √ √ √ Utilize classification process. √ √ √ Make inferences and draw conclusions. √ √ √ Communicate information. √ √ √ Recognize relationships (including (√) √ √ spatial). Measure accurately. √ √ √ Make predictions. √ √ √ Collect, process and interpret (√) √ √ data/information. Formulate hypotheses. √ √ √ Recognize and control variables. √ Design, conduct and evaluate scientific √ √ √ investigations. Formulate models. √ √ √ Apply principles and concepts (scientific √ √ & technological) to create products. Make informed, responsible and wise √ √ √ decisions. Pursue new knowledge. √ √ √ Demonstrate critical thinking. √ √ √
xiv SCOPE AND SEQUENCE
Use materials and scientific equipment correctly and safely.
GRADE 7 GRADE 8 GRADE 9 Prepare temporary slides (glass) using scrapings Use a microscope to identify blood cells. Use apparatus to measure reaction time. collected from beneath the fingernail. Use stopwatch/clock to measure pulse rates. Use a microscope to identify glandular tissue. Use a microscope correctly and carefully to view types of Use a microscope to observe an alveolus. Use appropriate parts of plants to prepare “medicine”. bacteria. Use apparatus and materials to safely compare the carbon Use a pH meter/indicator to correctly and safely measure Use spotting tiles and iodine to test for starch in foods. dioxide content in inhaled and exhaled air. the acidity of food. Use ethanol to test foods for fat. Use limewater to test for carbon dioxide. Use petri dishes to prepare a culture from food samples. Use a microscope to observe different tissues (bone, Use stopwatch/clock to measure breathing rates. Use available materials correctly and safely in managing cartilage, ligament, cardiac, smooth, and skeletal muscle Use a microscope to identify structures of the skin. an accident scene. tissue). Use appropriate parts of plants to prepare “medicine”. Use available materials and items to safely move a victim Use a microscope to observe villi. Use a thermometer correctly and safely to measure the from danger. Select appropriate parts of plants to prepare “medicine”. temperature of food being boiled, fried and steamed. Demonstrate the correct use of an eye wash fountain. Demonstrate healthy practices in food handling Use an available source of fresh water to treat chemical Use an appropriate item to remove contact of a victim (cleaning surfaces before & after, cleaning utensils, burns. from an electrical source. gloves & hair wraps). Use dressings and bandages correctly to cover wounds. Use bandages correctly to immobilize an injured Use a mouth shield correctly. bone/body part. Correctly make a distress signal that might be used on a Use appropriate seat belts correctly to strap persons of boat. various age groups in a vehicle. Use a fire extinguisher correctly. Use a helmet (cyclist). Use a microscope to identify microbes found in various sources of water (ponds, lakes, faucet, well). Use indicators to test for acidity of various sources of water. Use apparatus to test for water salinity. Use apparatus to filter “impure” water.
1 SCOPE AND SEQUENCE
Make observations.
GRADE 7 GRADE 8 GRADE 9 Identify examples of conflict. Identify “triggers” of anger. Identify situations/conditions that are stressful based on Describe the variety of shapes and sizes of micro- Recognize the importance of self awareness. case studies/examples given. organisms seen through the microscope. Identify sources of body odour. Observe and describe structural differences in motor and Identify a tooth with: plaque, tartar or dental Describe features of the red blood cell (after observing sensory neurons (by viewing diagrams). cavities/caries. model or diagram). Make observations of endocrine glands after studying Observe a positive (colour) food test for starch. Observe and identify the parts of a mammalian heart photographs. Observe a positive (colour) food test for fat. (pig, sheep or cow). Observe the relevant part of a plant to determine its Recognize the signs of severe malnutrition. Observe structural differences between arteries and veins suitability for use in preparation of “medicine”. Observe features of Rickets in photographs of persons by viewing diagrams. Observe the texture of paste or colour of solution to with the disease. Observe the thinness of capillary walls. determine completion of preparation (bush medicine). Observe features of bone dislocation, fractures and Observe differences of healthy and clogged arteries by Observe signs of food spoilage. arthritis in photographs. comparing diagrams. Observe ingredients used as food additive preservatives. Observe the range of motion in different joints. Observe the difference in pulse rate before and after Observe an accident scene to ensure that it is safe. Observe bone rich in calcium and phosphorus and one exercise. Observe signs of a victim. deficient in these minerals. Observe chest movements during breathing. Make assessment observations to determine physical and Observe and identify how antagonistic muscles work. Observe what actions cause the balloons to inflate in a personnel resources available to assist in rendering first Observe persons with, or diagrams of muscular injuries. model of the respiratory system. aid. Observe features of pig “tripe”/intestine. Make observations from comparing photographs of lungs Observe features of dietary deficiency diseases in of non-smokers and smokers. photographs. Make observations to identify filtration organelles, after Observe and identify the layers in a L. S. of a tooth. studying photograph of excretory system (skin and Identify a bolus in a diagram. kidneys). Observe peristalsis. Describe features of the sperm cell that make it efficient Identify different parts of the Digestive System (colour at carrying out its job. the parts of the digestive system). Observe structures of the male and female reproductive Observe features of strains and sprains. system (by viewing diagrams). Observe the relevant part of a plant to determine its Describe the position of a foetus in an amniotic sac. suitability for use in preparation of “medicine”. Observe the relevant part of a plant to determine its Observe the texture of paste or colour of solution to suitability for use in preparation of “medicine”. determine completion of preparation of bush medicine. Observe the texture of paste or colour of solution to determine completion of preparation.
2 SCOPE AND SEQUENCE
Make observations.
GRADE 7 GRADE 8 GRADE 9 Identify unhealthy food handling practices. Identify improperly cooked meats. Identify a road pedestrian crossing. Observe the signs of five types of skin wounds Observe indicators of curves in the road. (cuts, bruises, scrapes, avulsions, and punctures). Identify vehicle and drivers’ (hand) signals. Observe the effects that burns have on the skin. Use visual aids to identify incorrect use of roads by Observe the appearance of different types of burns pedestrians and drivers. (using pictures). Identify warning/danger signs on property. Observe license (vessels) numbers. Identify potential accidents caused by dangling wires, Identify a buoy. playing near roads, fireworks, barbecues, throwing Identify warning/danger signs in the marine environment. events. Observe differences in colour of the sea. Observe licence (vehicle/aeroplane) numbers. Observe and identify various vectors found in the Observe flaws in playground equipment. community. Describe two sources of pollution found in the Observe locations of waste disposal sites at school, home environment. and the wider community. Observe pests around scattered garbage. Identify green waste. Identify white waste. Identify harmful waste in and around the home.
3 SCOPE AND SEQUENCE
Utilize classification process.
GRADE 7 GRADE 8 GRADE 9 Identify different kinds of conflict. Classify anger. Classify the causes, signs, symptoms and effects of Identify groups of disease-causing micro organisms. Identify situations that require one to adopt practices stress. Use features to classify foods as starch, fat, simple sugars involved in anger management. Classify neurons according to their function. or fibre. Classify common diseases that are spread by poor Classify nervous organs as “receptors” or “effectors”. Classify foods as complex and may be digested, complex hygiene. Classify diseases and disorders (as communicable, and are not digested or not requiring digestion. Differentiate between diagrams of cross-sections of pathogenic, and congenital). Classify the three food nutrients that must be digested. three types of blood vessels. Use common names to classify plants and their use in Distinguish between saturated and unsaturated fats. Differentiate between roles executed by lymphocytes preparation of bush medicine. Classify injuries as fractures or sprains. and phagocytes. Classify “medicines” based on the methods of Distinguish between bone dislocation and fracture. Classify blood vessels according to their function. preparation. Compare voluntary and involuntary muscles. Classify contraceptives as barrier, chemical, or surgical. Classify methods of preserving food. Classify muscles as voluntary or involuntary. Classify diseases/disorders (as communicable, Classify methods of preventing or delaying microbe Classify joints according to the type of movement. pathogenic, degenerative, inherited, vector-transmitted, activity. Classify muscles based on location. allergic, and dietary). Classify types of preservatives. Identify where digestion begins and ends for each class Use common names to classify plants and their use in Use signs of a victim to identify shock. of nutrients. preparation of bush medicine. Classify potentially hazardous household chemicals. Classify diseases/disorders (as non-communicable, Classify “medicines” based on the methods of pathogenic, degenerative and dietary deficiency). preparation. Use common names to classify plants and their use in Classify foods as containing water or fat-soluble preparation of bush medicine. nutrients. Classify “medicines” based on the methods of Identify foods rich in LD cholesterol. preparation. Identify methods of food preparation that add little or no Classify personal gear worn to ensure hygienic cholesterol. conditions during food preparation. Differentiate between water, land and air-borne vectors. Distinguish between sprains and strains. Use the Binomial System to classify vectors. Classify road signs. Classify pathogens as air, water or animal borne. Identify designated recreational areas. Classify waste (green, white, household). Identify classes/groups of unsafe features of the outdoor environment. Classify pollutants as solid, liquid and gaseous. Classify components of the environment as biotic or abiotic. 4 SCOPE AND SEQUENCE
Make inferences and draw conclusions.
GRADE 7 GRADE 8 GRADE 9 Draw a conclusion on situations that create(d) conflict Draw a conclusion about the condition of a person based Draw a conclusion relative to the suitability of given within the classroom/playground/at home. on the blood composition given. concentration of bush medicine preparations based on Use food tests to determine the nutrients present in an Draw a plausible conclusion about the condition of a body mass indices/gender. unknown food. person’s heart, based on their diet. Draw a conclusion on the types of injuries sustained Identify the types of enzymes present in a digestive juice Draw a conclusion about the relative composition of based on the nature of the accident, information given based on the foods digested. carbon dioxide in inhaled and exhaled air. and observations made. Suggest the deficiency disease caused, based on Draw a conclusion about the condition of a person based Draw a conclusion on the nature of an electrical or information given. on the presence or absence of sugar in their urine. chemical accident based on information and observation. Draw a conclusion about a woman after menopause Draw a conclusion about the condition of a person based whose diet was deficient in calcium and phosphorus. on the color of their urine (dark or light). Draw a conclusion on the health of teachers based on the Draw a conclusion about a point in a woman’s menstrual number of hours usually spent exercising. cycle, based on hormone levels. Draw a conclusion about a person’s physical fitness Draw a conclusion about the plausibility of a woman based on muscular (anatomy) tone. being pregnant, based on the relative level of Draw a conclusion about state of health of inactive teens. progesterone indicated. Draw a conclusion about the digestive system of a baby Draw a conclusion about the possibility of conception at who is lactose intolerant. various points in the menstrual cycle. Draw a conclusion about a person whose gall bladder is Draw a conclusion relative to the suitability of given removed. concentrations of preparation of bush medicines based on Draw a conclusion about teens who practice unhealthy body mass indices/gender. eating habits. Draw a conclusion on whether a victim is suffering from Draw a conclusion on the expiry date of given bush stroke based on signs displayed. medicines based on the preparation to usage time. Draw a conclusion on the nature of a coastline accident Draw a conclusion relative to the suitability of given based on information and observation. concentrations of a bush medicine preparation based on Draw a conclusion on the types of injuries sustained body mass indices/gender. based on the nature of the accident, information given Draw a conclusion on the types of injuries sustained and observations made. based on the nature of an accident, information given and observations made.
5 SCOPE AND SEQUENCE
Make inferences and draw conclusions.
GRADE 7 GRADE 8 GRADE 9 Draw a conclusion on the nature of a road or playground accident based on information and observation. Draw a conclusion about a person’s health based on their living environment. Draw conclusions about diseases identified in different environments based on the type of pollutants found there (i.e. lung cancer, cigarette smokers).
6 SCOPE AND SEQUENCE
Communicate information.
GRADE 7 GRADE 8 GRADE 9 Make an oral presentation on managing conflict. Make an oral presentation on triggers that induce anger. Use role plays to demonstrate ways to manage given real Make diagrams of micro-organisms seen under a Make an oral presentation on the importance of proper life stressful situations. microscope. genital, armpits, skin and hair hygiene. Demonstrate positive social/communicative skills to Use correct group names for micro-organisms that cause Make a brochure identifying organisms and diseases maintain positive relationships with relatives and friends. diseases. spread by poor skin and hair hygiene. Use correct names for parts of the brain. Make an oral presentation on the practice of washing Use correct names of toiletries used to reduce sweating Demonstrate (verbally or through drama) the path of a hands. and underarm odours. signal in a reflex arc. Demonstrate the correct methods of washing hands and Make an oral presentation identifying names and Make a presentation to explain the importance of reflex cleaning the nails. describing uses of toiletries for cleansing the skin and actions. Use the correct names for common dental disorders of maintaining pleasant body odour. Use correct names for parts of the skin. the teeth and gums. Use correct names for common blood vessels. Use correct names for parts of the eye. Make an oral presentation on the differences between Make an annotated diagram of the heart. Use correct names for parts of the ear. plaque, tartar, cavities and gingivitis. Demonstrate (electronically, model or drama) the Demonstrate (verbally, model, or drama) the process that Make an oral presentation on the importance of movement of blood through the heart. brings about hearing. maintaining proper dental hygiene. Make an oral presentation describing the double Use correct names for common ductless glands. Make a poster showing the suggested biomass figures for circulation. Make an annotated diagram of the endocrine system. common heights for male and female classmates. Construct a bar graph using data of students’ blood Construct a table showing hormones and their functions. Make a pamphlet promoting exercise to keep healthy. groups. Make a poster showing good and bad posture. Formulate an argument to show the importance of the Make an oral presentation describing the negative effects functions of blood. of bad posture. Use scientific names for major bones. Construct a table comparing common names to scientific names for bones. Describe the condition, signs and symptoms of rickets. Describe the condition, signs and symptoms of arthritis. Describe the condition, signs and symptoms of “slipped disc”. Use scientific names to identify major muscles. Explain the functions of muscles.
7 SCOPE AND SEQUENCE
Communicate information.
GRADE 7 GRADE 8 GRADE 9 Describe the condition, signs and symptoms of Use correct names for parts of the respiratory system. Make a poster of bush medicines and their uses. rheumatism. Make an annotated diagram of the respiratory system. Make a poster, video or PowerPoint presentation Describe the condition, signs and symptoms of “locked Demonstrate (electronically, model or drama) gaseous showing four bush medicines and their methods of jaw”. exchange and transportation of oxygen and carbon preparation. Make menus for balanced diets. dioxide by the blood. Match named bush medicines to the diseases/disorders Make an oral presentation on the importance of a Make an oral presentation describing breathing. that they are used to treat. balanced diet. Use a word equation to summarize cellular aerobic Make an oral presentation to show one disease/disorder Make a rap about the importance of a balanced diet. respiration. and the bush medicine(s) used to treat it. Make an annotated diagram of L.S. a Tooth. Use correct names for parts of the urinary system and Describe the identification of plants, their preparation Label the digestive system. parts of the skin. and uses (bush medicine). Describe what happens to food in the parts of the Make an annotated diagram of the urinary system. Construct a table of photographs/drawings of plants and alimentary canal. Make an annotated diagram of the skin. their uses. Make an oral presentation on the purpose of mechanical Make an oral presentation describing the formation of Display leaf presses made from plants (studied) used as digestion. urine. bush medicine. Describe the condition, signs and symptoms of Use correct names for parts of the male and female Make a group presentation on the positive and negative indigestion. reproductive systems. effects of commonly used methods of food preservation Describe the condition, signs and symptoms of Make annotated diagrams of the male and female on maintaining good health. constipation. reproductive systems. Describe reasons for storing and preserving food. Describe the condition, signs and symptoms of diarrhea. Make an annotated diagram of the fetus in amniotic fluid. Design a pamphlet/brochure highlighting five rules for Describe the condition, signs and symptoms of ulcers. Make an oral presentation about the stages of birth. food storage. Describe the condition, signs and symptoms of Communicate, orally or through drama, the procedures Make an oral presentation showing safety precautions for gastroenteritis. and importance of both ante and post natal care. hurricanes. Describe the condition, signs and symptoms of food Make a poster showing bush medicines and their uses. poisoning. Make a poster, video or PowerPoint presentation of four Describe the condition, signs and symptoms of bush medicines and their preparation. appendicitis. Describe the condition, signs and symptoms of gall stones. Describe the condition, signs and symptoms of diabetes. Make a poster of bush medicines and their uses. Make charts, a video or PowerPoint production of four bush medicines and their method of preparation. 8 SCOPE AND SEQUENCE
Communicate information.
GRADE 7 GRADE 8 GRADE 9 Make an oral presentation to show one disease/disorder Make an oral presentation to show one disease/disorder Describe the signs of epilepsy. and the bush medicines to treat it. and the bush medicines used to treat it. Use a skit or make a PowerPoint presentation to describe Describe the identified plants, their preparation and uses. Describe the identified plants, their preparation and uses. immediate care of epilepsy. Construct a table of photographs/drawings of plants and Match named bush medicines to the diseases/disorders Use a skit or make a PowerPoint presentation to describe their uses. that they are used to treat. immediate care for shock. Match named bush medicines to the diseases/disorders Construct a table of photographs/drawings of “bush Demonstrate placing a victim in the recovery position. that they are used to treat. medicine” plants and their uses. Make an oral presentation on the causes and signs of Describe leaf presses made from plants used as bush Describe leaf presses made from plants used as bush shock medicine. medicine. Demonstrate the First Aid treatment for shock. Make an oral presentation or participate in a skit to show Prepare a flyer or pamphlet to promote the use of two Explain conditions in which moving the victim will be the importance of using proper apparel when preparing methods of food preparation that contribute to good necessary. food. health. Make a flyer showing the steps to take in managing an Write a short story to explain the term First Aid. Participate in a debate comparing the value of different accident scene. Compare different types of fracture. methods of food preparation and their contribution to Make an advertisement or skit about the importance of Demonstrate proper care for four main types of injuries good health. keeping The Bahamas “Clean, Green and Pristine”. to muscles, bones and joints. Use the correct terms for the acronyms C.P.R and Use the correct terms for the acronym P.R.I.C.E. A.B.C’s in First Aid. Make dramatic presentations on the correct way to treat Demonstrate the correct use of abdominal thrusts on a common minor injuries: choking adult and infant. • Fractures Demonstrate the correct way to perform rescue breathing • Sprains and C.P.R. • Strains Describe a soft tissue. Demonstrate the correct way to cross dual carriageways Describe and identify examples of dressing and bandages and roundabouts. used in a skit. Make drawings to show guidelines for pedestrians using Make a brochure or oral presentation on types of the road. wounds. Make a rap, poem or song to highlight safety rules for Demonstrate the correct use of a pressure bandage and cyclists (bicycle or motor cycle). elastic bandage. Demonstrate the hand signals used by drivers. Demonstrate the correct care of an open wound and burn. Make an oral presentation describing five safety rules for Describe chemical, electrical and solar radiation burns. walking. Make an oral presentation on the causes and treatment of fainting. 9 SCOPE AND SEQUENCE
Communicate information.
GRADE 7 GRADE 8 GRADE 9 Create a skit/PowerPoint or oral presentation to illustrate Describe chemical, electrical and solar radiation burns. safety rules for cyclists. Make an oral presentation on the causes and treatment of Make a poster or brochure showing accident prevention fainting. tips for children and teenage road users. Use the correct term for the acronym R.A.C.E Make a poster or brochure showing accident prevention Make a brochure showing safety practices when using for adult road users. the marine environment. Design a poster to show correct practice in crossing a Create a poster/brochure on the dos and don’ts of road. swimming/diving and boating. Use common and scientific names for common Make a brochure of “Do’s and Don’ts” relative to safety pollutants. in water sports/activities. Make an oral presentation to the class/group about the Use the correct names for types of fires. negative effects of pollution. Make a visual presentation showing fire prevention tips. Design pamphlets that have an anti-pollution focus. Make a flyer or brochure showing the types of fire Make a poster showing the negative effects of marine extinguishers. pollution on the health of humans. Demonstrate the correct use of a fire extinguisher using Make an oral presentation on the effects of land the acronym P.A.S.S pollutants on the health of humans. Explain the use of P.A.S.S. in extinguishing a fire using a Write an infomercial for television highlighting the fire extinguisher. effects of common land pollutants on the health of Make a skit/PowerPoint safety rules for fireworks, humans. campfires and barbecues. Write a skit on sources and effects of the greenhouse gas Use common and scientific names for common (carbon dioxide). pollutants, vectors and diseases studied. Write an infomercial for television on the importance of disposing of “white” waste properly. Make a rap, song or poem about the effects of burning garbage at home. Make a presentation on the effects of some pollutants on the water table.
10 SCOPE AND SEQUENCE
Recognize relationships.
GRADE 7 GRADE 8 GRADE 9 Recognize and explain the relationship between Recognize and explain the relationship between “anger Recognize and explain the relationship between stress • negative emotional expression creating conflict triggers” and “anger”. and lifestyle. • irrational feelings Recognizes the relationship between decisions made and Recognize the relationship between positive • behavior and conflict. their impact on one’s lifestyle. communication skills and maintaining a healthy Recognize and explain the relationship between poor Recognize and explain the relationship between poor relationship. dental hygiene and the complications that follow. skin hygiene and skin infection. Examine how changes in self and others impact Explain the relationship between washing hands and Recognize and explain the relationship between the relationships (family, peers and adults). cleaning the nails to maintaining good health. blood pressure in blood vessels to the thickness of the Recognize the relationship between length of axon and Explain the relative proportions of food groups in the vessels’ walls. number of dendrites to efficiency of nervous signal food pyramid/barrel. Recognize and explain the relationship between the transmissions. Relate dietary diseases to a deficiency of specific presence of valves and low blood pressure. Recognize and explain the relationship between the nutrients. Recognize and explain the relationship between the amount of melanin and skin complexion. Explain the relationship between calorie intake, exercise presence of infection and increased white blood cell Recognize and explain the relationship between skin level and obesity. production. complexion and likelihood of acquiring skin cancer. Relate conditions of diabetes, hypertension, elevated Explain the relationship of the structure of blood cells to Recognize and explain the relationship between cholesterol, overweight/obesity to life expectancy. their function. accommodation and clear vision. Recognize the relationship between the movements of Explain the relationship between diet and proper Explain the relationship between blood glucose level and antagonistic muscles. functioning of the heart. insulin. Recognize the relationship between exercise and fitness/ Recognize and explain the difference in diameter of air Describe the effects of increased production of adrenalin good health. tubes from the trachea to the alveoli. and thyroxin on the heart or pulse rate. Recognize the relationship between skeletal muscles and Recognize the relationship between the structure of the Relate the external features of plants used for bush bones. alveoli, capillaries and cells to gaseous exchange. medicine to their natural habitat. Recognize the relationship between antagonistic muscles. Explain the relationship between the circulatory system Recognize the relationship between methods of food Recognize and explain the relationship between healthy and the respiratory system. preservation and growth of microbes. bones, cartilage, ligaments and tendons. Measure fluid intake and fluid output for a 24 hour Explain the relationship between enzymes and the rate of period. digestion. Recognize and explain the relationship between the structure of the small intestine and its function in absorption.
11 SCOPE AND SEQUENCE
Recognize relationships.
Grade 7 Grade 8 Grade 9 Relate the external features of plants used for bush Recognize and explain the relationship between medicine to their natural habitat. abstinence/using contraceptives and number of Describe the relationship between unhealthy food pregnancies recorded. handling practices and disease transmission. Recognize the relationship between unhealthy lifestyle Recognize the relationship between immobilizing a practices and transmission of STI’s. victim and causing less harm. Recognize and explain the relationship between Recognize the relationship between speed and damage education and the number of STI’s recorded. caused in vehicular accidents. Recognize and explain the relationship between Explain the relationship between population increase and emotional state and healthy/regular menstrual cycle. pollution. Recognize and explain the relationship between Recognize the need to develop more health awareness amenorrhea (retained uterine lining) and pregnancy. programmes as pollution increases. Recognize and explain the relationship between ante and Recognize the relationship between the functioning of post natal care and the health of mother and child. governmental agencies and non-governmental agencies Recognize and explain the relationship between breast on the health of the environment and residents feeding and susceptibility of babies to illnesses. (Department of Environmental Health Services, BEST Recognize the relationship between unhygienic practices Commission, Surveillance of MOH) and transmission of communicable diseases. Recognize the relationship between the type of disease vector and speed of disease transmission. Relate the external features of plants used for bush medicine to their natural habitat. Recognize the relationship between certain methods of food preparation and increased calories. Recognize the relationship between some methods of food preparation and an increase in cholesterol content. Recognize the relationship between some methods of food preparation and a decrease in the nutritional value of the food.
12 SCOPE AND SEQUENCE
Recognize relationships.
GRADE 7 GRADE 8 GRADE 9 Recognize the relationship between some methods of food preparation and a negative effect on maintaining BMI and dietary related disorders. Recognize the relationship between immobilizing a victim and causing more harm. Recognize the relationship between the type of burn and rate of recovery. Recognize the relationship between darkness in sea colour with its depth. Recognize the need to develop more effective means of waste disposal as population increases. Show the relationship between poor solid waste disposal practices and the population of disease-carrying agents such as rodents.
13 SCOPE AND SEQUENCE
Measure accurately.
GRADE 7 GRADE 8 GRADE 9 Use a scale between 1 and 10 (1 being the lowest), to Use a scale between 1 and 10 to determine the level of Use a scale between 1 – 10 to determine the ability to determine the ability level to manage conflict based on control, based on given scenarios. maintain a friendship. given scenarios. Read body temperature (clinical thermometer) to Use a scale between 1 – 10 to determine the ability to Use a triple beam balance to measure servings of food in 0.5 °C/F. deal with a given stressful situation. grammes. Count pulses for one minute. Measure reaction time in seconds. Read a bathroom scale to one pound/kilogramme Correctly check circulation (pulse) for ten seconds. Measure time (minutes) taken for correct preparation of a accuracy. Take breathing rate for 30 seconds. bush medicine. Measure height of students in cm. Measure time taken (minutes) for correct bush medicine Measure dosage (teaspoonful, tablespoonful, ¼ cup etc.). Measure the length of various bones. preparation. Measure temperature (to 1 °C) of medicine preparation. Measure length and width of a biceps muscle when Measure dosage (teaspoonful, tablespoonful, ¼ cup etc.). Measure the temperature (to 1 °C) of food. contracted and relaxed. Measure temperature (to 1 °C) of medicine preparation. Use a string to measure and compare the length of the Measure the temperature (to 1 °C) of food. small intestine to the large intestine. Correctly measure the pulse and breathing rates of a Measure time (minutes) taken for correct preparation of victim. bush medicines. Measure dosage (teaspoonful, tablespoonful, ¼ cup etc.). Measure temperatures (to 1 °C) of medicine preparations. Measure the pH of water samples from various sources. Construct a bar graph showing the amounts of pollutants (e.g. glass, plastic, cardboard) on a beach, shoreline or park.
14 SCOPE AND SEQUENCE
Make predictions.
GRADE 7 GRADE 8 GRADE 9 Predict the effects of properly managing conflicts at Use statistics to predict the number of students that could Predict the effects of stress management on the lives of home, school and in the community. be saved from injury in five years, with exposure to good students who are faced with emotional strain Use statistics of dental care of boys and girls in the class anger management skills. (e.g. examinations). to predict the effect of good dental hygiene at the end of Use the statistics of blood groups in the grade to predict Predict the effect of age on reaction time. the school year. what the ratio would be in the next generation. Predict the effect of damage to a named part of the brain. Predict the effects of increased specific nutrients on the Predict how exercise would affect pulse rate. Predict what would happen if reflex actions were under body of a person with a specified deficiency disease. Predict the effect particular factors might have on our conscious control. Predict the effects on the body of a diet with more/less breathing rate. Predict how appearance and health of skin would be calories. Use the statistics of STI infections recorded to predict affected by excessive rubbing with a sponge. Predict the effects of different diets on the body. future numbers after five years. Predict the effect of removing visual cones on sight. Predict the effects on the foetus of a pregnant woman Use the statistics of teenage pregnancy cases to predict Predict what would happen to the pulse rate if the thyroid taking in too little calcium and phosphorus in the diet. future numbers after five years. gland was removed surgically. Predict the effect on a person if their body did not absorb Predict the effect of alcohol and drug use of a female on Predict what would happen if a diabetic was given too calcium and phosphorus. her foetus. much insulin. Predict the effect of loss of cartilage in joints of a human. Predict the effect of lack of ante and post natal care on Predict the effects of taking too much or too little of a Predict what would happen to the body if the skeleton both mother and child. named/given bush medicine. disappeared. Predict factors that might pose difficulty in accessing Predict what would happen if cardiac and skeletal and/or preparing the bush medicine. muscles stopped working. Predict effects of using medicine that is prepared Predict the effect of a blockage (growth of tissue) in the incorrectly (e.g. paste for external use being ingested). small intestine. Predict the effects of giving a child the dosage for an Predict the change in daily diet for a person whose gall adult. bladder was removed. Predict the effect that immigrants and or economic and Predict what would happen if food was not properly technological development might have on popularity of chewed. using bush medicine. Predict the effect of food poisoning on three persons of Predict the effect of repeatedly changing the temperature different age groupings. of food on the growth of microbes. Predict the effect of opening, for a short time, a vacuum packed jar of preserves on the contents.
15 SCOPE AND SEQUENCE
Make predictions.
GRADE 7 GRADE 8 GRADE 9 Predict the effects of taking too much or too little of a Predict the effect of using milk formulas to replace breast Predict the effect of shock on the body over a long given bush medicine. milk on the health of baby and its bonding with mother. period. Predict factors that might pose difficulty in accessing Predict the effects of giving a child the dosage of Predict the effects of a clean environment on students’ and/or preparing the bush medicine. medicine as specified for an adult. attitude and behaviour. Predict effects of using medicine that is prepared Predict the time for a given/named communicable Predict the effects of urbanization on ecosystems, natural incorrectly (e.g. paste for external use being ingested). disease to be transmitted through a population. flora and fauna. Predict the effect of using unclean utensils while Predict the effect that immigrants and or economic and preparing uncooked food. technological development might have on popularity of Make predictions about possible microbe cultures from using bush medicine. the nails of “clean” hands. Predict the effect that extreme temperatures and humidity Predict any further injuries that may be incurred based on would have on the body (fainting, heatstroke, a patient’s signs and the environment. hypothermia). Use information from research to predict the length of time and amount of money it takes to clean different size environments of litter/pollutants. Predict effects that can be caused by a build up of various types of pollutants. Predict the effects of long-term marine pollution on the environment and economy of The Bahamas.
16 SCOPE AND SEQUENCE
Collect, process and interpret data/information.
GRADE 7 GRADE 8 GRADE 9 Conduct a survey to determine the number of dental Conduct a survey of blood groups (grade level, school or Measure reaction times. cavities in boys vs. girls in the class. community). Conduct a survey of persons wearing spectacles or Calculate the average number of dental cavities seen in Determine the percentage of each blood group in the contact lenses (at school) to determine the most common boys vs. girls. population surveyed. eye defect among young persons. Interpret findings of the survey on the number of dental Calculate pulse rates. Conduct a survey in their neighbourhood to determine cavities. Construct a graph showing the difference in pulse rate the population of a given bush medicine, compile the Calculate the average number of teeth for classmates. before and after exercise. data for several neighbourhoods and construct a bar Construct a bar graph of data collected from a survey on Calculate breathing rates. graph to show the populations. dental cavities of boys and girls in a class. Find the average breathing rate per minute per person, Find the number of illnesses caused by food poisoning in Collect height and weight data of classmates. for a given number of people. the community during the past year. Use data to calculate BMI. Construct pie graphs showing the composition of inhaled Determine the percentage of illnesses caused by food Conduct a survey to determine the percentage of persons and exhaled air. poisoning in the community during the past year that interviewed who are at the correct Body Mass Index. Construct a bar graph to show the relationship between were caused by food prepared outside of the home. Conduct a survey on the eating habits (meal times and fluid intake and fluid output. Compare the caloric, sugar or water difference in a food type of food) of obese/overweight persons . Construct a bar graph of STI’s recorded over the past before and after preservation. Construct graphs to show height and weight data of decade. Conduct a survey of students in the school who are classmates. Conduct a survey of 50 persons to determine the trained in First Aid. Calculate the average number of hours per week teachers percentage of persons that use bush medicine. Calculate the ratio of students who are trained in First (at school) spend exercising. Conduct a survey among classmates to determine the Aid to the student population. Construct bar graphs to show the nutrients found in each three most popular methods of preparing meats. Take a survey of the adults in the community, church, or of four food samples (meat, white fish, whole wheat Compare the caloric value of preparing a meat using four who frequent a local popular location to determine the bread, and baked beans). different methods. ratio of persons trained in First Aid to the number of Conduct a survey of classmates’ diet for a week to Compile statistics for the number of persons treated in persons who frequent that place. determine the number of students whose diet is balanced the local community clinic for burns and/or choking Conduct a survey to determine the most common cause (food pyramid/drum). during the past year. of accidents among teenagers in or around the home or Use statistics of diabetes, hypertension, elevated Record pulse rates for a period of time. gardens/farms in the settlement/area/island. cholesterol, overweight/obesity in The Bahamas to construct bar graphs.
17 SCOPE AND SEQUENCE
Collect, process and interpret data/information.
GRADE 7 GRADE 8 GRADE 9 Use data on food poisoning to determine the most Interpret pulse rates and breathing rates to determine the common cause of food poisoning. condition of a patient. Conduct a survey of their neighbourhood to determine Conduct a survey to determine the most common cause the population of a given bush medicine (plant), compile of accidents among teenagers in or near to the sea in their the data for several neighbourhoods and construct a settlement/area/island. graph to show the frequency of populations. Conduct a survey of twenty-five young people and Construct a bar graph to show the groupings (reasons for twenty-five adults to determine the extent to which safety enrollment) of persons who took the Food Handlers rules are used while sea bathing, swimming and diving course in the community during the last training course. (beaches). Conduct a survey to determine the most common cause Compile statistics of the number and types of fires on the of accidents among teenagers on roads or sporting island during the past year. facilities in the settlement/area/island. Draw a bar graph to compare either the number of cases Construct a bar graph of the main causes of road of burns and choking or causes of fire. accidents in The Bahamas. • Measure a distance equal to the minimum legal distance Use a survey to determine the frequency of garbage between a cesspit and well. collection per month in the community. Use data from a coastal clean up to determine the five most common sea pollutants. Draw a bar graph to show the occurrence of the five most common marine pollutants. Construct a pie chart (percentage) of five common pollutants found locally in the sea, lake/pond or well water.
18 SCOPE AND SEQUENCE
Formulate hypotheses.
GRADE 7 GRADE 8 GRADE 9 Formulate a hypothesis as to whether dental caries are Formulate a hypothesis as to whether the number of Formulate a hypothesis as to whether persons with larger more common in junior high school boys or girls. chambers in a heart is related to its efficiency. pinnae hear better. Formulate a hypothesis on the effect mandatory healthy Formulate a hypothesis as to whether there is an Formulate a hypothesis as to whether pulse rate diets in schools would have on the young generation. advantage in having a particular blood group. decreases after thyroid removal. Formulate a hypothesis on the importance of Vitamin D Formulate a hypothesis as to whether breathing rate Formulate a hypothesis as to whether a given plant might in the diet of pregnant women. varies with exercise, age, gender or size. be used as a bush medicine. State a hypothesis on the shortening of a person’s height Formulate a hypothesis as to whether increased fluid Formulate a hypothesis on how a bush might be prepared in old age. intake causes increased urinary or fluid output. to treat a given illness. State a hypothesis on muscle sprains being related to Formulate a hypothesis as to whether there are Formulate a hypothesis on the method of food exercise. advantages in breast feeding for mother and child. preservation, commonly used which causes the greatest Formulate a hypothesis as to what would happen if the Formulate a hypothesis as to whether utilizing ante and longevity (shelf-life). cartilage between vertebrae is displaced. post natal care are advantageous for mother and child. Formulate a hypothesis concerning the availability of Formulate a hypothesis on whether the body Formulate a hypothesis as to which contraceptive is most trained first aiders. compensates if the cartilage in the knee is destroyed. effective. Formulate a hypothesis on the cause of the largest Formulate a hypothesis as to whether the liver can State a hypothesis on the increase in the number of cases number of accidents among teenagers in or around compensate for a malfunctioning pancreas. of cancer in The Bahamas. homes or gardens (farms) in The Bahamas. Formulate a hypothesis on how a bush might be prepared Formulate a hypothesis on how a given bush might be State a hypothesis on the effects of urbanization on well to treat a given illness. prepared to treat a given illness. fields (availability of unpolluted fresh water). Formulate a hypothesis as to a treatment for an injury Formulate a hypothesis on using heat to tenderize meat. described in a case study. Formulate a hypothesis on tenderizing meat by changing Formulate a hypothesis on the cause of the largest pH. amount of accidents among teenagers on roads or Formulate a hypothesis as to whether a suggested remedy sporting facilities in The Bahamas. would treat the injury described in a case study. Formulate a hypothesis on the effect a mandatory Formulate a hypothesis on the cause of the largest decrease in the number of vehicles on New Providence number of accidents among teenagers in or near to the would have on the health of its residents. sea in The Bahamas. Formulate a hypothesis on the effects on fish of changing Formulate a hypothesis on the practicality of incineration the salinity of the water in the aquarium as the method for solid waste disposal in The Bahamas.
19 SCOPE AND SEQUENCE
Recognize and control variables.
GRADE 7 GRADE 8 GRADE 9 Identify variables in an investigation to determine Recognize and control variables when taking a survey Recognize and control variables when measuring whether the consumption of sweets has an effect on the (school, grade level). reaction time (health of individual, gender). occurrence of tooth caries. Recognize and control variables (activity, anxiety) when Recognize and control variables when measuring/testing Identify variables in an investigation to determine taking pulse rates. hearing (gender, age). whether adequate number of hours of sleep has an effect Recognize and control variables (activity, anxiety) when Recognize variables and attempt to control one of the on students’ performance at school. taking breathing rates. variables (temperature, amount of plant material, amount Identify variables in an investigation to determine Recognize variables and attempt to control one of the of water, time) in preparation of “medicine”. whether the level of physical exercise has an effect on variables (temperature, amount of plant material, amount Recognize the importance of using sterile apparatus and students’ weight. of water, time) in preparation of bush medicine. instruments in preparations for culture growth. Identify variables in an investigation to determine Use the same food to compare food preparation methods. whether the number of calories used depends on the level Identify variables in an investigation to determine which of activity. type of organism is the most efficient at catching pests Recognize variables and attempt to control one of the (frogs for houseflies in a sealed environment e.g. large variables (temperature, amount of plant material, amount terrarium). of water, time) in preparation of bush medicine. Identify factors that contribute to the spread of a named disease.
20 SCOPE AND SEQUENCE
Design, conducts and evaluates scientific investigations.
GRADE 7 GRADE 8 GRADE 9 Plan and conduct an investigation to determine whether Plan and conduct an investigation to determine whether Plan and conduct an investigation to determine how age the amount of sweets consumed has an effect on the there is an advantage in having a particular blood group. or gender affects reaction time. occurrence of dental caries. Plan an investigation to determine whether pulse rate Plan and conduct an investigation to determine if size of Conduct investigations to determine the nutrients in depends on an environmental factor. pinna affects hearing. unknown food samples. Plan and conduct an investigation to determine the effect Plan and conduct an investigation to determine if Conduct investigations to determine the nutrients in of exercise on pulse rate. memory changes with age. locally grown foods. Design and conduct an experiment to show that activity Plan and conduct an investigation to determine if hearing Plan and conduct a simulated investigation to determine has an effect on pulse rate. deteriorates with age. the effects of lubrication on the joints. Plan an investigation to determine whether breathing rate Prepare a bush medicine. Conduct investigations to determine whether weight has depends on an environmental factor. Design, conduct and evaluate an investigation to show a relationship to physical fitness. Design and conduct an experiment to show that activity the relationship between methods of food preservation Prepare a bush medicine. has an effect on breathing rate. and growth of microbes. Plan and conduct an investigation to determine whether Design, conduct and evaluate an investigation to fluid intake affects fluid output. determine which method of food preservation, commonly Plan an investigation to determine whether breast-fed used, contributes to maximum longevity. babies are less susceptible to infection. Prepare a bush medicine. Design, conduct and evaluate an investigation to show the relationship between certain methods of food preparation and increased calories. Design, conduct and evaluate an investigation to show the relationship between certain methods of food preparation and an increase in (cholesterol) fat content. Design, conduct and evaluate an investigation to show the relationship between certain methods of food preparation and the nutritional value of the food.
21 SCOPE AND SEQUENCE
Design, conducts and evaluates scientific investigations.
GRADE 7 GRADE 8 GRADE 9 Design, conduct and evaluate an investigation to determine whether heat has an effect on tenderizing meat. Design and evaluate an investigation to show whether pH has an effect on tenderizing meat. Plan and conduct an investigation to determine which method of waste disposal is most effective for various pollutants.
22 SCOPE AND SEQUENCE
Formulate models.
GRADE 7 GRADE 8 GRADE 9 Construct a model with six basic steps to reduce Construct a model that identifies steps involved in Make a model of a sensory and a motor neurone. conflicts. managing anger. Make a model of the endocrine system. Make a food drum. Construct a model showing steps in goal setting. Make a model of a plant used as bush medicine. Make a model of the human skeleton. Make a model of the human skin (LS). Make a model which shows healthy practices in food Make models of the different types of joints. Make models of blood cells. storage. Make a model of the forearm inclusive of the bones, Make a model of the double circulatory system. Make a model of the effects of microbes on food and the muscles, cartilage, ligaments, and tendons. Make a model of the respiratory system. action of one method of food preservation in reducing or Make a model (other than a drum or pyramid) that Make a model of the urinary system. eliminating the microbes and their effects. represents proportions of food groups in a balanced diet. Make a model of a fetus in the amniotic sac. Formulate a visual model/schematic of the steps to be Make a model of a typical tooth (LS). Make a model of apparatus used in ante or post natal taken in managing the scene of an accident. Make a model of the digestive system. clinics. Construct a model plant for recycling waste (one Make a model of villi. Construct a model to show the spread of communicable component). Make a model to show healthy practices in food diseases. handling. Construct a model to show the transmission of pathogens Make models showing types of fractures. by a vector. Make a model of a clean environment and a polluted Make a graphic model showing the steps in the use of environment. P.A.S.S. Make a graphic model showing the steps in rescuing a victim from a fire. Make a model of a landfill. Make a model of the life cycle of a vector (e.g. Anopheles mosquito).
23 SCOPE AND SEQUENCE
Apply principles and concepts (scientific & technological) to make products.
GRADE 7 GRADE 8 GRADE 9 Construct a functional model of a joint. Construct a functional model with the characteristics of Construct a functional pyramid model with 5 levels to Make a healthy, economical, marketable snack using an “aorta”. managing stress. locally grown food materials. Construct a functional model with the features of a Construct a model with features of the middle ear Make a healthy drink using locally grown larynx. (transference & amplification of vibrations). fruit/vegetables. Construct a model with the features of a kidney. Develop a more efficient/effective means of preparation Use knowledge of the effects of temperature and pressure Construct a product for an infant with features of a or develop a gadget/instrument/apparatus to prepare a on reactions to develop a more efficient/effective means mother’s breast. specified bush medicine. of preparing a bush medicine. Design a means of controlling a disease-bearing animal Suggest a natural additive to make a “medicine” more Develop a gadget, instrument or apparatus to prepare a vector. appealing. bush medicine. Develop a more efficient/effective means of preparation Develop a means of preserving and storing a bush Suggest a natural additive to make a bush medicine more or develop a gadget/instrument/apparatus to prepare a medicine. appealing. specified bush medicine. Use information on conditions needed for microbe Develop a means of preserving and storing a bush Use a natural additive to make a bush medicine more growth to design a means of extending the shelf-life of a medicine. appealing. food, or a method of preserving a perishable food. Construct a model or computer-designed graphic of an Develop a means of preserving and storing a bush Design a device that would assist in transporting a victim environment that can be affected by biotic and abiotic medicine. or to be used at the scene of an accident. factors. Design a method of food preparation which retains all Make a press for recycling paper. nutrients. Make a device that aids in checking one of the areas of ABC. Make an appropriate and attractive presentation on a commonly used home remedy for one of the injuries studied. Utilize materials to construct an environmentally safe mouse trap.
24 SCOPE AND SEQUENCE
Make informed, responsible and wise decisions.
GRADE 7 GRADE 8 GRADE 9 Identify and adopt practices to manage/solve conflict. Demonstrate the value of being able to manage/control Identify and adopt practices to keep hair healthy. Demonstrate positive social skills that prevent conflict. anger. Identify and adopt practices to keep skin healthy Identify and adopt good dental hygiene practices to Demonstrate the importance of wise decision making (e. g. bathing regularly, using moisturizer, and refrain maintain healthy teeth and a beautiful smile. during a life time. from excessive sponging of the face). Adopt and maintain an exercise routine. Identify and adopt practices to reduce stress and related Identify and adopt practices to preserve sight. Adopt and maintain the number of hours of rest/sleep health problems. Identify and adopt practices to preserve hearing recommended for the age group. Identify and adopt practices to maintain pleasant body (e. g. refrain from excessively loud music & other Make a lifestyle change to eat healthy (use water as main odour. sounds). drink with juices and milk; reduce, or eliminate eating Identify and adopt practices to maintain the health of the Make a decision whether or not to use specified bush snacks, eat healthy snacks). heart. medicines based on information in textbooks and oral Make a decision to attain and maintain the personal BMI Identify situations that necessitate and adopt the practice testimonies. recommended for healthy living. of wearing a mask to protect the nose. Select and use methods of food preservation that avoid Identify and adopt practices to maintain a healthy Avoid smoking. unhealthy preservatives. skeleton. Drink an adequate amount of water to facilitate proper Use food storage practices that promote health. Identify and adopt practices to maintain healthy muscles. functioning of the kidneys. Demonstrate safe practices when handling chemicals. Identify and adopt practices to keep physically fit. Identify and adopt practices to prevent contracting STI’s. Demonstrate safe practices when using electrical Make a decision to limit intake of food to recommended Identify and adopt practices to prevent unwanted appliances. servings. pregnancy. Make a decision whether or not to attempt to rescue Identify and adopt practices to maintain a healthy Identify and adopt practices that promote health and and/or administer First Aid based on an assessment of the digestive system. hygiene of reproductive organs. environment. Plan nutritionally-balanced meals to avoid dietary- Compose a personal pledge to not be a transmitter of a Prioritize the injuries to be treated based on information deficiency diseases. STI. received and signs of the victim(s). Make a decision whether or not to use specified bush Demonstrate good hygiene practices as a means of Engage in good environmental stewardship practices at medicines based on information in textbooks and oral preventing the spread of communicable diseases. home, the park, beach, in the water and along the testimonies. Make a decision whether or not to use specified bush roadside. Use food handling practices that promote health and medicines based on information in textbooks and oral safety. testimonies.
25 SCOPE AND SEQUENCE
Make informed, responsible and wise decisions.
GRADE 7 GRADE 8 GRADE 9 Demonstrate safe practices when using the road as a Select methods of food preparation which retain the pedestrian. food’s nutritional value. Demonstrate safe practices as a passenger in a vehicle. Select food preparation methods that use minimal fat and Use knowledge of driver’s hand and car signals to make salts. wise choices as a pedestrian . Use information based on signs and symptoms given to Demonstrate safety rules for walking and crossing. make decisions for treatment of injuries. Use knowledge of safety rules to make wise choices as a Utilize safe practices when sea bathing, swimming or cyclist. diving. Use knowledge of safety rules while observing and Use knowledge of safe practices when boating. playing sports. Demonstrate safe practices when using playing fields or sporting facilities. Participate in a class or group clean-up of a neighbourhood area, park or beach. Write and keep a personal pledge to reduce the production of carbon dioxide.
26 SCOPE AND SEQUENCE
Pursue new knowledge.
GRADE 7 GRADE 8 GRADE 9 Find out the latest techniques in managing conflict. Find out additional ways to reduce anger. Find out additional information about “stress” and “stress Find out the treatment to remove plaque and tartar build Find out the latest cream/ointment/spray used to treat a management”. up. fungal skin infection. Use information researched to describe how the brain Research the latest methods in bone/cartilage Find out the latest methods in treating heart conditions changes with age to contribute to conditions such as replacement (e.g. knee/hip). (surgery [by-pass, pace makers]). memory loss and Alzheimer’s disease. Read a newspaper or magazine article on the nutritional Use information researched to describe how knowledge, Find out the latest methods of treating eye defects and value of a food. attitudes and behaviours toward blood transfusions have diseases such as hypermetropia, myopia, conjunctivitis. Read labels on foods. changed over time. Find out the latest techniques of treating and reducing the Research different methods of teeth replacement. Find out the components in vehicle exhaust fumes and effects of Alzheimer’s disease. Research gastric bypass, acid reflux and other digestive their effects on humans. Find out information as to whether diet and lifestyle disorders. Find out the latest procedures in ante and post natal care. contribute to diseases such as Alzheimer’s. Read an article on a disease not studied in class from one Use information researched to describe how knowledge, Find out information on Hormone Replacement Therapy. of the categories: communicable, congenital, attitudes and behaviours toward breast feeding have Read an article on a disease, not studied in class, from degenerative, pathogenic, inherited. changed over time. one of the categories: communicable, congenital, Find out additional bush medicines and/or home Find out the latest information on the advantages of degenerative, pathogenic, inherited. remedies used for the diseases/disorders studied. breast feeding for mother and child. Find additional bush medicines and/or home remedies Conduct research to discover variations of plants used Find out the latest information on the effectiveness of used for the diseases/disorders studied. and/or methods of preparation in different islands of named contraceptives. Conduct research to discover variations of bushes used The Bahamas, Caribbean countries or parts of the world. Find out the latest information on treating named STI’s. and/or methods of preparation in different islands of The Pose a question of interest related to food handling and Read an article on a disease, not studied in class, from Bahamas, Caribbean countries or parts of the world. conduct relevant research. one of the categories: communicable, congenital, Find additional information on methods of food Conduct research to determine the types of road degenerative, pathogenic, inherited. preservation and storage. accidents that occur in The Bahamas. Find out additional bush medicines and/or home Pose a question of interest related to food preservation Conduct research to determine the causes of road remedies used for the diseases/disorders studied. and storage; conduct relevant research. accidents in The Bahamas. Conduct research to discover variations of bushes used Find out the cause of the largest number of accidents Find out the cause of the largest number of accidents and/or methods of preparation in different islands of The among children in or around the home or gardens (farms) among teenagers on roads or sporting facilities in The Bahamas, Caribbean countries or parts of the world. in The Bahamas. Bahamas. Read articles on methods of food preparation. Explain how behaviour and attitude have changed towards pollutants in the local environment.
27 SCOPE AND SEQUENCE
Pursue new knowledge.
GRADE 7 GRADE 8 GRADE 9 Conduct a sample survey to determine the level of Pose a question of interest related to food preparation and Find out the effects of named invasive species on the awareness of Bahamians to global pollution (greenhouse conduct relevant research. health/well-being of humans in The Bahamas. gas emissions, marine pollution, radioactive pollution). Find out the cause of the largest number of accidents Compile a list of synthetic recyclable items used in the among children and teenagers in or near to the water in environment. The Bahamas Find out information on new types of fire extinguishers or fire fighting methods. Research new techniques in handling and treating solid waste.
28 SCOPE AND SEQUENCE
Demonstrate critical thinking.
GRADE 7 GRADE 8 GRADE 9 Compare the effectiveness of being exposed to adequate Justify “the tone of voice relates to expressions of anger Evaluate the quality of life without stress reduction skills. conflict reduction management versus very little and violence.” Determine the effectiveness of positive skills for healthy exposure in contemporary Bahamian society. Pose a question on the effectiveness of making decisions relationships. Justify with reasons whether three named diseases are and setting goals. Suggest reasons for differences in reaction time among linked to lifestyle. Pose a question on the circulatory system which extends persons of different age groups or gender. Suggest personal, economic and social effects of knowledge. Pose a question on the endocrine system which extends lifestyle-related diseases and disorders. Suggest reasons for the results of the data collected on knowledge. Evaluate the nutritional value of a diet. blood groups. Suggest expiry dates for given bush medicines, based on Justify, with reasons, whether food poisoning occurs only Compare the efficiency and effectiveness of breathing the preparation to usage time. in certain seafood. through the nose versus the mouth. Compare the side effects of the use of bush medicine to Compare the effectiveness of the use of bush medicine Pose a question on the excretory system which extends prescribed medication for a given ailment. with prescribed medicines. knowledge. Describe possible advantages and disadvantages of the Compare the side effects of the use of bush medicine Evaluate the extent to which the skin is adapted to carry use of bush medicine. with prescribed medicines. out its functions (excretion/protection/cooling). Suggest, with explanation, whether the production of Describe possible advantages and disadvantages of the Suggest reasons for changes in STI contractions over the bush medicine might be a sustainable industry in The use of bush medicines. years. Bahamas. Describe the effects of land development in The Suggest reasons for changes in the number of teenage Suggest ways that might prevent accidents in or around Bahamas on the availability of plants used for bush pregnancy cases (if any) over the years. the home or gardens (farms) in The Bahamas. medicine. Evaluate the importance of amniotic fluid. Suggest advantages and disadvantages of recycling. Suggest ways that might prevent accidents on roads or Evaluate the importance of family planning. Explain the extent to which sorting waste for disposal sporting facilities in The Bahamas. Evaluate the importance of ante and post natal care. and recycling waste improves health of the environment. Find out the effects of chlorofluorocarbons (CFC’s) on Compare the efficiency and effectiveness of various the ozone layer. contraceptives. Suggest reasons why three named illnesses are linked to Evaluate the advantages and disadvantages of utilizing pollution. named contraceptives. Make a position statement on whether humans have more Suggest reasons for differences in contraceptive usage negative than positive effects on their among various races, ages, socio-economic classes of environment/ecosystem. persons. Describe the economic and social implications of using or refraining from using contraceptives.
29 SCOPE AND SEQUENCE
Demonstrate critical thinking.
GRADE 7 GRADE 8 GRADE 9 Compare the advantages and disadvantages of chemical and biological methods for controlling disease-bearing animals. Compare the effectiveness of the use of bush medicine with prescribed medicines. Compare the side effects of the use of bush medicine with prescribed medicines. Suggest an expiry date for given bush medicines based on the preparation to usage time. Review the nutritional value, appearance and cost of preparing a particular food in each of three methods. Suggest how restaurants and cooks could help to improve the health of people in The Bahamas. Suggest ways that might prevent accidents in or near to the water in The Bahamas. Suggest reasons why waste collection, management and storage are not handled in the same manner on New Providence compared to most Family Islands. Analyse the plausibility of using landfills to replace incineration throughout The Bahamas. Explain whether the banning of burning trash at home is justified or not.
30 STANDARDS AND BENCHMARKS GRADE: 7
Students should be able to:
Use materials and scientific equipment correctly and safely.
Use spotting tiles and iodine to test for starch in foods. Use microscope to observe different tissues. Use indicators to test for acidity of various sources of water.
Make observations.
Observe features of bone dislocation, and fractures and arthritis in photographs. Identify warning/danger signs on property. Observe peristalsis.
Utilize classification process.
Identify groups of disease-causing micro organisms. Classify muscles based on location. Classify diseases/disorders. Identify classes/groups of unsafe features of the outdoor environment.
Make inferences and draw conclusions.
Identify the types of enzymes present in a digestive juice based on the foods digested by it. Suggest the deficiency disease caused based on information given. Draw a conclusion on the types of injuries sustained based on the nature of an accident, information given and observations made.
Communicate information.
Describe methods of managing conflict. Describe the negative effects of bad posture. Explain the effects of common land pollutants on the health of humans.
Recognize relationships.
Identify and explain the relationship between calorie intake, exercise and obesity. Recognize the relationship between speed and damage caused in vehicular accidents. Recognize the relationship between population increase and solid waste production/pollution.
Measure accurately.
Use a triple beam balance to measure servings of food in grammes (1g accuracy). Measure height of students in cm (1cm accuracy). Measure the pulse for one minute. Use a string to measure (1cm accuracy) and compare the length of the small intestine to the large intestine.
Make predictions.
Predict the effects of increased specific nutrients on the body of a person with a specified deficiency disease. Predict the effects on the foetus of a pregnant woman taking in too little calcium and phosphorus in the diet. Predict the effect of using unclean utensils while preparing uncooked food.
31 Collect, process and interpret data/information .
Conduct a survey to determine the number of dental cavities in boys vs. girls in the class and interpret the findings. Use data to calculate BMI. Calculate the average number of hours per week teachers spend exercising. Draw a bar graph to show the occurrence of the five most common marine pollutants on the island/in The Bahamas.
Formulate hypotheses.
Formulate a hypothesis on the effect mandatory healthy diets in schools would have on the young generation. State a hypothesis on muscle sprains being related to exercise. Formulate a hypothesis on how a bush might be prepared to treat a given illness. Formulate a hypothesis on the cause of the largest amount of accidents among teenagers on roads or sporting facilities in The Bahamas.
Recognize and control variables.
Identify variables in an investigation to determine whether the consumption of sweets has an effect on the occurrence of tooth caries. Identify variables in an investigation to determine whether adequate number of hours of sleep has an effect on students’ performance at school. Identify variables in an investigation to determine whether the level of physical exercise has an effect on students’ weight. Recognize variables and attempt to control one of the variables in preparation of bush medicine.
Design, conduct and evaluate scientific investigations.
Plan and conduct an investigation to determine whether the amount of sweets consumed has an effect on the occurrence of dental caries. Conduct investigations to determine the nutrients in locally grown foods. Plan and conduct a simulated investigation to determine the effects of lubrication on the joints.
Formulate models.
Construct a model with six basic steps to reduce conflicts. Make a model of the forearm inclusive of the bones, muscles, cartilage, ligaments, and tendons. Make a model of the digestive system.
Apply principles and concepts (scientific & technological) to make products.
Construct a functional model of a joint. Make a healthy, economical, marketable snack using locally grown food materials OR Make a healthy drink using locally grown fruit/vegetables. Use a natural additive to make a bush medicine more appealing.
Make informed, responsible and wise decisions.
Identify and adopt practices to manage/solve conflict. Make a decision to attain and maintain the personal BMI recommended for healthy living. Make a lifestyle change to eat healthy (use water as main drink with juices and milk; reduce, or eliminate eating snacks, eat healthy snacks). Use food handling practices that promote health and safety. Write and keep a personal pledge to reduce the production of carbon dioxide.
Pursue new knowledge.
Read labels on foods. Read an article on a disease not studied in class from one of the categories: communicable, congenital, degenerative, pathogenic, and inherited. Find out additional bush medicines and/or home remedies used for two of the diseases/disorders studied.
32 Demonstrate critical thinking.
Suggest personal, economic and social effects of lifestyle-related diseases and disorders. Describe the effects of land development in The Bahamas on the availability of plants used for bush medicine. Suggest reasons why three named illnesses are linked to pollution. Make a position statement with reasons on whether humans have more negative than positive effects on their environment/ecosystem.
GRADE: 8
Students should be able to:
Use materials and scientific equipment correctly and safely.
Use a microscope to identify blood cells. Use apparatus (test tubes) and materials (lime water) to safely compare the carbon dioxide content in inhaled and exhaled air. Use a mouth shield correctly. Use a fire extinguisher correctly.
Make observations.
Identify “triggers” of anger. Observe structural differences between arteries and veins (diagrams). Observe photographs of lungs of non-smokers and smokers. Observe the texture and colour of bush medicine preparations. Observe the signs of four types of skin wounds.
Utilize classification process.
Classify blood vessels according to their function. Classify contraceptives. Classify the diseases/disorders studied. Classify pathogens.
Make inferences and draw conclusions.
Draw a plausible conclusion about the condition of a person’s heart, based on their diet. Draw a conclusion about the relative composition of carbon dioxide in inhaled and exhaled air. Draw a conclusion about the possibility of conception at various points in the menstrual cycle.
Communicate information.
Make a brochure identifying organisms and diseases spread by poor skin and hair hygiene. Make an oral presentation describing the double circulation. Use a word equation to summarize cellular aerobic respiration. Make an oral presentation to show one disease/disorder and the bush medicines used to treat it. Create a poster/brochure on the dos and don’ts of swimming/diving and boating.
Recognize relationships.
Recognize and explain the relationship between ante and post natal care and the health of mother and child. Recognize the relationship between the type of disease vector and speed of disease transmission. Recognize the relationship between some methods of food preparation and a decrease in the nutritional value of the food. Recognize the relationship between darkness in sea colour with its depth.
Measure accurately.
Read body temperature (clinical thermometer) to 0.5°C/F. Measure breathing rate for 30 seconds. Measure dosage (teaspoonful, tablespoonful, ¼ cup etc.).
33 Make predictions.
Predict the effect of exercise on pulse rate. Predict the effect particular factors might have on breathing rate. Use the statistics of teenage pregnancy cases to predict future numbers after five years. Predict the effect of alcohol and drug use of a female on her foetus. Predict the effect that immigrants and or economic and technological development might have on popularity of using bush medicine.
Collect, process and interpret data/information .
Determine the percentage of each blood group in the population surveyed. Find the average breathing rate per minute per person, for a given number of people. Conduct a survey of 50 persons to determine the percentage of persons that use bush medicine Conduct a survey of twenty-five young people and twenty-five adults to determine the extent to which safety rules are used while sea bathing, swimming and diving (beaches).
Formulate hypotheses.
Formulate a hypothesis as to whether there is an advantage in having a particular blood group. Formulate a hypothesis as to whether breathing rate varies with exercise, age, gender or size. Formulate a hypothesis as to whether utilizing ante and post natal care are advantageous for mother and child. Formulate a hypothesis on tenderizing meat by changing pH.
Recognize and control variables.
Recognize and control variables when taking a survey (school, grade level). Recognize and control variables (activity, anxiety) when taking pulse rates. Recognize and control variables (activity, anxiety) when taking breathing rates.
Design, conduct and evaluate scientific investigations.
Plan and conduct an investigation to determine how exercise affects pulse rate. Plan an investigation to determine whether breathing rate depends on an environmental factor. Design, conduct and evaluate an investigation to determine whether heat has an effect on tenderizing meat.
Formulate models.
Construct a model showing steps in goal setting. Make a model of the respiratory system. Make a graphic model showing the steps in the use of P.A.S.S. Make a model of the life cycle of a vector (e.g. Anopheles mosquito).
Apply principles and concepts (scientific & technological) to make products.
Construct a functional model with the features of a larynx. Design a means of controlling a disease-bearing animal vector. Develop a means of preserving and storing a bush medicine.
Make informed, responsible and wise decisions.
Identify and adopt practices to reduce stress and related health problems. Identify and adopt practices to prevent contracting STI’s. Demonstrate good hygiene practices as a means of preventing the spread of communicable diseases. Select methods of food preparation which retain the food’s nutritional value. Use information based on signs and symptoms given to make decisions for treatment of injuries.
Pursue new knowledge.
Use information researched to describe how knowledge, attitudes and behaviours toward blood transfusions have changed over time. Find out the components in vehicle exhaust fumes and their effects on humans. Read articles on methods of food preparation.
34 Demonstrate critical thinking.
Pose a question on the circulatory system which extends knowledge. Compare the efficiency and effectiveness of breathing through the nose versus the mouth. Describe the economic and social implications of using or refraining from using contraceptives. Suggest reasons why waste collection, management and storage are not handled in the same manner on New Providence compared to most Family Islands. Explain whether the banning of burning trash at home is justified or not.
GRADE: 9
Students should be able to:
Use materials and scientific equipment correctly and safely.
Use a pH meter/indicator to correctly and safely measure the acidity of food. Use petri dishes to prepare a culture from food samples. Use an eye wash fountain.
Make observations.
Observe and describe structural differences in motor and sensory neurons (by viewing diagrams). Observe signs of food spoilage. Make assessment observations to determine physical and personnel resources available to assist in rendering first aid.
Utilize classification process.
Classify neurons according to their function. Classify methods of preserving food. Classify potentially hazardous household chemicals.
Make inferences and draw conclusions.
Draw a conclusion on the types of injuries sustained based on the nature of the accident, information given and observations made. Draw a conclusion on the nature of an electrical or chemical accident based on information and observations.
Communicate information.
Demonstrate positive social/communicative skills to maintain positive relationships with family and friends. Demonstrate (verbally or through drama) the path of a signal in a reflex arc. Demonstrate (verbally, model, or drama) the process that brings about hearing. Make an annotated diagram of the endocrine system. Design a pamphlet/brochure highlighting five rules for food storage. Make a flyer with the steps in managing an accident scene.
Recognize relationships.
Recognize and explain the relationship between stress and life style. Recognize and explain the relationship between the amount of melanin and skin complexion. Explain the relationship between blood glucose level and insulin. Describe the effects of increased production of adrenalin and thyroxin on the heart or pulse rate.
Measure accurately.
Measure reaction time in seconds. Measure temperature (to 1 °C) of medicine preparation.
35 Make predictions.
Predict the effect of age on reaction time. Predict the effects of taking too much or too little of a named/given bush medicine. Predict the effect of repeatedly changing the temperature of food on the growth of microbes. Predict the effects of urbanization on ecosystems and natural flora and fauna.
Collect, process and interpret data/information .
Measure reaction times. Conduct a survey of persons wearing spectacles or contact lenses (at school) to determine the most common eye defect among young persons. Compare the caloric, sugar or water difference in a food before and after preservation. Calculate the ratio of students who are trained in First Aid to the student population.
Formulate hypotheses.
Formulate a hypothesis as to whether persons with larger pinnae hear better. Formulate a hypothesis concerning the availability of trained first aiders. Formulate a hypothesis on the cause of the largest number of accidents among teenagers in or around homes or gardens (farms) in The Bahamas. State a hypothesis on the effects of urbanization on well fields (availability of unpolluted fresh water).
Recognize and control variables.
Recognize and control variables when measuring reaction time (health of individual, gender). Recognize and control variables when measuring/testing hearing (gender, age). Recognize the importance of using sterile apparatus and instruments in preparations for culture growth.
Design, conduct and evaluate scientific investigations.
Plan and conduct an investigation to determine whether age or gender affects reaction time. Plan and conduct an investigation to determine if hearing deteriorates with age. Design, conduct and evaluate an investigation to show the relationship between methods of food preservation and growth of microbes.
Formulate models.
Make a model of sensory and motor neurons. Make a model which shows healthy practices in food storage. Construct a model plant for recycling waste (one component).
Apply principles and concepts (scientific & technological) to make products.
Suggest a more efficient/effective means of preparation or develop a gadget/instrument/apparatus to prepare a specified bush medicine. Use information on conditions needed for microbe growth to design a means of extending the shelf- life of a food, or a method of preserving a perishable food. Design a device that would assist in transporting a victim or to be used at the scene of an accident. Make a press for recycling paper.
Make informed, responsible and wise decisions.
Identify and adopt practices to keep skin healthy. Identify and adopt practices to preserve sight. Make a decision whether or not to use specified bush medicines, based on information in textbooks and oral testimonies. Make a decision whether or not to attempt to rescue and/or administer First Aid, based on an assessment of the environment. Engage in good environmental stewardship practices at home, the park, beach, in the water and along the roadside.
36 Pursue new knowledge.
Find out information as to whether diet and lifestyle contribute to diseases such as Alzheimer’s. Find out information on Hormone Replacement Therapy. Pose a question of interest related to food preservation and storage; conduct relevant research. Find out the cause of the largest number of accidents among children in or around the home or gardens (farms) in The Bahamas.
Demonstrate critical thinking.
Based on the preparation to usage time suggest expiry dates for given bush medicines. Suggest, with explanation, whether the production of bush medicine might be a sustainable industry in The Bahamas. Suggest ways that might prevent accidents in or around the home or gardens (farms) in The Bahamas. Explain the extent to which sorting waste for disposal and recycling waste improves health of the environment.
37 COMPARATIVE STANDARDS FOR GRADE LEVELS
Grade Use materials and Make Utilize Make inferences Communicate Recognize Measure accurately. Make predictions. scientific equipment observations. classification and draw information. relationships. correctly and safely. process. conclusions.
7 Spotting tiles, Observe warning or Classify muscles Based on Clearly describe Recognize the Measures to 0.1kg , Predict the effect of medicine droppers, danger signs erected based on location. information given, observations. position of a 0.1g, height to 1cm. one step being iodine, litmus paper. or on labels. suggest the component in a missed in a series of deficiency disease system and its steps. caused. relationship to other components in the system.
8 Use of test tubes, Observe Classify common Draw a valid Sequentially Recognize direct Read to 1 °C, ½ and ¼ Based on data, lime water, mouth photographs of diseases/disorders. conclusion based explain a process relationships teaspoonful/tablespoon predict an outcome shield, thermometer, lungs of non- on observations orally. (directly ful; 1/4 and ½ cup. if there are no fire extinguisher. smokers and and/or results. proportional). interferences. smokers.
9 Petri dishes, pH Observe and Classify potentially Analyse data to Prepare an Recognize Measure volume of Predict the outcome meter, eye wash describe structural hazardous household formulate effective means of indirect liquid to 0.5 ml or cm 3. if one variable is fountain. differences in chemicals. conclusions on communicating relationships taken into account. motor and sensory situations in every information to a (inversely neurons (by day experiences. group of persons. proportional). viewing prepared slides or diagrams).
38 COMPARATIVE STANDARDS FOR GRADE LEVELS
Grade Collect, process and Formulate Recognize and Design, conduct Formulate models. Apply principles Make informed, Pursue new interpret hypotheses. control variables. and evaluate and concepts responsible and wise knowledge. data/information . scientific (scientific & decisions. investigations. technological) to make products.
7 Calculate averages, Formulate Recognize variables. Plan simple Make model of a Make a functional Make a lifestyle Read labels. and collate data hypothesis. investigations. body system. model. change to “eat (numbers), construct healthy”. bar graphs. 8 Collect and process Formulate a Recognize variables Plan, conduct and Make graphic Suggest a method Identify and adopt Read articles on a data from survey hypothesis that may and attempt to evaluate a simple (organizer) models. or process based practices to prevent given topic. instruments. be easily tested. control one. investigation. on a scientific contracting STI’s. Interview people to principle studied. acquire information.
9 Interpret findings Formulate a Recognize and Plan, conduct and Make models of Design and make Engage in good Identify a topic or from surveys. hypothesis that may controls more than evaluate an cells. a gadget based on environmental question of interest not be easily tested. one variable. investigation to a scientific stewardship practices. and relate to the verify a hypothesis. principle studied. information studied to conduct independent research.
Grade Demonstrate critical thinking.
7 Suggest reasons to explain observations or data.
8 Pose a question on a topic; based on researched information related to the question, formulate a position statement. 9 Suggest economic and social implications of given issues.
39 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: PERSONAL HYGIENE DURATION: 3 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Define Health. Health: state of physical, mental • Think, pair, share Human and Social Biology resource Written (worksheet). and emotional well-being • Class discussion books
Demonstrate the correct methods Washing hands, nails, duration, Practice proper washing steps for Ministry of Health publications Correct demonstrations of the for washing hands and cleaning the rinsing drying and turning off the duration (“Happy Birthday” steps. nails (include hand sanitized). water (include hand sanitized). song).
Explain the relationship between Many micro-organisms (bacteria Design a visual aid to show the Rubric for assessing visual aids. washing hands and cleaning the and viruses) are pathogens. Hands relationship between washing nails to maintaining good health. are in contact with many and hands and cleaning the nails to varied surfaces – most likely to maintaining good health. have pathogens. Washing removes pathogens, decreases chances of illness. Identify groups of disease-causing • Virus : Colds & Flus Conduct research (textbooks) to Human Form & Function Groupings correctly identified. micro-organisms. • Bacteria : Strep throat identify groups of disease- Human and Social Biology for the • Fungus : ringworm, athletes causing micro-organisms. Tropics foot • Protists : dysentary
Describe the variety of shapes and Micro-organisms based on size • Observe photomicrographs of Human and Social Biology for the Rubric for assessing models. sizes of micro-organisms seen and shapes e.g. spherical, rod- a variety of micro-organisms. Tropics through the microscope. shaped, curve, tadpole, amoeboid. • Make models showing the Plasticene variety of shapes and relative sizes of disease-causing micro-organisms.
40 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: PERSONAL HYGIENE DURATION: 5 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use correct group names for micro Protists, viruses, bacteria (cocci, • Pronounce names Correct pronunciations, spelling organisms that cause diseases. vibrio, bacillus) • Label models and matching names with models.
Use a microscope correctly and • Compound, light microscopes • Observe prepared slides of CXC Integrated Science carefully to view types of bacteria. used to magnify small microorganisms (naked eyes) specimens to be seen. • Label parts of microscope • Correct labelling of parts and • Parts and their functions of the • Match parts of microscope to their functions of the microscope. function. microscope. • Correct procedure for • Practice transporting transporting (arm and base), microscope using arm and using and storage of base • Rubric for correct use apparatus microscopes • View assorted slides using the and equipment. microscope
Prepare temporary slides using Clean, dry glass slide and cover • Class participates in oral drill CXC Integrated Science Rubric for assessing correct scrapings collected from beneath slip. Obtain scraping, smear on in steps for preparing the handling of apparatus and the fingernail. slide, add water, lower coverslip, temporary slide. materials. dry gently, place on stage. • Prepare slides of scrapings Difference between temporary and from beneath the fingernails permanent slides.
41 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: CONFLICT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify different types of conflict. Identify conflict as disagreement • Discussion Oxford Dictionary Rubric for assessing role play between two or more persons. • Role play Conflict Resolution For Secondary • Conflict within self Students . • Conflict between individuals • Conflict between groups • Conflict between group members Identify examples of conflict. Think, pair, share examples of Conflict Resolution For Secondary Number of examples identified conflict Students and correctly classified. Recognize and explain the • Expressing anger/hostility • Discussion Rubric for assessing oral relationship between towards someone • Skit/role play presentations • negative emotional expression • Irrational feeling or belief about creating conflict. someone e.g. dislike someone • irrational feelings. because you feel that they dislike • behavior and conflict. you even though you don’t know the person • Teasing or hitting someone even when told to stop as the other individual gets angry and an argument develops Draw a conclusion on situations • Gossip • Discussion • Clearly stated plausible that create(d) conflict within the • Belittling an individual • Comic strips conclusions. classroom/playground/at home. • Teasing • Rubric for assessing visual • Lying aids. • Cheating • Bullying • Miscommunication/ misunderstanding • Negative body/non-verbal communication
42 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: CONFLICT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a scale between 1 and 10 Scenarios requiring various • Discussion (1 being the lowest), to determine degrees to mange conflict on a • Skit the ability level to manage scale of 1 to 10. conflict based on given scenarios.
Predict the effects of properly • Conflict solved through Discussion • Plausible prediction. managing conflicts at home, negotiation or diffusing with • Rubric for assessing oral school and in the community. humor or other strategies, Write a short dramatic movie presentations. effects will be: script involving the predicted 1. peaceful effects of managing conflict 2. harmonious properly. 3. respect 4. love When using “I” message you 5. caring and sharing state how you feel. Avoid 6. non-violent atmosphere blaming anyone. 7. good communication and understanding 8. use the “I message”
Find out the latest techniques in Research information on the Internet Rubric for assessing conducting managing conflict. internet with citation in report research. written. Construct a model with six basic 1. Detach Practice using steps in real life Conflict Resolution: 6 Simple Steps Rubric for assessing models. steps to reduce conflicts. 2. Be curious scenarios assigned. 3. Fair hearing http://www.care2.com/greenliving/conflict- 4. Echo resolution-six-steps.html 5. Express 6. Find the win-win
43 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING TOPIC: CONFLICT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation on Use strategies such as: Preparation of oral presentation Rubric for assessing oral managing conflict. • Avoidance/walk away with props. presentations. • Negotiation/compromise • Diffuse using humor • Talk with a responsible adult or peer. • Mediation • Compromise Identify and adopt practices to • Listen to others’ point of view • Discussion Long-term behaviour. manage/solve conflict. • Ask for clarification when there is • Skit misunderstanding • Lower tone of voice • Do not spread gossip • Avoid teasing or belittling others • Apologize, negotiate to diffuse conflict etc. Demonstrate positive social skills Positive skills such as: Write a letter to a friend (who is Number of appropriate/relevant that prevent conflict. • Listen to others usually confrontational with skills, persuasiveness of writing, • Respect self and others others) informing him/her of the benefits highlighted. • Express self truthfully and clearly skills he/she needs to develop in • Honest order to demonstrate positive • Non-judgmental social skills that would prevent • Avoid gossiping and belittling others conflict. Compare the effect of exposure to The more exposure to effective conflict Discussion of real-life Bahamian Rubric for assessing oral adequate conflict reduction resolution strategies, the more situations followed by skits. presentations. management strategies versus very effectively conflicts are resolved little exposure on contemporary peacefully. Bahamian society. Little exposure to effective conflict resolution, the greater the chances are to end in violence etc.
44 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: DENTAL HEALTH DURATION: 5 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe and identify the layers in Canine and premolar-enamel, • Observe diagrams of L. S. Posters, text/resource books, Rubric for assessing visual aids. a L. S. of a tooth. dentine, pulp, blood vessels, nerve tooth. worksheet cells, cement, jaw bone, gum • Make an annotated diagram of L. S. tooth. Describe the process of tooth Bacteria live around teeth. Bacteria • In groups, read information text/resource books Rubric for assessing visual aids. decay. break down sugars to form an acid. from more than one source. The acid corrodes the tooth • Prepare a visual aid (comic forming a hole. Food particles are strip, poster or slide show) to trapped in the hole with further show the process of tooth bacterial action causing a carie. decay. The hole could deepen to the pulp which could cause bleeding and pain (exposure of the blood vessels and nerve cells). Formulate a hypothesis as to Research guideline with grading • Discussion Oxford Dictionary Formulation of a hypothesis. whether dental caries are more system and define hypothesis with • Formulate hypothesis Internet common in junior high school examples. boys or girls. Hypothesis: Dental caries are more common in junior high boys than junior high girls (vice versa). Conduct a survey to determine the Type of questions for survey. • Students interview each other Students of the class Rubric for conducting number of dental cavities in boys and get permission to count investigations. vs. girls in the class. cavities in each other’s mouth. • Record information Construct a bar graph of data Ways to construct bar graphs with Collect information from survey Biology for CXC Construction of bar graph collected from a survey on dental examples. and construct bar graph. accurately from data collected. cavities of boys and girls in a class.
45 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: DENTAL HEALTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Calculate the average number of Calculate the average as the sum Calculate the average number of STP Caribbean Mathematics Calculation of average. dental cavities seen in boys vs. of figures in a set divided by the dental cavities seen in boys vs girls. number of figures in the set. girls in the class.
Interpret findings of the survey on Define “interpret” with scientific Interpret findings from the Oxford dictionary Interpret findings. the number of dental cavities. examples. survey. Calculate the average number of Process for calculating averages. • Determine the number of teeth Rubric for collecting and teeth for classmates. each student in the class has. processing data. • Calculate the average number of teeth. Use the correct names for common Gingivitis, pyorrhea, “double row” Make an oral presentation on Rubric for assessing oral dental disorders of the teeth and impacted teeth, abscess. common dental disorders of the presentations. gums. teeth and gums.
Make a visual presentation on the Gingivitis – gums are infected by Make a visual presentation on the Human Form & Function Rubric for assessing visual differences between plaque, tartar, bacteria, swollen and sore; plaque differences between plaque, Internet presentations. cavities and gingivitis. – sticky “paste” containing tartar, cavities and gingivitis. Resource books bacteria onto teeth and between teeth and gums; tartar – “paste” but hardened; cavity – hole caused by acid from the action of bacteria on sugary foods. Find out the treatment to remove • Brushing and flossing daily • Preparation of questionnaire to • Information from local dentist Rubric for assessing/conducting plaque and tartar build up. • Fluoride interview a local dentist. • Human Form and Function investigations. • Yearly dental checks • Interview local dentist on • Special dental procedures procedures to remove or prevent • Eat more vegetables that are the buildup of plaque and tartar. required to be chewed longer, less sugary foods
46 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: DENTAL HEALTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research different methods of Removable dentures, bridge, • Conduct research to find out Internet Rubric for assessing visual aids. teeth replacement. implant, crown, root canal. different methods of teeth replacement. • Dentist/Dental hygienist as Interviews (dentist/dental guest speaker or field trip to hygienist/persons with procedures) dental clinic. • Prepare a brochure (low reading level) to inform persons of options in replacing/fixing damaged teeth. Make an oral presentation on the Good hygiene – healthy gums and • Make an oral presentation on Rubric for assessing oral importance of maintaining proper teeth, longevity of teeth, good the importance of maintaining presentations. dental hygiene. breath. proper dental hygiene. Bad hygiene – tooth decay, bad breath, loss of teeth, gum infections, pain, swollen face, dental expenses. Recognize and explain the Poor dental hygiene as a result of : • Small group discussion. Human Form and Function relationship between poor dental • Not brushing and flossing daily • Write a short essay to explain CXC Human and Social Biology Rubric for assessing oral (written hygiene and the complications that • Poor diet the relationship between poor preparation) presentations – follow. • Too much sugar etc. dental hygiene and the number of points, logical Complications – cavities, build up complications that follow. sequencing, clear relationship of plaque & tartar, abscesses, shown. gingivitis, bleeding gums all caused by action of bacteria on food left on/around teeth.
47 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: DENTAL HEALTH LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plan and conduct an investigation Variables constant; types of sweets • Target group (age, gender) Rubric for assessing/conducting to determine whether the amount to be counted, vary • Number of respondents investigations. of sweets consumed has an effect frequency/quantity of sweets eaten • Questionnaire on the occurrence of dental caries. and drank. • Analysis of data • Conclusion formed
Identify variables in an Type of sweet, level of hygiene Identify variables in an Variables correctly identified. investigation to determine whether (brushing, flossing). investigation to determine the consumption of sweets has an whether the consumption of effect on the occurrence of tooth sweets has an effect on the caries. occurrence of tooth caries.
Identify and adopt good dental • Flossing and brushing after • Discussion • Human Form and Function Rubric for assessing visual aids. hygiene practices to maintain meals • Create a comic strip on the care • Information from local dentist healthy teeth and a beautiful smile. • Eat more fruits and vegetables of the “Teeth Family” over sweets • Use fluoride toothpaste • Six months to yearly dental cleaning and checks
48 SCOPE OF WORK GRADE: 7 STRAND: HEALTHY LIVING
TOPIC: PHYSICAL FITNESS DURATION: 2 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a pamphlet promoting Routine, breathing, heartbeat, • List the benefits of exercising Rubric for assessing visual aids. exercise to keep healthy. strength, improved circulation, • Make a pamphlet promoting stress relief, improved mental exercise to keep healthy. functioning.
Adopt and maintain an exercise Exercise routine to suit age, Adopt and maintain an exercise Long-term practice. routine. physical ability, schedule, routine. environment.
Identify variables in an Age group/reading level, Identify variables in an Human Form & Function Number of variables correctly investigation to determine whether responsibilities at school, investigation to determine identified. adequate number of hours of sleep extracurricular, home whether adequate number of has an effect on students’ environment, exercise routine, hours of sleep has an effect on performance at school. BMI, diet, time of last meal, students’ performance at school. (thyroid activity – normal)
Adopt and maintain the number of Adopt and maintain the number Long-term practice. hours of rest/sleep recommended of hours of rest/sleep for the age group. recommended for the age group.
Identify variables in an Age group, family BMI, diet, Identify variables in an Number of variables correctly investigation to determine whether number of meals & snacks per day, investigation to determine identified. the level of physical exercise has time of last meal, (thyroid activity whether the level of physical an effect on students’ weight. – normal) exercise has an effect on students’ weight.
49 SCOPE OF WORK GRADE: 7 STRAND: FOOD
TOPIC: FOOD HANDLING DURATION: 3 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain how food could become a Eating or drinking food containing Record ways food eaten by them Nutrition Made Simple Number of valid sources of source of ill-health. harmful micro-organisms in the last day may have been contamination. (bacteria, fungi), pesticides, toxins contaminated. produced by bacteria or moulds. Compile a list (as a class). Discussion Classify personal gear worn to Head wrap, apron, gloves Identify personal gear. Personal gear correctly matched ensure hygienic conditions during Match personal gear to hygiene. with means of preventing food food preparation. Match personal gear to means of contamination. prevention of food contamination. Make an oral presentation to show Make an oral presentation or Rubric for assessing oral the importance of using proper participate in a skit to show the presentations. apparel when preparing food. importance of using proper apparel when preparing food. Predict the effect of using unclean Bacteria and spores of moulds are Predict the effect of using Clearly stated valid prediction with utensils while preparing uncooked found everywhere. Heat kills unclean utensils while preparing logical reasons. food. bacteria and moulds (germs); uncooked food. unclean utensils could transfer the germs to uncooked food.
Demonstrate healthy practices in Cleaning surfaces before and after, Role play Home Economics A Caribbean Rubric for assessing oral food handling. cleaning utensils, use pots that are Approach Book 1 presentations (skits). not rusty and have smooth surfaces; wash hands thoroughly and frequently; use gloves & hair wraps, avoid touching face, use clean spoon each time for tasting, bathe regularly.
50 SCOPE OF WORK GRADE: 7 STRAND: FOOD
TOPIC: FOOD HANDLING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify unhealthy food handling Sneezing, coughing, talking or Brainstorming Home Economics A Caribbean Rubric for assessing visual aids. practices. singing while handling food, Draw a cartoon to show common, Approach Book 1 exposed cuts or bruises (or not unhealthy food handling practices covered with clean water-proof and the negative effects. covering, handling food while suffering from chicken pox, diarrhea or gastro-enteritis, long fingernails with no gloves, scratching hair.
Describe the relationship between Germs or their waste products Construct a graphic organizer Home Economics A Caribbean Direct relationship shown. unhealthy food handling practices (toxins) cause diseases when showing the relationship between Approach Book 1 and disease transmission. ingested. Germs transmitted from unhealthy food handling practices direct contact (hands), fluids and disease transmission. (perspiration, saliva), hair, clothing.
Make predictions about possible Make predictions about possible Human & Social Biology for the Plausible predictions with logical microbe cultures from the nails of microbe cultures from the nails of Tropics reasons. “clean” hands. “clean” hands.
Make a model to show healthy Make a model to show healthy Rubric for assessing models. practices in food handling. practices in food handling.
Use food handling practices that Keep face away from pan when Use food handling practices that Home Economics A Caribbean Long-term behaviour. promote health and safety. removing lids/covers, handle sharp promote health and safety. Approach Book 1 utensils with care, avoid frying wet foods, keep flames under – not around saucepan.
51 SCOPE OF WORK GRADE: 7 STRAND: FOOD
TOPIC: FOOD HANDLING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a bar graph to show the Food vendors, restaurant workers, Interview local Ministry of Nurse or Ministry of Health Healthy Rubric for processing data. groupings (reasons for enrollment) persons working at food stalls Health personnel to find out the Lifestyles/Nutrition Division. of persons who took the Food during fairs, regattas or home- grouping and numbers in each Handlers course in the community coming events. group that participated in the Food Handlers Clinic, Department during the last training course. Food Handlers course. of Public Health. (If none available, use New Providence data). Construct a graph to show the relative numbers in the groupings.
Pose a question of interest related Pose a question of interest related Home Economics textbooks, Relevancy of question and to food handling and conduct to food handling. magazines, television programmes, evidence of critical thinking. relevant research. Conduct relevant research. library, Internet. Rubric for conducting investigations.
52 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS TOPIC: CELL ORGANISATION DURATION: 6 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a temporary (wet) slide of Epithelial cells form the lining of Toothpicks, glass slides, cover slips, Rubric for assessing handling epithelial (cheek) cells. the mouth walls. They are thin and water, methylene blue (stain), wash apparatus & materials. easily removed. bottles, dropping pipettes, hand towels Use a microscope to observe a Care for compound microscopes. Teacher demonstration – use of Compound microscopes (light Number of correct steps taken in temporary (wet) slide of epithelial Steps in setting up microscopes. microscope. sources). using the microscopes. (cheek) cells. Steps in use of a microscope to Students – drill practice in use of observe specimens on a slide. microscope. Students use microscopes to observe cheek epithelial cells. Make a diagram of epithelial cells. Outline diagram with shading to Make a diagram of epithelial Differentiation of three parts of the show relative density/colours for: cells. cell, shape of cells drawn. nucleus, cytoplasm and membrane.
Identify cell organelles. Nucleus – controls the activities of Identify cell organelles in Posters of cells, diagrams in Organelles correctly identified in the cell. diagrams, photomicrographs and textbooks showing a variety of each diagram. Cytoplasm – chemical activities, microscopic specimens. cells. medium for organelles. Epithelial cells specimen. Membrane – covers & protects cell contents, controls substances entering and leaving cell.
Make a model of a cell showing As above Make a model of a cell showing Styrofoam, toothpicks, coloured Size proportions of cell organelles. major organelles. major organelles. paper, scissors, glue, plastic Inclusion of organelles. (different colours). Shape of cells. Identify specialized cells. Sensory neurone, motor neurone, • Observe specialized cells. Posters showing various specialized Specialized cells correctly red blood cell, white blood cells • Identify specialized cells. cells: diagrams of various cells in identified. (two types), sperm cell, ovum. textbook. worksheet
53 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: CELL ORGANISATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate the shape of specialized Neurons are long to allow quick Brainstorming (think-pair-share) Worksheet Valid features of cells, valid cells to their functions. passage of messages, blood cells – in pairs. functions of the cells, plausible flexible to pass through capillaries, Complete worksheet relationships shown/reasons given. WBCs no fixed shape, engulf pathogens, RBC increased surface, sperms – long tail for mobility, ova – large increase chances of fertilization. Make scale diagrams of a Comparative sizes of the cells. Measure and record the length of Diagrams of spermatozoa, ova and Appropriate scale used. spermatozoan, an ovum and a drawings of: a spermatozoan, an sensory neurons (textbook). Accuracy of drawings (length of sensory neurone. ovum and a sensory neurone. cells). Select & note a suitable scale. Make drawings according to the scale.
Classify tissue based on cells Epithelium, blood, nerve, bone. Use diagrams of cells studied to Diagrams/prepared slides of tissue – Number of tissues correctly observed. classify/name type of tissue. blood, bone, nerve, muscle, identified. epithelium. Make a model showing the Many cells found together form a • Name a variety of organs. Diagrams, pictures, scissors, glue, Relationship between cells, tissues, relationship between cells, tissues, tissue. Tissues are connected to • Identify the main tissues in paper organs and systems clearly shown. organs and body systems. form a structure/an organ. Organs each organ. that are connected and work • Name organs that work together for one function form a together. Worksheet body system. • Match organs with body Construction paper (Flow Chart) systems. • Make a model showing the relationship between cells, tissues, organs and body systems.
54 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: SKELETAL SYSTEM DURATION: 7 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict what would happen to the No shape, no support; lack of • Students close their eyes and Chart of the Human Body. Number of valid points made or body if the skeleton disappeared. protection of internal organs, imagine their bodies without a demonstrated. movement changed, no new red, skeleton. white blood cells, lack of oxygen • In small groups, students in the body, less reserve for demonstrate their bodies calcium and phosphorus. without the skeleton. Identify the functions of the Gives the body its shape, provides • Class discussion based on Diagrams of the Human Skeleton. Number of functions identified and skeleton. support, protects internal organs, predictions. correctly matched with parts of the allows movement of the body, • Add notes to a diagram of the skeleton. bone marrow produces blood cells, skeleton. reserve for calcium & phosphorus. Relate the structure of the skeleton Flat bones – protection • Identify parts concerned with Worksheet Valid descriptions given that relate to its functions. Long bones (limbs) – movement movement – give general the appearance of bones to a given Joints – movement description. function. Long bones (marrow) – blood cells • Identify parts concerned with protection – give general description. • Identify parts concerned with making blood cells – give general description. • Identify parts that provide the overall shape of the body – give general description.
55 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: SKELETAL SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a table comparing Skull - cranium • Students will make a model of Chart Accuracy of labeling. common names to scientific names Collar bone - clavicle the skeleton on construction Paper clips for bones. Shoulder - scapula paper. On one side they will Diagram of skeleton Breast bone - sternum write the common names and Model of skeleton Back bone - vertebrae on the other side write the Upper arm - humerus scientific names of the Lower arm - radius (connects to skeleton. Number correctly matched. thumb) and ulna (connects to • Draw a table matching pinky finger) common names to the scientific Wrist - carpal names. Hand bones - metacarpals Fingers & toes - phalanges Ribs - ribs Hips - pelvis Thigh - femur Knee - patella Lowe leg - tibia (shin bone) & fibula (smaller bone) Ankle - tarsal Foot bones - metatarsals
Use scientific names for major As above. • Vocabulary-building Word search, crossword puzzles, Correct pronunciations and bones. exercises including poster of Human Skeleton spelling for vocabulary. pronunciations. • Complete puzzle(s). Measure height of students in cm. • In pairs, students measure the Metre rulers, measuring tape Measurements taken to 1.0 cm. height, in cm, of each other. (metric) accuracy. • As a class, list students in height order (with measurements). 56 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: SKELETAL SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Measure the length of various Humerus, femur, tibia, radius, ulna • Measure the length of various Metre rulers, measuring tape Measurements taken to 1.0 cm. bones. bones. (metric). accuracy. • Compare the length of various bones.
Make a model of the human Skull, vertebral column, rib cage, Make a model of the human Construction paper, thumb tacks, Number of main parts included, skeleton. pectoral and pelvic girdles, limb skeleton. staples, scissors and markers. size proportions, flexibility of bones. joints. Construct a functional model of 33 bones make up the vertebral Construct a functional model of Model and picture of vertebrae, Rubric for assessing models. vertebrae. column two vertebrae with cartilaginous vertebral column. 7 cervical vertebrae discs. 12 thoracic vertebrae 5 lumbar vertebrae fused sacral vertebrae coccyx or ‘tail’ vertebrae Observe the range of motion of Ball & socket – free rotation • In pairs, students demonstrate Model of skeleton with moveable Description of movement of each different joints. Hinge – back and forth movement movement of various joints joints. joint. Gliding – slight movement (shoulder, hip, knee, elbow, Immovable – fixed fingers, toes, ankles, wrist, Pivot – side to side motion backbone, neck) Pivot eg. Neck • Describe the movement of each joint. Classify joints according to the Ball & socket – shoulder, hip Classify joints according to the Joints observed correctly classified type of movement. Hinge – elbow, knee type of movement. in one of the four main groups. Gliding – backbone, fingers, toes Immovable – pelvis, cranium Make models of the different types Make models of the different Textbook Rubric for assessing models. of joints. types of joints.
57 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: SKELETAL SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effect of loss of Cartilage prevents bones from Have students dramatize a body Pictures Plausible predication. cartilage in joints of a human. rubbing together, therefore painful without cartilage, and describe movement. Loss causes reduced what the body would look and range of motion, and swollen feel like. joints, wearing of bones.
Plan and conduct a simulated No lubrication, the joints rub Plan and conduct a simulated Internet Rubric for assessing experimental investigation to determine the together, and eventually wear investigation to determine the Sticks of chalk, petroleum investigations. effects of lubrication on the joints. down. This leads to arthritis. effects of lubrication on the gel/cooking oil. joints.
Formulate a hypothesis as to what Cartilage acts as padding between Formulate a hypothesis as to what Diagram or model of vertebral Plausible hypothesis. would happen if the cartilage vertebrae. Slipped disc would would happen if the cartilage column. between vertebrae is displaced. develop. between vertebrae is displaced.
Formulate a hypothesis on whether Arthritis would develop. Formulate a hypothesis on Internet Plausible hypothesis. the body compensates if the whether the body compensates if cartilage in the knee is destroyed. the cartilage in the knee is destroyed.
Use microscope to observe Bone, cartilage. • Use microscope to observe Compound microscopes, prepared Correct use of the microscope. different tissues. different tissues. slides of bone and cartilage tissues. • Sketch the features of each tissue.
58 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: SKELETAL SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize and explain the Cartilage is a softer skeletal • Label parts of a synovial joint Diagrams of a synovial joint (knee) Valid explanations given for relationship between healthy material than bone. Cartilage gives • Colour code bones, cartilage, Elastic bands function of ligaments, tendons, bones, cartilage, ligaments and shape. Cartilage found at the end tendons and ligaments. cartilage and bone. tendons. of bones to prevent friction. • Use materials to represent Ligaments connect bones. organs and tissue e.g. Ligaments are stretchy. pencils/pens – bones Tendons connect muscle to bone. large rubber bands – muscles Tendons are not elastic. small rubber bands – ligaments wire – tendons eraser – cartilage to show the relationship between the organs/tissues. Explain why each tissue is most effective in its locations and function.
Identify and adopt practices to Diet containing protein, calcium, • Brainstorming (class) Human Form & Function Pneumonic device. maintain a healthy skeleton. phosphorus. Posture – sitting, • In small groups, make a standing, lying. pneumonic device
59 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: THE MUSCULAR SYSTEM DURATION: 6 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the functions of muscles. Muscles help our body to move. • Make or colour muscles. Elastic bands, pencils Rubric for assessing oral Muscles help our heart to beat. • Explain the actions of muscles Other art supplies presentation or assessment of visual Muscles found in internal organs while using an elastic band to aids. control automatic actions e.g. food demonstrate their functions. digesting, breathing etc., Produce heat - keep body temperature stable. Maintains posture Classify muscles as voluntary or Skeletal muscles attached to • Make a list of ten voluntary Posters of muscular system Correct classification of muscles. involuntary. skeleton, perform and involuntary actions. Diagrams of muscular system voluntary/conscious movements. • Locate muscles that are Smooth muscles and cardiac involved with each action. muscles are classified as • Classify the muscles used for involuntary muscles - automatic each action. movement without your • Complete a summary table. knowledge or control. Compare voluntary and Appearance of cells, location, Complete a Venn diagram. Venn diagram (outlines) Points correctly placed in diagram. involuntary muscles. control.
Predict what would happen if Cardiac muscles cause the heart to • Make a list of predications Human Form and Function Plausible predictions. cardiac and skeletal muscles beat. Skeletal muscles help form • Class compiles a list. stopped working. the framework of the body and are responsible for movements of parts of the body and the whole body. Classify muscles based on As above Label muscles (colour code) as Diagram of skeleton with muscles Correct classification. location. skeletal, cardiac or smooth. outlined.
60 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: THE MUSCULAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe and identify how Antagonistic muscles work in • In pairs, observe flexing of Textbooks Antagonistic muscles correctly antagonistic muscles work. pairs. When one contracts, the arm. Model of moveable joint. identified. other relaxes. Muscles only pull on • Observe action of antagonistic Video of muscles moving a limb. bone; they do not push on bones. muscles in model joints. • Identify pairs of antagonistic muscles. Diagrams of the Muscular System.
Recognize the relationship As above. • Observe a model when efforts Model of moveable joint with Relationship with antagonistic between the movements of are made for antagonistic attached antagonistic muscles. muscles working opposite clearly antagonistic muscles. muscles to work in the same described. manner. • Describe the nature of the malfunction.
Measure length and width of a In pairs, measure length and Measuring tape (metric) Accuracy of measurements to 1 cm. biceps muscle when contracted width of a biceps muscle when and relaxed. contracted and relaxed.
Recognize the relationship Bones cannot move; muscles Recognize the relationship Textbooks Relationship clearly and correctly between skeletal muscles and contract to move bones that are between skeletal muscles and stated. bones. attached. bones.
Use scientific names to identify • Locate muscles on diagrams Diagrams of muscular system Scientific names for muscles major muscles. • Label muscles Puzzles (muscular system) correctly used. • Complete puzzles
61 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: THE MUSCULAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use microscope to observe • Use microscope to observe Compound microscope, prepared Correct use of microscope. different tissues (cardiac, smooth, different tissues (cardiac, slides of cardiac, smooth and and skeletal muscle tissue). smooth and skeletal muscle skeletal muscle tissue. tissue).
Make a model of the forearm Make a model of the forearm Craft materials Rubric for assessing models. inclusive of the bones, muscles, inclusive of the bones, muscles, Textbooks cartilage, ligaments, and tendons. cartilage, ligaments, and tendons.
Identify and adopt practices to Good diet (protein, minerals), • Read text/reference books. Practices correctly identified. maintain healthy muscles. exercise (tone), posture • Complete matrix identifying practices to maintain healthy muscles on worksheet. • Adopt practices to maintain Long-term practice. healthy muscles.
62 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: THE MUSCULAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Based on the number of hours The equivalent of 20 – 30 minutes • Take a survey of teachers to Notepad Valid conclusion based on data. usually spent exercising, draw a brisk exercise daily maintains determine the range and the conclusion on the health of good health. average number of hours teachers. spent exercising per week. • Draw a conclusion based on the data collected.
Draw a conclusion about a Muscle tone refers to the firmness • Observe classmates’ biceps Photographs of persons of various Valid conclusions drawn based on person’s physical fitness based on of the muscles. Muscle tone is • Observe photographs of body ages and shapes/sizes in swimsuits. observations. muscular (anatomy) tone. improved through regular exercise. builders, beauty queens and persons in swimsuits • Draw a conclusion about a person’s physical fitness based on muscular (anatomy) tone.
Make a poster showing the Biomass is a number which relates • List height and weight for Chart of BMI values. Rubric for assessing visual aids. suggested biomass figures for a person’s height to weight. A high classmates. common heights for male and ratio indicates overweight for the • Use a table of values to find female classmates. height. Higher biomass indices the BMI for given height and lead to ill-health. weight. • Discuss the formula to calculate the BMI. • Make a poster showing the BMI for classmates.
Make a poster showing good and Make a poster showing good and Human & Social Biology for the Rubric for assessing visual aids. bad posture. bad posture. Tropics Photographs, drawings
63 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: THE MUSCULAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation Good posture – body is held Make an oral presentation Poster of good and bad posture. Rubric for assessing oral describing the negative effects of correctly so that there is only slight describing the negative effects of Pictures of good and bad posture. presentations. bad posture. tension in the muscles. Muscle bad posture. tone describes tension of the muscles in a healthy condition. Muscles never completely relax otherwise the body would collapse. If both antagonistic muscles at a joint have healthy muscle tone, then the joint is held firmly. Bad posture puts a strain on the muscles in the body. To limit muscle strain, the center of gravity in the body should lie directly over the feet and the parts of the body should be equally distributed on either side of a vertical line. In this position a minimum of effort has to be made by the different muscles acting antagonistically to give support. Poor posture puts a strain on muscles and they lose their tone. The circulation of the blood, breathing and digesting can also be affected. Bad posture while standing is caused by high heel shoes. People who suffer from obesity put much strain on the skeleton, particularly the joints.
64 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: FITNESS DURATION: 3 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a survey to determine the Body Mass Index (BMI) is a • Conduct a survey to determine Questionnaires Rubric for assessing/conducting percentage of persons interviewed number representing the ratio of a the height and weight of BMI table investigations (surveys). who are at the correct Body Mass person’s height to weight. A table persons of a given age group Index. of BMI indicates correct, higher and gender. and lower BMI. • Use a BMI table to determine Rubric for assessing/collecting and the percentage of persons processing data. interviewed who are at the correct Body Mass Index.
Use data to calculate BMI. Use data to calculate BMI. Rubric for assessing/collecting and processing data.
Construct graphs to show height Histograms for BMI of girls, boys. Construct graphs to show height Rubric for assessing/collecting and and weight data of classmates. and weight data of classmates. processing data.
Make a decision to attain and Make a decision to attain and Long-term behaviour. maintain the personal BMI maintain the personal BMI recommended for healthy living. recommended for healthy living.
Calculate the average number of • Conduct a survey to determine Rubric for assessing/collecting and hours per week teachers spend number of hours per week processing data. exercising. teachers spend exercising. • Calculate the average number of hours per week teachers spend exercising.
65 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: FITNESS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify variables in an Age, gender, diet (type and Identify variables in an Variables correctly identified. investigation to determine whether quantity), thyroid activity, stress investigation to determine the level of physical exercise has level. whether the level of physical an effect on students’ weight. exercise has an effect on students’ weight.
Identify variables in an Age, gender, thyroid activity, Identify variables in an Variables correctly identified. investigation to determine whether stress level. investigation to determine the number of calories used whether the number of calories depends on the level of activity. used depends on the level of activity.
Recognize the relationship Muscles in good condition, • List advantages of regular Human Form and Function Rubric for assessing oral between exercise and fitness/good reduces risk of obesity, improved exercise routine. presentations. health. breathing and blood circulation, • Describe the relationship reduce stress, sleep better, supple between exercise and each joints. advantage. • Write a poem/song/rap highlighting the relationship between exercise and fitness/ good health.
Make a pamphlet promoting As above. Make a pamphlet promoting Rubric for assessing visual aids. exercise to keep healthy. exercise to keep healthy.
66 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: FITNESS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Read a bathroom scale to one • Use a bathroom scale to Bathroom scale Accuracy of measurements. pound/kilogramme. measure the weight of group members. • Read a bathroom scale to one pound/kilogramme. • Record measurements.
Read a ruler to one centimeter. • Use a ruler to measure the Ruler Accuracy of measurements. height of group members. • Read a ruler to one centimetre. • Record measurements.
Identify and adopt practices to Balanced diets, moderate eating • Identify practices to keep Practices correctly identified. keep physically fit. and drinking, exercise routine, physically fit. hobbies, rest, posture. • Adopt practices to keep Long-term behaviour. physically fit.
67 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: NUTRITION DURATION: 13 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the relative proportions of A food pyramid is a guide that Class discussion. Food pyramid or drum chart, Correct responses given on food groups in the food pyramid/ helps in planning types and Worksheet on the Food Drum worksheets worksheet. drum. relative proportions of foods to be and/or Food Pyramid. consumed each day. The area of Nutrition Unit, Ministry of Health each section represents the relative proportion of that food group which is needed. Use a triple beam balance to Food servings can be quantified in Measure commonly eaten foods Triple beam balance, Internet, Use of apparatus, accuracy of measure servings of food in grams. serving sizes: cups, or grams. from all food groups. beakers, Petri dishes, evaporating measurement. Grams provide exact measurement Compare grams versus cups dishes. of food for consumption. versus servings. Make a food drum. Construct a food pyramid or Paper, markers, stencils, newspaper, Rubric for assessing models. As above. drum. cardboard, glue, brushes.
Make a decision to limit intake of Servings of foods as indicated by Choose the correct serving size of Food pyramid, measuring apparatus, Long-term behaviour. food to recommended servings. food pyramid/drum. common foods based on photographs. recommendations. Make a model (other than a drum See food pyramid or drum for In groups, decide on a Chart paper, glue, newspapers, Rubric for assessing models. or pyramid) that represents relative proportions. figure/shape and proportions, magazines, cardboard, paint proportions of food groups in a then make a model (other than a brushes. balanced diet. drum or pyramid) that represents proportions of food groups in a balanced diet.
Use features to classify foods as Outward appearance (colour, • Classify food based on Various foods. Criteria for classification. starch, fat, simple sugars or fibre. consistency, feel), chemical tests features. Starchy – grains, pastries • List features used to classify Fat- meats, oils foods. Sugar – fruit, desserts, candies Fibre – vegetables, fruit
68 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Distinguish between saturated and Fat that occurs naturally in living Make a list of foods that contain Biology and nutrition resource Foods correctly classified unsaturated fats. matter contains varying saturated and unsaturated fats. books. according to the main type of fat proportions of saturated (animal) content. and unsaturated (plant) fat.
Make menus for balanced diets. A balanced diet consists of food Make menus for hypothetical Paper, markers, stencils. Menu – balanced diet and from all food groups in their restaurants/special occasions appropriate menu for occasion. required amounts. (birthday, wedding, class party). List foods from each food group.
Make an oral presentation on the Adequate nutrients from all food Oral presentation (small groups). Rubric for oral presentation. importance of a balanced diet. groups prevent malnutrition and other bodily dysfunctions. Conduct a survey of classmates’ A balanced diet consists of food Complete individual student’s Handout with servings shown for Data and correct compilation of diet for a week to determine the from all food groups. A matrix for sheet. common foods/drinks, survey number of students with balanced number of students whose diet is each student to include number of Compile data into one matrix. matrix. diet. balanced (food pyramid/drum). servings required, for each food Determine the number of students group and space to enter the actual whose diet is balanced (food servings taken in. pyramid/drum).
Compare the nutrients found in Nutrients include carbohydrates, Construct a bar graph comparing Food items (meat, white fish, whole Rubric for assessing processing each of four food samples (meat, fats, proteins, minerals, vitamins, food and the nutrients in them. wheat bread and baked beans), or data – bar graphs. white fish, whole wheat bread, and and water. food labels. baked beans) by constructing a bar graph. Read a newspaper or magazine Local and international literary Write a short report. Newspapers, magazines, fast food Comprehension of information, article on the nutritional value of a materials. nutrition facts, food labels. simply and clearly written report food. on the article with personal comments.
69 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Read and interpret nutrition fact Nutrition facts are found on (most) Clip and compile nutrition facts Newspapers, magazines, fast food Appropriate method of recording labels on foods. packaged food labels. They from food labels. nutrition facts, food labels. the nutrient value of different contain important information Peruse newspapers, magazines foods. about the nutrients found and the for articles on nutritional value. quantity in food. Acquire nutrition facts from popular fast food restaurants. Compare the nutrient values of different foods. Evaluate the nutritional value of a Nutritional value of foods is based List nutrients found in common Food labels (four). Number of points made with meal. on the amount of useful nutrients foods and the relative amount. supporting reasons. found in them. These are often shown on food labels. Make a menu for a restaurant for A balanced diet consists of food Make menus for hypothetical Paper, markers, stencils. Menu – balanced diet and teenagers. from all food groups in their restaurants/special occasions appropriate menu for occasion. required amounts. (birthday, wedding, class party). List foods from each food group. Make a healthy, economical, Fresh or processed e.g. • Recipe Recipes using similar food source, marketable snack using locally sauces/balls, chips, fruit/veggie • Snack packaging for snack. Attractiveness, inexpensive grown food materials. mixtures – potato, cassava, yam, materials, easily available local carrots, sapodilla, banana, plantain, materials, healthiness. breadfruit etc. Make a healthy drink using locally Healthy drinks are rich in nutrients Compile/share recipes. Fruits, vegetables, ice, spoons, cups, Recipe for drink. grown fruit/vegetables. (vitamins), as natural as possible Use fruits vegetables to make a blender. without many additives. healthy drink (at home). Use spotting tiles and iodine to test Iodine solution reacts with cooked Test food items for starch. Spotting tiles, iodine, starch-rich Use of apparatus, observations for starch in foods. starch, producing a deep purple or foods. made. blue/black colour. Observe a positive (colour) food Iodine solution reacts with starch, As above. As above. Observations made and recorded. test for starch. producing a deep purple.
70 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use ethanol to test foods for fat. When ethanol is used to test for Add ethanol to oil. Ethanol, water, food samples, test Observations made. fats in foods, ethanol causes the oil Shake to mix then let stand and tubes. to emulsify, giving a translucent observe. appearance indicating the presence of oil (or fat) in the food sample. Observe a positive food test for fat. When fats are rubbed onto a filter Test food sample for fats. Paper (filter), food samples. Observations made. paper, a translucent spot remains, indicating the presence of oil (or fat) in the food sample. Use food tests to determine the Tests for starch and fat. Test various foods for nutrients. Mixture e.g. olive oil, corn flour and Rubric for investigations. nutrients present in an unknown salt), iodine, paper (filter), test food. tubes, spotting tiles. Conduct investigations to Tests for the presence of starch Test unknown foods for nutrients. Food samples (macaroni, cheese, Rubric for conducting determine the nutrients in and fat. grapes etc.), iodine, ethanol, paper investigations. unknown food samples. (filter), test tubes, spotting tiles.
Conduct investigations to Test for the presence of Test locally grown foods for Food samples (slices of yam, sugar Rubric for conducting determine the nutrients in locally carbohydrates and fats. nutrients. canes, cassava, sweet potato, aloe investigations. grown foods. etc.), iodine, ethanol, paper (filter), test tubes, spotting tiles. Observe features of deficiency Deficiency diseases for above Observe, then describe features of Photographs Accuracy of observations and diseases in photographs. mentioned nutrients. deficiency diseases. descriptions.
Relate dietary diseases to a As above. List deficiency diseases and the Worksheet Match deficiency disease with deficiency of specific nutrients. Vitamin A, B1, B6, B12, C, D, K specific nutrient associated with deficiency of a particular nutrient. Minerals iodine, iron, calcium, them. Match deficiency diseases phosphorus, carbohydrates, protein (photographs) with specific nutrients associated with them.
71 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Based on information given, As for previous learner outcome. Discuss ways to prevent Index cards with photographs and Correct identification of deficiency suggest the deficiency disease deficiency diseases. Use index descriptions of deficiency diseases. diseases. caused. cards (some with photographs Meals or diets that are not balanced. others with description of deficiency disease) to identify the specific nutrients deficient in each case. Examine meals/diets to determine missing nutrient(s).
Recognize the signs of severe Swollen stomach, emaciated • Observe photographs of Magazines, Internet, text and Number and accuracy of signs malnutrition. bodies and head, extreme persons showing signs of resource books. described. listlessness. severe malnutrition. • Describe the signs.
Draw a conclusion about a post- Calcium and phosphorus are Brainstorm why people seem to Diagrams or photographs Conclusions stated with reasons. menopausal woman whose diet instrumental in the development become shorter with age and why comparing changes in body features was deficient in calcium and and maintenance of strong teeth bone fractures take longer to heal. with aging. phosphorus. and bones. There appears to be a List causes and features of relationship between aging and osteoporosis. loss of calcium which causes weakening of the bones. Predict the effects on the foetus of Calcium and phosphorus are Predict the effects on the foetus Information on benefits of calcium Plausible predictions with reasons a pregnant woman taking in too instrumental in the development of of a pregnant woman taking in and phosphorus in the diet. stated. little calcium and phosphorus in strong teeth and bones. Baby too little calcium and phosphorus the diet. would probably develop rickets in the diet. Worksheet and thin layer of enamel on teeth. Record the prediction. Formulate a hypothesis on the Vitamin D plays an important role List advantages and Worksheet as above. Plausible hypothesis with reasons importance of Vitamin D in the in the maintenance of organ disadvantages of having vitamin stated. diet of pregnant women. systems, uptake of calcium and D in the diet of pregnant women bone growth. for the uptake of calcium.
72 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT State a hypothesis on the Observe photographs or sketches Photographs, drawings, Human Clearly stated plausible hypothesis shortening of a person’s height in of persons at different ages in Form & Function based on observations. old age. adulthood to compare the height at each stage. Predict the effect on a person if Effect on bones, general body Predict how improper absorption Plausible predictions with reasons their body did not absorb calcium function – bones more easily calcium and phosphorus would stated. and phosphorus. fracture, teeth readily decay and affect a person’s health. become damaged. Predict the effects of increased Increasing intake of a specific Predict the effects of increased Plausible predictions with reasons specific nutrients on the body of a nutrient should reverse the effects specific nutrients on the body of a stated. person with a specified deficiency of a deficiency disease. person with a specified deficiency disease. disease. Explain the relationship between The calorie is a measure of energy Class discussion based on data Cardboard, paper, glue, scissors, Clearly identified and explained calorie intake, exercise and produced from the foods. showing persons’ caloric intake markers, rulers. relationships. obesity. Increased caloric intake results in and energy needed. Human and Social Biology for the obesity or mass storage of surplus Oral presentation. Tropics – P. Gadd energy-rich molecules as fat in the Make a flow chart. body. Exercise expends some of this stored energy, and the obese person loses weight.
Predict the effects on the body of a A sustained diet of high calories Record individual predictions Valid predictions made. diet with higher/lower calories. could lead to obesity and related then compile/compare them. disorders. Low calorie diet could lead to listlessness, marasmus. Compare a western diet to eastern Asian diets tend to be mainly Conduct research to find out Internet, magazines, cookbooks. Rubric for assessing conducting and Bahamian diets. vegetables, beans and grains staple dishes in Asian and research. compared with the Americas – American countries. Compare heavily meat diets. and contrast the diets.
73 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS TOPIC: NUTRITION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effects of different diets Animal fat – obesity & cholesterol, • Observe meals that form different Plausibility and clarity of on the body. hypertension, stroke, heart attack diets e.g. mainly grain, vegetables, prediction. High salt – hypertension meat. Carbohydrates – obesity, diabetes • Predict the effects of each type of diet on the body. Plan nutritionally-balanced meals Nutritionally-balanced meals Plan nutritionally-balanced meals The amount of each necessary to avoid dietary-deficiency contain the necessary food (breakfast, lunch, dinner) to avoid nutrient in the required amount. diseases. nutrients in their required amounts. dietary-deficiency diseases.
Formulate a hypothesis on the Cafeteria/lunch vendor menus. Group discussion on advantages and Hypothesis clearly stated with effect mandatory healthy diets in Young people tend to eat more disadvantages of monitoring foods sold plausible reasons. schools would have on the young sweets and less vegetables and at school. Formulate a hypothesis on generation. fruits. Students may elect to eat the effect mandatory healthy diets in their preferred foods after school schools would have on the young or they eat what is available at generation. school and develop a taste for healthy food. Make a lifestyle change to eat Us e water as the primary beverage. Keep a daily food journal. List foods Journal Reflective entries in journal reflect healthy. Drink juices and milk instead of and times of ingestion. attitude change. soft drinks. Reduce, or eliminate Have a fellow student highlight healthy Long-term behaviour. unnecessary or unhealthy snacking /unhealthy food choices in different (“fast foods”, sugary and fatty colours. foods). Suggest healthy alternative food choices that can be made in the future.
Justify whether food poisoning When certain fish and • Conduct research to determine the Sea foods correctly identified with occurs only in certain seafood. invertebrates feed on contaminated most common seafood causing valid sources of poisoning, logical products or food containing heavy poisoning. reasons given. metals, they contain toxins. • Find out the cause of the poisoning. • Justify whether food poisoning occurs only in certain seafood. 74 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: PARTS OF THE DIGESTIVE SYSTEM DURATION: 3 lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation on the Food must be crushed into smaller Oral presentation. LCD projector Rubric for oral presentation. purpose of mechanical digestion. pieces and churned into a liquid in order to flow through the alimentary canal easily. Identify different parts of the Mouth, salivary glands, tongue, Colour the parts of the digestive Charts, diagrams, models, Observations made, correct Digestive System. teeth, esophagus, stomach, liver, system. handouts. labeling. pancreas, gallbladder, small intestine, large intestine (colon), Name individual parts/or organs. rectum, anus. Make a model of the Digestive Mouth, salivary glands, tongue, Make a (life-sized) model of the Cotton, cardboard, paper, glue, Rubric for assessing models. System. teeth, esophagus, stomach, liver, human digestive system using scissors, glue, cardstock, pancreas, gallbladder, small various materials. construction paper, handouts, intestine, large intestine (colon), sheet, large roll of paper, leaf rectum, anus. (pancreas), grocery bag (stomach).
Use a microscope to observe villi. Relative size, shape, colour. Identify villus/villi. Charts, diagrams, models, Use of apparatus, outline diagram Draw villi and cross section of handouts, microscope, prepared of villi. intestinal walls. slides.
Make a model of villi. Epithelial cells, blood vessels. Model construction. Cotton, cardboard, paper, glue, Rubric for assessing models. Relative sizes and shapes of scissors, glue, cardstock, components construction paper, handouts, sheet, large roll of paper. Observe features of pig “tripe”/ “Tripe” is the common name Observe outward appearance and Sheep, cows, pigs stomach lining Written description and diagrams. intestine. referring to the long, narrow, white use hand lens to observe surface of (tripe) and intestines. intestine of sheep, cows, pigs. The inner lining. inner wall lining is rough with With the aid of diagrams describe “bumps”. the features of “tripe”.
75 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: DIGESTIVE PROCESS DURATION: 7 lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a string to compare the length Small intestine is roughly 6 meters Measure string to length of small Strings (2 colours), ruler/tape Accuracy of measurement. of the small intestine to the large long, the large 1.5 meters. The intestine. Measure a different measure. intestine. diameter (not the length) colour string/yarn to the length of differentiates the small and large the large intestines. intestines. Compare lengths of the intestines. Describe what happens to food in Mouth, stomach, duodenum, List mechanical changes and Balloons, transparent plastic bags, Communication of information. different parts of the alimentary ileum, large intestine (colon) and chemical changes foods undergo. food, water, elastic bands. canal. rectum. Simulate mechanical changes of food. Identify where digestion begins Carbohydrates – cooked starch On a diagram of the alimentary Markers, highlighters, colour Organs correctly identified. and ends for each class of nutrient. begins in mouth, ends in ileum. canal, colour the organs in which pencils, handout digestive system. Proteins - begin in stomach ends in digestion begins and ends for each ileum. Fats – begin in duodenum, nutrient group. Use different ends in ileum. Vitamins, minerals colours to represent each nutrient and water are readily taken up into group. the bloodstream and do not have to be digested. Absorption takes place in the ileum.
Explain the relationship between Enzymes speed up the rate of Use starchy foods to investigate Salivary amylase, bread, crackers, Recognition of relationships. enzymes and the rate of digestion. chemical digestion significantly. the rate action of enzymes of potatoes, stopwatch. Enzymes are biological catalysts. substrates.
Identify a bolus in a diagram. Bolus is the mass/ball of food that Identify bolus in a diagram. Identification and labeling of a has been chewed and swallowed. Move a paper ball along a tube or bolus. flexible cylinder. Simulate muscular motions.
76 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS TOPIC: DIGESTIVE PROCESS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict what would happen if Food is softened and made smaller in Practice chewing various food Food items, article. Plausible predictions. food was not properly chewed. size during the process of mastication items properly. (chewing). Describe effects of large masses of food on esophageal tissue. Based on the foods digested by Digestive juices aid the process of Complete a worksheet with organs, Worksheet Number of correct responses. a digestive juice, identify the chemical digestion (e.g. bile, pancreatic digestive juice, enzymes and types of enzymes present in it. juice, trypsin) action. Saliva – starch (amylase/carbohydrase) Gastric juice: protein (protease) Pancreatic juice: starch (amylase/ carbohydrase), protein (protease), fats (lipases) Intestinal juice: starch (amylase/ carbohydrase), protein (protease), fats (lipases).
Recognize and explain the Relative size (length and width), shape Make a model of the ileum to Charts, diagrams of TS ileum, Number of valid points to relationship between the and structural makeup (folding of inner show its length, narrowness. microscopes, prepared slides. demonstrate the relationship structure of the small intestine wall and villi). Villi are found in the View cross-section of ileum. between the structure of the ileum and its function in absorption. walls of the small intestine. They are View villi using a microscope. and absorption. finger-like projections with large surface area. Increased surface area and time food spends passing through the intestine so increasing chances of absorption.
Identify and adopt practices to Eat a balanced diet that includes all Class discussion. Identify and Long-term behaviour. maintain a healthy digestive nutrients much water and fiber, which adopt practices to maintain a system. promote regular bowel movements; eat healthy digestive system. on time, avoid late night meals.
77 SCOPE OF WORK GRADE: 7 STRAND: BODY SYSTEMS
TOPIC: DIGESTIVE PROCESS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effect of a blockage Food travels the alimentary canal List signs of intestinal obstruction. Plausible predictions with reasons. (growth of tissue) in the small as peristaltic contractions. intestine. Obstructions prevent the normal flow of food and fluid. There is a back-up of food causing pain and sensation of being “full”. Reduced defeacation, adhesions, hernias or tumors. Predict the effect on daily diet for Gall bladder stores bile which aids Class discussion on the functions Chart of Digestive System. Plausible predictions with reasons. a person whose gall bladder was in the digestion of fatty foods. of bile and the gall bladder. removed. Diet should have minimal fatty Compiles a list of foods that component. Bile emulsifies people without gall-bladders (breaks up) fat into small should avoid (due to inadequate “droplets” so increasing the amounts of bile to process them at surface area for enzymes to work. mealtime). Bile is made in the liver and stored in the gall bladder. Compare the functions of the liver Function, role in digestion, List function of the liver and Textbooks Number of points made. and pancreas. features: Digestion pancreas. Comparisons made. Liver – bile salts, emulsify fats - stores glucose as glycogen, and Compare and contrast the two converts glycogen to glucose organs. - breaks down excess amino acids Pancreas – pancreatic juice – Indicate the role of each in the protease, lipase, amylase digestion process. Endocrine Liver – controls amount of sugar in blood Pancreas – makes hormones (chemicals) to monitor sugar
78 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES TOPIC: SKELETAL SYSTEM DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe features of bone A dislocation is a • Observe features of bone Photographs Number and accuracy of dislocation, and fractures and separation of two bones where dislocation, and fractures and First Aid books observations recorded. arthritis in photographs. they meet at a joint. arthritis in photographs. Dislocation – swelling & • Complete a table describing “sagging”, fractures, swelling, the appearance of each along arthritis, swelling of joints, with differences. “cramped” fingers. Classify bone fractures. A fracture is a complete break, • Brainstorming (small groups). First Aid books Correct classification. chip or crack in the bone. • Classify diagrams of fractures “Hairline” – a fine break. on worksheet based on Simple – break in one place. definitions. Compound – break in more than one place . Simple fracture is a break in the bone without damage to the skin. A compound fracture involves a break in, or loss of skin and splintering of the bone. Describe the condition, signs and Soft bones due to dietary • Observe photographs of Human & Social Biology for the Clarity of the description. symptoms of rickets. deficiencies in calcium, persons with rickets. Tropics phosphorus and Vit. D. • Describe the external “Crooked” legs, inability to stand appearance of the condition. for long periods. Describe the condition, signs and Inflammation of joints caused by Human Form & Function Clarity of the description. symptoms of arthritis. swelling, disfigured, pain.
Describe the condition, signs and Cartilage between vertebrae • In small groups, brainstorm. Human Form & Function Clarity of the description. symptoms of “slipped disc”. moved out of place. Pain in back • Class compare information. increased with movement. • Note correct information. Research the latest methods in Research the latest methods in Internet Rubric for assessing research. bone/cartilage replacement e.g. bone/cartilage replacement. knee/hip. 79 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: THE MUSCULAR SYSTEM DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe persons with, or diagrams Observe pictures of muscular Photographs of muscular injuries. injuries.
Observe features of strains and Sprains are injuries that affect • Observe features of strains and Photographs Description of sprains and strains. sprains. ligaments, thick bands of tissue sprains. that attach bone to bone. They • Describe the observed features of occur in response to a stretch or strains and sprains. tear of a ligament. Strains are injuries that affect muscles or tendons, thick bands that attach muscles to bones. They occur in response to a quick tear, twist, or pull of the muscle.
Classify injuries as sprains. Identify examples of sprains. First Aid books, photographs, Sprains correctly identified. scenarios. Distinguish between sprains and • A sprain is the tearing of • Allow students to utilize pictures American Red Cross Community Clearly described differences strains. ligaments at a joint. to observe the features of each of First Aid and Safety. between sprains and strains. • A strain is a stretching and the injuries. tearing of muscles or • Use pictures to create a booklet of tendons. the injuries to muscles, bone and joints.
Describe the condition, signs and Rheumatoid arthritis – fibrous • Research the condition of First Aid books, Human Form & Signs and symptoms correctly symptoms of rheumatism. tissue around the joints become rheumatism. Function identified and described. swollen, stiff, inflamed and • Describe the condition of painful; person may feel tired rheumatism. and show weight loss. • Relate the signs and symptoms to Worksheet the condition of rheumatism.
80 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: MUSCULAR SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the condition, signs and Tetanus “locked jaw” bacteria enter • Research the condition of First Aid book, Human Form & Signs and symptoms correctly symptoms of tetanus “locked jaw”. body through cuts and scratches. tetanus. Function identified and described. Muscles of the neck, back and limbs • Describe the condition of tighten. Muscles of jaw tighten and tetanus. cause “lock”. • Relate the signs and symptoms to the condition of Worksheet tetanus.
Describe the condition, signs and Rabies – caused by infection of • Research the condition of Human Form & Function Signs and symptoms correctly symptoms of rabies. saliva of infected mammal. Throat rabies. identified and described. muscles tighten, fever, convulsions • Describe the condition of and paralysis. rabies. • Relate the signs and Worksheet symptoms to the condition of rabies.
State a hypothesis on muscle Sprain – a torn ligament causes State a hypothesis on muscle Human Form & Function Hypothesis clearly stated with sprains being related to exercise. pain and swelling. Sprain and sprains being related to exercise. reasons given. torn Achilles tendon caused by excessive stress on tissues.
81 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: NUTRITION DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Relate dietary diseases to a As above. List deficiency diseases and the Worksheet Match deficiency disease with deficiency of specific nutrients. Vitamin A, B1, B6, B12, C, D, K specific nutrient associated with deficiency of a particular nutrient. Minerals iodine, iron, calcium, them. Match deficiency diseases phosphorus, carbohydrates, (photographs) with specific protein. nutrients associated with them.
Relate conditions of diabetes, Obese persons have an increased Use statistical data to compare Statistical data (national), Rubrics for visual display. hypertension, elevated cholesterol, risk of developing illnesses such as life expectancy among people cardboard, paper, glue, scissors, overweight/obesity to life diabetes, hypertension, and heart with illnesses such as diabetes, markers, rulers. expectancy. disease, all of which may lead to hypertension, heart disease. premature death. Make a poster to relate the symptoms of illnesses/conditions named to treatment and prevention.
Use statistics of diabetes, Graphs show occurrences Interpret data. Graph paper, data. Rubric for assessing processing hypertension, elevated cholesterol, comparing genders or age groups. Construct graph. data. overweight/obesity in The Compare occurrence of named Bahamas to construct bar graphs. diseases/disorders among genders, and age groups.
82 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: DIGESTIVE DISORDERS DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the condition, signs and General discomfort, bloating, • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of indigestion. burning. find out information about the condition, signs and symptoms of indigestion. • Complete a matrix showing the signs and symptoms of indigestion. Describe the condition, signs and Infrequent passing of hard stool, • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of constipation. abdominal discomfort, bloating. find out information about the condition, signs and symptoms of constipation. • Complete a matrix showing the signs and symptoms of constipation. Describe the condition, signs and Frequent passing of loose, watery • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of diarrhoea. stool. find out information about the condition, signs and symptoms of diarrhoea. • Complete a matrix showing the signs and symptoms of diarrhoea. Describe the condition, signs and A break in the surface of the • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of gastric/peptic ulcers. stomach/duodenum wall; a sore – find out information about the burning pain in the abdomen. condition, signs and symptoms of gastric/peptic ulcers. • Complete a matrix showing the signs and symptoms of gastric/peptic ulcers.
83 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: DIGESTIVE DISORDERS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the condition, signs and Inflammation of the oesophagus • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of heartburn. caused by the upward movement find out information about the of acid from the stomach, painful condition, signs and burning sensation. symptoms of heartburn. • Complete a matrix showing the signs and symptoms of heartburn. Describe the condition, signs and Accumulation of air (gas) taken in • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of flatulence (gas). while eating or drinking, it may be find out information about the produced by the action of bacteria condition, signs and in the gut. symptoms of flatulence. • Complete a matrix showing the signs and symptoms of flatulence. Describe the condition, signs and Inflammation of the lining of the • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of gastroenteritis/food stomach/intestine caused by find out information about the poisoning. bacterial action on food causing condition, signs and food poisoning. Nausea, symptoms of abdominal pain, diarrhoea. gastroenteritis/food poisoning. • Complete a matrix showing the signs and symptoms of gastroenteritis/food poisoning.
Describe the condition, signs and Inflammation of the appendix. • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of appendicitis. Severe pain on right side of the find out information about the abdomen, nausea and sometimes condition, signs and vomiting. symptoms of appendicitis. • Complete a matrix showing the signs and symptoms of appendicitis. 84 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: DIGESTIVE DISORDERS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe the condition, signs and Deposits of cholesterol collect in • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of gall stones. the gall bladder. Severe pain in find out information about the the upper abdomen. condition, signs and symptoms of gall stones. • Complete a matrix showing the signs and symptoms of gall stones. Describe the condition, signs and Excess glucose in the blood. • Read text/resource books to Human Form and Function Matrix with correct information. symptoms of diabetes. Excessive thirst, frequent copious find out information about the urination, weight loss, itching, condition, signs and lethargy. symptoms of diabetes. • Complete a matrix showing the signs and symptoms of diabetes. Predict the change in daily diet for Avoid fatty foods. Predict the change in daily diet Correct prediction with plausible a person whose gall was removed. for a person whose gall bladder reasons. was removed.
Predict what would happen if food Choking, flatulence, indigestion. Predict what would happen if Correct prediction with plausible was not properly chewed. food was not properly chewed. reasons.
Formulate a hypothesis as to Pancreas produces enzymes that Formulate a hypothesis as to Hypothesis clearly stated with whether the liver can compensate cause chemical breakdown of whether the liver can compensate plausible reasons. for a malfunctioning pancreas. carbohydrates, fats and protein. for a malfunctioning pancreas. Liver produces bile that physically breaks down fats. Research gastric bypass. Surgical procedure to reduce the • Research gastric bypass. Magazines, Internet Accuracy and clear description of volume of the stomach – less food • Describe simply what the information. consumed; therefore large amount procedure is and its purpose. of weight lost. 85 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: TYPES OF DISEASES DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify diseases/disorders. Infectious diseases are caused by • Read text/resource books to CXC Human and Social Biology Correct classification. pathogens that spread from one determine examples of person to another. Examples of degenerative, deficiency and Rubric for assessing visual aids. infectious diseases. infectious diseases. Degenerative diseases caused by • Define communicable and malfunctioning of an organ (could non-communicable. become progressively worse). • Classify degenerative, Dietary deficiency diseases caused by deficiency and infectious malnutrition. Examples of deficiency diseases as communicable or diseases. non-communicable. Communicable disease (infectious, • Make a graphic organizer to caused by a pathogen, passed from classify diseases/disorders (as person to person). non-communicable, or Non-communicable (disease not communicable. passed on by pathogens e.g. degenerative, inherited, sickle cell anaemia). Predict the effect of food The effect is greatest on young • Predict the effect of food Valid predication with plausible poisoning on three persons of children, than old people than on poisoning on three persons of reasons. different age groupings. adults. However, effects might be different age groupings. longest lasting in old persons.
Read an article about a disease not Congenital diseases - malfunctioning • Read an article about a disease CXC Human and Social Biology Rubric for assessing presentations. studied in class from one of the of an organ present from birth not studied in class from one of categories: communicable, Inherited (caused by inherited genes). the categories: communicable, congenital, degenerative, congenital, degenerative, pathogenic, inherited. pathogenic, inherited. • Make a brief presentation.
86 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES DURATION: 11 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use common names to identify Appetite - Aloe, Bay Geranium, • Observe slide show or Bush Medicine in Bahamian Folk Number of photographs correctly bush medicines. Cascarilla bark, Gale of Wind, photographs. Tradition identified with common names. Madeira bark • Match names with Photographs (PowerPoint Backache – Gum Elemi, Love photographs. Presentation) Vine, Madeira bark • Complete word puzzles. Artifacts (plants/pieces) Constipation – Castor Oil, Fig, Prickly Pear, Senokot Diarrhoea – Banana (green), Stopper Bush, Guava Gripe (babies) – Dill Seed Indigestion – Aloe, Dill Seed Poisoning – Bay Cedar Rheumatism – Buttonwood, Match-Me-If-You-Can, Dog Wood Sprains – Aloe, Guava Strains – Five Fingers, Rooster Comb, Life Leaf Toothache – Bay Cedar Classify common plants used in Herbs, shrubs or trees; annuals, • Define each group title. Bush Medicine in Bahamian Folk Rubric for assessing visual aids the preparation of bush medicine. biennials, perennials; • Classify each plant. Tradition (graphic organizer). monocotyledons, dicotyledons; • Make a table or graphic Photographs (PowerPoint organizer to classify the plants Presentation) above. Artifacts (plants/pieces) Relate the external features of Sandy – long roots, vines (soft • Observe photographs of plants Bush Medicine in Bahamian Folk Worksheet clear relationship plants used for bush medicine to stems). in their habitat. Tradition between features and habitat. their natural habitat. Rocky – short roots, small leaves. • Observe plants. Photographs (PowerPoint • Relate the external features of Presentation) plants (above) to their natural Artifacts (plants/pieces) habitat on a worksheet. Worksheet
87 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict factors that might pose Location (in coppice, beach), Predict factors that might pose Photographs of plants in their Validity of points in predictions. difficulty in accessing and/or effect on plant (use of root), difficulty in accessing and/or habitats. preparing the bush medicine. thickness of leaf cuticle, thickness preparing the bush medicine. of bark. Describe leaf presses made from Leaves of plants (above), different • Observe leaf presses made Bush Medicine in Bahamian Folk Details given in descriptions. plants used as bush medicine. shapes and sizes. from plants. Tradition • Describe leaf presses made from plants. Conduct a survey of the One of: Gale of Wind, Aloe, Love • Select a bush medicine plant. Bush Medicine in Bahamian Folk Rubric for assessing collecting and neighbourhood to determine the Vine, Castor Oil, Match-Me-If- • Conduct a survey of the Tradition processing data. population of a given bush You-Can, Gum Elemi, Life Leaf. neighbourhood to determine medicine, compile the data for the population of a given bush several neighbourhoods and medicine, compile the data for construct a graph to show the several neighbourhoods and frequency of populations. construct a graph to show the frequency of populations. Formulate a hypothesis on how a One of: Appetite - Aloe, Formulate a hypothesis on how a Clearly stated, plausible bush might be prepared to treat a Backache – Love Vine, bush might be prepared to treat a hypothesis. given illness. Constipation – Castor Oil, given illness. Strains – Five Fingers. Observe relevant part of plant to As Above. • Observe relevant part of the Clear description and valid reasons determine its suitability for use in plant (selected above). for its suitability. preparation of “medicine”. • Describe its suitability for use in preparation of “medicine”. Select appropriate parts of plants For plant selected above. Teacher demonstration of Parts selected are deemed to prepare “medicine”. preparation of the “medicine”. appropriate based on their appearance and texture. Observe the texture of paste or For plant selected above. Observe the texture of paste or Description of colour and/or colour of solution to determine colour of solution at completion texture. completion of preparation. of preparation. 88 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify “medicines” based on the Boiling (to wash area or drink), Create a table to classify all Bush Medicine in Bahamian Folk Correct groupings of methods of methods of preparation. beating (to apply to area), make a medicinal plants studied based on Tradition preparation, number of plant paste. the methods of preparation. preparations correctly classified.
Describe the identified plants, their In the table above, add the use(s) Bush Medicine in Bahamian Folk Correct information in table. preparation and uses. for each medicinal preparation. Tradition
Make a poster of bush medicines Plants studied in the Unit. Make a poster of bush medicines Photographs, leaf presses Rubric for assessing visual aids. and their uses. and their uses.
Make charts, a video or Power Plants studied in the Unit. Make charts, a video or Power Rubric for assessing visual Point production of four bush Point production of four bush presentations. medicines and their method of medicines and their method of preparation. preparation.
Construct a table of Plants studied in the Unit. • Construct a table of Number of bush medicines photographs/drawings of plants photographs/drawings of correctly matched with the and their uses. plants and their uses. diseases/disorders. • Match named bush medicines to the diseases/disorders that they are used to treat.
89 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation to show Loss of Appetite – (Aloe, Bay Make an oral presentation to show Bush Medicine in Bahamian Folk Rubric for assessing oral one disease/disorder and the bush Geranium, Cascarilla bark, Gale of one disease/disorder and the bush Tradition presentations. medicines to treat it. Wind, Madeira bark), medicines to treat it. constipation – (Castor Oil, Fig, Prickly Pear, Senokot/cinnicord, rheumatism – (Buttonwood, Match-Me-If-You-Can, Dog Wood). Predict the effects of taking too One of the above. Predict the effects of taking too Clearly stated plausible prediction. much or too little of a given bush much or too little of a given bush medicine. medicine.
Recognize variables and attempt to Indigestion – Aloe, Dill Seed Identify variables and attempt to Bush Medicine in Bahamian Folk Plausible variables identified. control one of the variables in Variables (temperature, amount of control one of them in the Tradition preparation of bush medicine. plant material, amount of water, preparation of a bush medicine time). (aloe or dill seed).
Prepare a bush medicine. Aloe, Dill Seed. Preparation of either aloe or dill Bush Medicine in Bahamian Folk Instructional steps followed. seed “medicine”. Tradition
Measure temperatures of medicine For above preparation; to 1 °C Measure and record temperatures Heating device, beaker, Accuracy of measurements. preparations. accuracy. (to 1 °C) of medicine preparations. thermometer, aloe/dill seed.
Measure time (minutes) taken for Time (minutes) for aloe or dill seed Measure time (minutes) taken for Time correctly measured. correct preparation of bush preparation. correct preparation of bush medicines. medicines.
Measure dosage. Teaspoonful, tablespoonful, ¼ cup Measure suggested dosage. Set of measuring spoons, Accuracy of measurements. etc. measuring cup (with gradation).
90 SCOPE OF WORK GRADE: 7 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a flow chart showing stages Make a flow chart showing stages Rubric for assessing visual aids. in the preparation of a bush in the preparation of a bush medicine. medicine.
Suggest a natural additive to make Salt, spice etc. Suggest a natural additive to Plausibility of suggested additives a bush medicine more appealing. make a bush medicine more and reasons. appealing.
Decide whether or not to use Any two of the “medicines” named Based on information in Plausible reasons given to support specified bush medicines. in the unit. textbooks and oral testimonies, stated opinion. decide whether or not to use specified bush medicines.
Conduct research to find additional Conduct research to find Library, bush medicine resource Rubric for assessing research. bush medicines and/or home additional bush medicines and/or books. remedies used for the diseases/ home remedies used for the disorders studied. diseases/disorders studied.
Describe the effects of land • List the habitats of plants Number of plants in habitats development in The Bahamas on studied (bush medicine). identified as at risk or cleared (less the availability of plants used for • Describe the effects of land plants on islands or on fewer bush medicine. development in The Bahamas islands). on the availability of plants used for bush medicine.
91 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID/THE SKELETAL/MUSCULAR SYSTEMS DURATION: 2 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Define First Aid. • First Aid is the initial care given • Utilize a schematic map to American Red Cross Community Definition to a casualty before professional activate prior knowledge of First Aid and Safety . help arrives. the definition of First Aid. • It can come from a member of the • Brainstorming. family, a friend, or a stranger who happens to be on the spot, but the help they give can literally mean the difference between life and death.
Describe the importance of First • First Aid is provided to a person • Brainstorming. American Red Cross Community Number of valid points, Aid. immediately following an • Write a short story to explain First Aid and Safety. persuasiveness in showing accident or onset of illness to the term First Aid. importance. decrease complications and to offer psychological (emotional) and physical comfort. • It is performed to decrease the individual's pain and suffering until emergency medical technicians (EMTs) or other health care givers arrive on the scene.
92 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID/THE SKELETAL/MUSCULAR SYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use bandages correctly to A broken bone should be Demonstrate how to tie a Triangular bandages, towels, Sling and splint correctly made. immobilize an injured bone. immobilized via splint including sling. wooden ½ metre ruler/piece of Correct identification of signs that the joint above and below the Demonstrate how to make a wood. indicate the need for a splint. break. A splint to immobilize a splint for the ankle or American Red Cross Society joint should include the bones forearm. Community First Aid and Safety above and below the joint. A triangular bandage tied as a sling is used to immobilize and support an injured arm.
Demonstrate the proper care of a 1. If needed, immobilize the Give students a worksheet that American Red Cross Community Completion of scenario worksheet. fracture. broken bone with a splint. will describe scenarios of First Aid and Safety . Correctly concludes the type of 2. Apply ice packs to reduce pain injuries and First Aid measure to be used. and swelling. They would have to First Aid Trainer, Nurse. 1. Suggest the first aid measures to treat the injury. 2. Predict any further injuries that may be incurred based on victim’s signs and the environment.
Demonstrate the proper care of a Support the joint; do not put Demonstrate the proper care of a Correct technique used. dislocation. pressure on the joint. dislocation.
93 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make oral and dramatic 1. Protect the injury Make oral and dramatic American Red Cross Community Rubric for assessing presentations. presentations on the correct way to 2. Rest the injury for a day or two presentations detailing the correct First Aid and Safety treat sprains and strains. 3. Ice the injury way to treat sprains and strains. 4. Compress the injury by tightly wrapping it with an elastic bandage 5. Elevate the injury to reduce swelling, especially if the injury is to an arm or leg.
Remember acronym P.R.I.C.E
Recognize the relationship Discuss the “pros” and “cons” of Number and validity of reasons between immobilizing a victim immobilizing a victim. given to immobilize a victim. and causing less harm.
Formulate a hypothesis as to a • Broken bones Formulate a hypothesis as to a Photographs, written scenarios. Clearly stated hypothesis with treatment for an injury described in • Sprain treatment for an injury described valid reasons. a case study. • Strain in a care study.
Predict any further injuries that Further dislocation, strain fracture, Predict any further injuries that Photographs, written scenarios. Clearly states valid predictions. may be incurred based on a cuts. may be incurred based on a patient’s signs and the patient’s signs and the environment. environment.
Draw a conclusion on the types of Photographs, written scenarios. Clearly states conclusion based on injuries sustained based on the observations/information. nature of an accident, information given and observations made.
94 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate the proper care of a 1. Call 911 before you begin Give students a worksheet that American Red Cross Community Take steps to prevent shock. dislocation. treating someone who may will describe scenarios of injuries First Aid and Safety Correct steps and technique. have a dislocation, especially if and they would have to the accident causing the injury 1. Suggest the First Aid First Aid Trainer or Nurse. may be life-threatening. measures to treat the injury. 2. If there has been a serious 2. Predict any further injuries injury, check the person's that may be incurred based on airway, breathing, and the victim’s signs and the circulation. If necessary, begin environment. rescue breathing, CPR or bleeding control. 3. If the skin is broken, take steps to prevent infection. Do not blow on the wound. Rinse the area gently to remove obvious dirt, but do not scrub or probe. Cover the area with sterile dressings before immobilizing the injury. 4. Splint the injury in the position in which you found it. Do not move the joint. Be sure to immobilize the area above and below the injured joint. 5. Check the person's blood circulation around the injury by pressing firmly on the skin in the affected area. 6. Apply ice packs to ease pain and swelling.
95 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: PEDESTRIAN SAFETY DURATION: 3 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify a road pedestrian crossing. Black and white stripes commonly Identify a diagram or photograph Road Traffic pamphlet Worksheet - diagrams called “zebra crossing”. of a road pedestrian crossing. Design a poster to show correct Cross only at points on the road Design a poster to show correct Road Traffic pamphlet Rubric for assessing visual aids. practice in crossing a road. where view is unobstructed, on practice in crossing a road. pedestrian crossings, at corners or straight road. Look right, left, right before crossing. Do not loiter while crossing. Demonstrate the correct way to Treat as two separate crossings i.e. Demonstrate the correct way to Models, diagrams. Correct steps cross dual carriageways and to the roundabout/first one-way cross dual carriageways and roundabouts. road then cross from the roundabouts. roundabout/second one-way road as the final crossing.
Demonstrate safety rules for Walk facing oncoming traffic Demonstrate safety rules for Road Traffic pamphlet Rubric for assessing oral walking. (right) except where the sidewalk walking through a skit. presentations. is only on the left. Walk single- file; do not wander onto the road, wear light colour clothing at night. Hold young children and pets (dogs on leash) by the hand and keep them on the inside (away from the road). Make drawings to show guidelines As above. Make drawings to show Road Traffic pamphlet Rubric for assessing visual aids. for pedestrians using the road. guidelines for pedestrians using the road.
96 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: PEDESTRIAN SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation As for previous learner outcome. Make an oral presentation Rubric for assessing oral describing five safety rules of describing five safety rules of presentations. walking. walking.
Demonstrate safe practices when Demonstrate and make a Long-term behaviour. using the road as a pedestrian. commitment to use safe practices when using the road as a pedestrian.
Use visual aids to identify Walking tree-abreast, crossing on Use visual aids to identify Rubric for assessing visual aids. incorrect use of roads by bends or behind an obstruction incorrect use of roads by pedestrians. (van), playing on the road, walking pedestrians. on the same side as traffic. Use a helmet (cyclist). Cyclist commit to wearing a Long-term behaviour. helmet while cycling.
Make a rap, poem or song to Working brakes, working front Make a rap, poem or song Road Traffic pamphlet Rubric for assessing oral highlight safety rules for cyclists white light, back red reflector skit/PowerPoint, oral presentation presentations. (bicycle or motor cycle). lights and pedal reflectors, ride on to illustrate safety rules for the left, wear light colours/ cyclists (bicycle or motor cycle). fluorescent/reflective at night, do not hold onto moving vehicles, do not try stunts on the road, do not swerve in front of a moving vehicle, wear helmet.
97 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: ROAD SAFETY DURATION: 7 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use knowledge of safety rules to Use knowledge of safety rules to Long-term behaviour. make wise choices as a cyclist. make wise choices as a cyclist.
Conduct a survey to determine the Bruises, broken legs/arms, sprains. • Design questionnaire. Rubric for assessing investigations most common cause of accidents • Identify target group. (survey). among teenagers on roads or • Conduct survey. sporting facilities in the settlement/area/island.
Make a poster or brochure Previous rules. Do not: play on or Make a poster or brochure Information from Road Traffic Rubric for assessing visual aids. showing accident prevention tips near the road, chase a ball or pet showing accident prevention tips Department/local police. for children and teenage road into the road, “pop”. for children and teenage road users. Be aware of “bad” driving. users.
Use appropriate seat belts correctly Children: under six months, under • Identify appropriate seat belts Information from Road Traffic Long-term behaviour. to strap persons of various age 40 pounds, under 80 pounds, over correctly to strap persons of Department/local police. groups in a vehicle. 80 pounds through adults. various age groups in a vehicle. • Use the appropriate seat belt.
Demonstrate safe practices as a Enter and exit a vehicle that is Use a skit to demonstrate safe Road Traffic pamphlet Rubric for assessing oral passenger in a vehicle. stationary, exit on the (left) practices as a passenger in a presentations. sidewalk-side, use seat belt, avoid vehicle. distracting the driver, abstain from playing or “fooling around”.
Identify vehicle and drivers’ Slow down, right & left turns Identify vehicle and drivers’ Road Traffic pamphlet Correct identification of drivers’ (hand) signals. (right and left-hand drive). (hand) signals on diagrams. hand signals.
98 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: ROAD SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate the use of hand Demonstrate hand signals: slow Road Traffic pamphlet Correct demonstration of drivers’ signals used by drivers. down, right & left turns (right and hand signals. left-hand drive).
Use knowledge of driver’s hand Use knowledge of driver’s hand and Short and Long-term behaviour. and car signals to make wise car signals to make wise choices as a choices as a pedestrian . pedestrian .
Observe indicators of curves in Obstructed view on one side, solid • Observe indicators of curves in Diagrams, photographs, posters. Rubric for assessing visual aids. the road. white line in the middle of the road, the road. solid white line curves, round red • Make visual aids to show the road sign with symbol U. and road sign for curves. Classify road signs. Blue signs show information; round • Observe a variety of road signs. Diagrams, photographs, models, Correct classification with ones show speed limit; square give • Classify road signs. posters. plausible reasons. children at play. Red signs give warning: triangle advise e.g. road crossing, crossroad, T-junction; square shows caution road works, narrowing road. Recognize the relationship Speed (20, 30, 50, 65, 75 miles/hr) • Research the braking distance for Information from Road Traffic Relationship clearly shown with between speed and damage and braking distances for each, force vehicles traveling at different Department/local police. correct information. caused in vehicular accidents. of impact for each, damage to small, speed, the types of damage to middle and large vehicle for each, vehicles and the types of injuries kind of injuries to persons in small sustained by persons for each and middle (SUV) size vehicles for speed. each speed. • Make a table showing information from the research. • Describe the relationship between speed and damage caused in vehicular accidents. 99 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: ROAD SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use visual aids to identify Absence of signaling for slowing, Use visual aids to identify Photographs; drawings, worksheet. Number of incorrect uses of the incorrect use of roads by drivers. stopping, turns; excessive speed; incorrect use of roads by drivers. road that are correctly identified. overtaking on solid line; overtaking on curves; double parking; too close to vehicle in front; talking on cell/mobile phones; use of earphones; ignoring amber and red traffic lights; ignoring pedestrian crossings; overtaking without a clear view; “jumping” at a four-way stop.
Make a poster or brochure Same as for pedestrians, drivers. Make a poster or brochure Road Traffic pamphlet Rubric for assessing visual aids. showing accident prevention tips showing accident prevention tips for adult road users. for adult road users.
Conduct research to determine the Between vehicles (cars, SUV’s, Conduct research to determine Police Department (Road Traffic, Rubric for assessing conducting types of road accidents that occur trucks, trailers); vehicle and the types of road accidents that local clinic). research. in The Bahamas. motorcycle or bicycle; vehicle and occur in The Bahamas. pedestrian; vehicle and object (tree, wall etc.); motorcycle/bicycle and object vehicle overturn; weather-caused (fog, rain); spills.
100 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: ROAD SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct research to determine the Excessive speed, drunk drivers, Conduct research to determine As for previous learner outcome. Rubric for assessing conducting causes of road accidents in The inattentative drivers, pedestrians’ the causes of road accidents in research. Bahamas. fault; obstructed view The Bahamas. (motorcyclists); poor lighting at night; inadequate signage; faulty vehicle/cycle.
Construct a bar graph of the main Construct a bar graph of the main Rubric for processing data. causes of road accidents in The causes of road accidents in The Bahamas. Bahamas.
Formulate a hypothesis on the Carbon dioxide, carbon monoxide Formulate a hypothesis on the Clearly stated plausible hypothesis effect a mandatory decrease in the & other noxious gases in exhaust effect a mandatory decrease in with plausible reasons. number of vehicles on New fumes. the number of vehicles on New Providence would have on the Providence would have on the health of people. health of people.
Formulate a hypothesis on the Formulate a hypothesis on the Clearly stated plausible hypothesis cause of the largest amount of cause of the largest amount of with plausible reasons. accidents among teenagers in The accidents among teenagers on Bahamas. roads in The Bahamas.
Suggest ways that might prevent • Think, pair, share Number of plausible suggestions accidents on roads in The • Class compile a list made. Bahamas.
101 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: RECREATIONAL SAFETY DURATION: 5 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify recreational activities. Recreation – hobby or activities of • Brainstorm the meaning of the Number of recreational activities interest and enjoyment undertaken term recreation. identified. during leisure time. Examples: • Create concept map of walking, swimming, drawing, recreation/recreational playing music, dancing, sports, activities. electronics/video games, fishing. Identify designated recreational Public: parks, beaches • List recreational areas in the Percentage of identified of the areas. Private: skating rinks, sporting area/settlement/island. available recreational areas. areas, clubs Identify warning/danger signs on Signs: Beware, Danger • Identify flash cards that show Number of signs correctly property. traditional danger signs. identified. • Design a warning poster. Observe flaws in playground Broken chains/missing links in • Examine photographs or Worksheet Number of hazards correctly equipment. swings¸ bent or leaning scenarios. identified. poles/climbers, insufficient sand in • Identify potential hazards. landing box, rocky surface under or near to landing area.
Identify potential accidents caused Dangling wires – burns, shock, • Brainstorming in small groups Rubric for assessing visual aids. by dangling wires, following balls electrocution. or pairs. onto road, fireworks, barbecues, Running onto the road – slip and • Discussion and collate a list. throwing events. fall, hit by cyclist, hit by vehicle, • Make an information cause vehicle to hit something or pamphlet/brochure identifying someone else. potential accidents caused by Fireworks – burns, bush fires, dangling wires, following injuries e.g. eye balls onto road, fireworks, Barbecues – burns barbecues, throwing events. Throwing events, body injuries.
102 SCOPE OF WORK GRADE: 7 STRAND: FIRST AID AND SAFETY
TOPIC: RECREATIONAL SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe licence Aeroplanes and vehicles are Students view numbers on flash Flash cards Number of licence numbers (vehicle/aeroplane) numbers. identified by their licence cards for a few seconds (size of correctly identified. numbers. licence plates) then try to recall the numbers after a few seconds.
Identify classes/groups of unsafe Plants, cavernous rocky substrate, Identify classes/groups of unsafe Logical classification using valid features of the outdoor smooth/slippery rocks (shoreline), features of the outdoor criteria. environment. fencing, oil/gasoline. environment.
Draw a conclusion on the nature of Scenarios: swinging, see-saw, Draw a conclusion on the nature Worksheet Clearly stated logical conclusion a playground accident based on trampoline, broken tree limbs, of a playground accident based based on reasons/observations information and observation. rocky surface near a slide. on information and observation. given.
Use knowledge of safety rules Safety rules on playing fields as • Create an artifact showing Publications from sporting Rubric for assessing models. while observing and playing well as on sporting facilities. safety rules for sports. authorities. sports. • Resolve to use the safety rules.
Find out the cause of the largest Find out the cause of the largest Rubric for assessing number of accidents among number of accidents among investigations. teenagers on sporting facilities in teenagers on sporting facilities in The Bahamas. The Bahamas.
Suggest ways that might prevent Suggest ways that might prevent Plausibility of suggestions accidents on sporting facilities in accidents on sporting facilities in identified. The Bahamas. The Bahamas.
103 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION DURATION: 11 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify components of the Non-living factors: sunlight, • In pairs, review definitions of Human and Social Biology for the Matrix – number of components environment as biotic or abiotic. water, rock/soil, minerals, living and non-living things. Tropics, CXC Human and Social observed and correctly listed as fertilizers and pollutants (glass, • Observe a photo of a Biology biotic or abiotic. plastic, cellophane, Styrofoam and community with pollutants. PVC are abiotic components). • Draw a table to classify things Living/dead components: animals, as biotic or abiotic. plants, fungi, bacteria, humus, faeces, wood, cardboard and paper are biotic. Identify and name common Fumes – industrial, • Brainstorming & list Worksheet Pollutants correctly identified and pollutants. vehicular/vessel, burning trash pollutants. Human and Social Biology for the named. Smoke – cigarette, combustion • Observe video clip/photos. Tropics, CXC Human and Social Chemicals – fertilizers, paints, • Complete worksheet. Biology batteries, Heat – industry, Materials – Styrofoam, plastic, glass. Classify pollutants as solid, liquid Gases - CFC’s, carbon monoxide, • Brainstorm definition of Human and Social Biology for the Matrix – number of pollutants and gaseous. carbon dioxide, nitrous oxide, pollution. Tropics, CXC Human and Social identified and correctly listed propane. • Brainstorm items that may be Biology according to the state of matter. Liquids – paint, thinner, termed pollutants. petroleum, kerosene, sewage • Create a matrix classifying the effluent. identified pollutants according Solids – sewage, soot (smoke), to the states of matter. asbestos, fertilizers, containers (metal, glass, plastic, rubber, Styrofoam). Describe two sources of pollution Sewage, farms, gardens, vehicles, • Identify the source for each Human and Social Biology for Sources of pollution correctly found in the environment. fires, industry, cleaning materials. pollutant named above. CSEC, Human and Social Biology identified with named pollutants • Describe the source for each for the Tropics, CXC Human and from each source. of two pollutants. Social Biology
104 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Draw a conclusion about a Neighbouring factories – increased • Observe photographs of Human & Social Biology Clearly stated conclusion based on person’s health based on their risk of respiratory diseases; different living environments. observations. living environment. farmland and fresh, stagnant water • Draw a conclusion about a – increase risk of waterborne person’s health based on their diseases. living environment.
Draw conclusions about diseases Example: lung cancer, cigarette • Observe photographs of Clearly stated conclusion based on identified in different smokers. different living environments. observations. environments based on the type of • Draw a conclusion about pollutants shown. possible diseases developed based on their living environment.
Suggest reasons why three named Emphysema • Identify three illnesses related Plausibility of reasons and logic illnesses are linked to pollution. Sinusitis to food/water ingested, applied in formulating suggestions. Diarrhea respiratory system or Cholera associated with pests (rodents and insects). • Suggest reasons why three named illnesses are linked to pollution.
Design pamphlets that have an Design and make a pamphlet that Rubric for assessing visual anti-pollution focus. has an anti-pollution focus. presentations.
Make an oral presentation on the Litter attracts rodents and insect Make an oral presentation on the Rubric for assessing oral effects of land pollutants on the pests that transmit pathogens. effects of land pollutants on the presentations. health of humans. Heavy metals can pollute health of humans. underground water and become absorbed into the food chain. 105 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Write an infomercial for television As above. Write an infomercial for Rubric for assessing visual highlighting the effects of common television highlighting the effects presentations. land pollutants on the health of of common land pollutants on the humans. health of humans.
Write a skit about the sources and Combustion of fossil fuels and Write a skit about the source and Chart – Carbon Cycle Rubric for assessing oral effects of the greenhouse gas most living things and derivatives, effects of the greenhouse gas presentations. carbon dioxide. produce carbon dioxide. Carbon carbon dioxide. dioxide forms a layer above the earth’s surface which traps infra red rays causing increase in temperature.
Write a personal pledge to reduce Wastage if electricity, burning Write a personal pledge to reduce Clearly stated pledge that reduces the production of carbon dioxide. garbage, delayed vehicle servicing, the production of carbon dioxide. carbon dioxide emissions and is reduce use of gasoline, use of solar realistic/ “doable”. panels.
Explain the expected relationship Most pollutants are due to humans. • Apportion a percentage of Relationship clearly described with between population increase and The larger the number of humans pollutants identified that is plausible reasons. pollution. the larger the production of generated by people. waste/pollutants – directly • Explain the expected proportional. relationship between population increase and pollution.
106 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the need to develop • Brainstorm reasons for Number and validity of points more health awareness persons polluting the made and reasons that justify the programmes as pollution increases. environment. need to develop more health • Brainstorm, then list in awareness programmes as priority order, means to pollution increases. encourage people to decrease pollution. • Justify the need to develop more health awareness programmes as pollution increases. Measure the pH of water samples Examples: potable, well, sea, • Measure the pH of water Universal indicator paper Accuracy of pH readings. from various sources. pond/lake, swamp bottled, samples from various sources. reservoir/tank. • Record the pH reading of the Pollutants that would make the water samples. water acidic or basic. Make an oral presentation on the Make an oral presentation on the Rubric for assessing oral effects of water pollutants on the effects of water pollutants on the presentations. health of humans. health of humans. Predict the effects of long-term Increase in plant life/flora, • Predict the effects of long- Plausibility of predictions with marine pollution on the eutrophication, decreased numbers term marine pollution on the valid/logical reasons. environment and economy of The of fisheries resources (edible), foul environment of The Bahamas. Bahamas. odor from the water, debris and dead • Predict the effects of long- organisms wash onto term marine pollution on the shoreline/beach, decrease or end of economy of The Bahamas. tourism. Make a jingle or acronym to Make a jingle or acronym to Number of valid points included, highlight guidelines for keeping highlight guidelines for keeping “appeal” . the coastline (including the marine the coastline (including the environment) clean. marine environment) clean. 107 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use information from research to Backyard, school’s playground, • Find out the cost: of garbage Plausibility of predictions with predict the length of time and roadside verge, vacant lot used as a bags, renting a truck, wages, no. valid/logical reasons. amount of money it takes to clean dump, swamp/lake. of persons, time taken. different size environments of • Estimate the amount of pollution litter/pollutants. in each environment, the amount of material needed. • Number of persons and time needed. • Predict the length of time and amount of money it takes to clean the different environments of litter/pollutants.
Construct a bar graph showing the Examples of possible pollutants: • Field trip to beach for clean up. Graph paper, data from clean-up Rubric for assessing field trip. amounts of pollutants on a park or glass, plastic, cardboard, wood, • Collect and count the total campaign. other public area. styrofoam, wire, metal containers, number of items of each type. clothing. • Record the data in a table. Rubric for assessing collecting and • Draw a bar graph showing the processing data. amounts of pollutants.
Predict effects on the environment Habitat for rodents and insects, Predict effects on the environment Plausibility of predictions with that can be caused by a build up of toxins released into the soil, dogs that can be caused by a build up of valid/logical reasons. various types of pollutants. scatter litter. various types of pollutants.
Use a survey to determine the • Develop a simple questionnaire. Questionnaire Rubric for conducting an frequency of garbage collection • Identify number and location of investigation (research). per month in their community. persons to respond. • Use a survey to determine the frequency of garbage collection per month in their community. 108 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use data from a coastal clean up to Examples of possible pollutants: • Collect and count the total BNT data Rubric for assessing collection of determine the five most common glass, plastic, cardboard, wood, number of items of each type. data. sea pollutants. Styrofoam, wire, metal containers, • Record the data in a table. clothing, nylon line, fragments of • Identify the five most rope or net. common sea pollutants.
Draw a bar graph to show the Construct a bar graph to show the Graph paper Rubric for assessing processing occurrence of the five most occurrence of the five most data (graphs). common marine pollutants. common marine pollutants.
Construct a pie chart of the • Brainstorm pollutants found Rubric for assessing processing percentage of five common locally in the sea, lake/pond or data (graphs). pollutants found locally in the sea, well water. lake/pond or well water. • List the pollutants in order of amount likely to be found in one of the aquatic environments. • Construct a pie chart of the percentage of five common pollutants found in the selected environment.
Formulate a hypothesis on the Formulate a hypothesis on the Clearly stated hypothesis with effects on fish caused by changing effects on fish caused by plausible reasons. the salinity of the water in an changing the salinity of the water aquarium. in the aquarium.
109 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify factors that contribute to Example: influenza – spitting on • Identify one of the diseases Human and Social Biology for the Number and validity of factors the spread of a named disease. the ground, coughing and sneezing studied. Tropics, CXC Human and Social identified. without covering the mouth; • List the factors that contribute Biology closed environments, crowding. to the spread of a named disease.
Make a model of a clean Make a model of a clean Rubric for assessing models. environment and a polluted environment and a polluted environment. environment.
Construct a model or computer- • Identify an environment that Rubric for assessing models. designed graphic of an can be affected by biotic and environment that can be affected abiotic factors. by biotic and abiotic factors. • Construct a model or computer-designed graphic of the environment before and after being affected by either biotic or an abiotic factor.
Explain how behaviour and • Brainstorm how behaviour Validity of changes cited, attitude have changed towards and attitude have changed plausibility of reasons given. pollutants in the local towards pollutants in the local environment. environment in the past 20 years. • State reasons for the change in pollutants (types and amount) • State possible reasons for the change in behaviour and attitude.
110 SCOPE OF WORK GRADE: 7 STRAND: ENVIRONMENTAL HEALTH
TOPIC: POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a sample survey to Examples: greenhouse gas, gas • Identify the basic points that Rubric for assessing investigations. determine the level of awareness emissions, marine pollution, relate to the main issues of of Bahamians to global pollution. radioactive pollution. global pollution. • Develop a questionnaire to determine the level of awareness of Bahamians to global pollution. • Conduct a sample survey to determine the level of awareness of Bahamians to global pollution. • Draw a conclusion on the level of awareness of Bahamians to global pollution. Find out the effects of CFC’s destroy the ozone layer, Conduct research to find out the Human and Social Biology for the Rubric for assessing conducting chlorofluorocarbons (CFC’s) on consequently, harmful u.v. effects of chlorofluorocarbons Tropics, CXC Human and Social research. the ozone layer. radiation from the sun penetrates (CFC’s) on the ozone layer. Biology, resource books through to earth. Increases the probability of skin cancer. Form a conclusion whether Removal of trees, excavation, • Identify two local Clearly stated, valid conclusion humans have more negative than filling in swamps/wetlands, environments. based on valid effects correctly positive effects on their spraying pests, planting • List the positive and negative classified. environment/ecosystem. ornamentals and food crops, effects of humans on each of fertilizers. the environments. • Form a conclusion as to whether humans have more negative than positive effects on their environment/ ecosystem. 111 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: ANGER DURATION: 3 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify anger. Mild irritation and increasing in Role play Rubric for assessing oral degrees of anger to rage. presentations. Identify “triggers” of anger. Anger triggers are things that • Discussion. Classroom Guidance From A to Z. Rubric for assessing visual aids. make people angry, triggers can be • Draw cartoons of different By: Kirby, Becky (2007). classified as a situation, a person types of triggers. Marco Product Inc. or a thing • List personal triggers. 1443 Old York Road • Being teased Warminster, PA 18974. • Bullied • Belittled Analysing Anger Triggers • Being cheated or betrayed etc. http://www.additionalneeds.net/Ang er_Management/triggers.htm
Identify situations that require one Causative situations correctly to adopt practices involved in anger Case studies and scenarios as Discussion and comic strips identified. management. above. (above).
Make an oral presentation on Personal triggers recorded and Make an oral presentation on As above. Rubric for assessing oral triggers that induce anger. additional information from triggers that induce anger. presentations. research. Recognize and explain the Triggers can be things, situations Discussion. Oxford Dictionary Rubric for assessing visual aids. relationship between “anger or persons that make you angry, Construct Venn Diagram triggers” and “anger”. and Anger is an emotion that can comparing anger and triggers of Analysing Anger Triggers be induced by triggers. anger. http://www.additionalneeds.net/Ang er_Management/triggers.htm Use a scale between 1 and 10 to • In groups, discuss four Index cards with scenarios Consensus on ratings. determine the level of control based scenarios and give a rating to on given scenarios. each. • Compare the ratings given by groups.
112 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: ANGER MANAGEMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a model that identifies Steps in model: Construct a model that identifies The Anger Management Centre Therapy Rubric for assessing models. steps involved in managing anger. 1. Trigger steps involved in managing Model 2. Arousal of anger anger. http://www.angertherapy.co.uk/pages/the- 3. Evaluation programme/anger-model.php 4. Experiences 5. Expressive patterns 6. Consequences
Demonstrate the value of being • Can save life Think-pair-share Number of valid benefits listed. able to manage/control anger. • Diffuse conflict Discussion • Solve conflict without violence List benefits of being able to manage/control one’s anger.
Find out additional ways to reduce Interviews Questionnaire Number of plausible ways to anger. Conduct research Library, Internet. reduce anger. Record information Justify “the tone of voice relates Tone of voice can arouse anger as Discussion Rubric for assessing oral to expressions of anger and it becomes a trigger during an Role-play/skit presentations. violence”. argument. Body language also can serve as a trigger for anger.
Use statistics to predict the View statistics of students or Plausible prediction related to number of students that could be young people injured as a result statistics. saved from injury in five years, of confrontations in anger. with exposure to good anger Predict the number of students management skills. that could be saved from injury in five years with good anger management skills.
113 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: DECISION MAKING DURATION: 2 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the importance of self Knowing one’s self-values, beliefs, Discussion What do you stand for? Number of points made to support awareness. feelings, interests, fears, For Teens: A Guide To importance of self awareness. personality, likes/dislikes. Journaling Building Character.
Construct a model showing steps 1. Decide on your goal Construct model, showing steps in goal Classroom Guidance Rubric for assessing models. in goal setting. 2. Short term/long term setting using 3 personal goals. from A - Z 3. Should be achievable 4. Should be realistic 5. Measurable NB: Think of obstacles that will hinder you from reaching your goal/s. S.M.A.R.T. Goals setting can be used. Recognize the relationship Decisions can have negative or Discussion of several decisions made by Perspectives on Health Correct information with plausible between decisions made and their positive affect on lifestyle e.g. teenagers. reasons in matrix. impact on one’s lifestyle. dropping out of school, teenage Identify five decisions made by teenagers, parenting, discipline in sports, list possible effects of each decision, rate the developing hobbies, civic importance of the effects on their future. Put involvement, regular exercise, information in table. drug abuse, healthy diets, criminal record. Demonstrate the importance of Present students with real life Develop scenarios or find out issues that Plausible issues raised with logical wise decision making during a life scenarios for different age groups challenge persons in those age categories. choices and effects identified. time. (20+, 40’s, 50’s and 60 year olds). Discuss the available choices and the effects of a decision/choice. Pose a question on the Formulate a question that extends Answer to question extends effectiveness of making decisions information/knowledge gained on the knowledge of individual/class. and setting goals. effectiveness of making decisions and/or setting goals.
114 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: SKIN CARE DURATION: 4 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a model of the human skin Epidermis, dermis, hair follicle, Observe a diagram of the human Chart Rubric for assessing models. (LS). sweat gland, sebaceous gland, skin (LS). blood capillaries. Make a model of the human skin (LS).
Identify sources of body odour. Body odor occurs when bacteria Discussion Perspectives on Health Clear, logical explanation. come into contact with sweat. Identify sweat glands and pores. Describe why regular washing eliminates body odour.
Use correct names of toiletries • Soap Discussion with power point Rubric for assessing visual aid. used to reduce sweating and • Deodorant presentation. Oxford Dictionary underarm odours. • Antiperspirant Distinguish between deodorant and antiperspirant. Make a visual aid showing and identifying a variety of toiletries used to reduce sweating and underarm odours.
Identify and adopt practices to • Daily baths Make up a rap song about Rubric for assessing oral maintain pleasant body odour. • Use of toiletries toiletries and their uses. presentations. • Brushing and flossing of teeth daily
115 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: SKIN CARE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify and adopt practices to Frequent washing, combing, Guest speaker. Beautician Long-term behaviour. keep hair healthy. brushing, conditioning, treatment, Identify and adopt practices to avoid harsh chemicals. keep hair healthy.
Identify and adopt practices to Frequent bathing, using Guest speaker. Beautician or nurse Long-term behaviour. keep skin healthy. moisturizer, refraining from Identify and adopt practices to excessive sponging of the face. keep skin healthy.
Make a brochure identifying Bacteria : Impetigo, boils, acne Make a brochure identifying Rubric for assessing visual aids. organisms and diseases spread by Fungus : Athletes foot, ringworms organisms and diseases spread by Perspectives on Health poor skin and hair hygiene. Insect: Body/ Hair lice (Pediculus) poor skin and hair hygiene.
Make an oral presentation on the Make an oral presentation on the Human Form and Function Rubric for assessing oral importance of proper genital, importance of proper genital, Internet presentations. armpits, skin and hair hygiene. armpits, skin and hair hygiene.
Classify common diseases spread • Virus : colds & flus Research the pathogens causing Number of common diseases by poor hygiene. • Bacteria : strep throat common diseases that are spread correctly identified; correct • Fungus : ringworm, athletes by poor hygiene. classification. foot Classify the diseases according to the type of pathogens causing them.
116 SCOPE OF WORK GRADE: 8 STRAND: HEALTHY LIVING
TOPIC: SKIN CARE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize and explain the Lack of proper skin hygiene Discussion Perspectives on Health Direct relationship shown, correct relationship between poor skin creates a conducive environment View pictures of skin infections/ explanations. hygiene and skin infection. for bacteria to live. disorders due to poor skin Direct relationship. hygiene. Describe the relationship between poor skin hygiene and skin infection.
Read body temperature to 0.5 °C/F. Read body temperature to 0.5 °C/F clinical thermometers Accuracy in measuring.
Find out the latest cream/ointment/ Example: • Research the Internet. Internet Rubric for conducting spray used to treat a fungal skin • Lamisil antifungal spray • Interview local doctors or Local doctors or nurses investigations. infection. nurses. • Write a report.
117 SCOPE OF WORK GRADE: 8 STRAND: FOOD
TOPIC: FOOD PREPARATION DURATION: 7 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the benefits of cooking food. Improves digestibility, destroys Role – play expert presenter(s). Home Economics A Caribbean Correct information. microbes/germs, makes Approach Book 3 nutritive value available in edible form, preserves food, destroys natural toxins. Conduct a survey among classmates Boiling, poaching, steaming, Conduct a survey among Home Economics A Caribbean Rubric for conducting to determine the three most popular stewing, pressure cooking, deep classmates to determine the three Approach Book 3 investigations. methods of preparing meats. fat frying, frying, baking, most popular methods of preparing barbecuing/grilling, roasting, meats. microwave. Classify foods as containing water or Vitamin C is water soluble; Read information to determine Home Economics A Caribbean Correct information in matrix. fat-soluble nutrients. Vitamins D and E are fat- which foods contain water or fat- Approach Book 3 soluble. soluble nutrients. Human & Social Biology for the Construct a matrix to show this Tropics Food labels, magazines, information for common foods. news articles Identify foods rich in LD cholesterol. Low density cholesterol is more Read resource materials to identify Rubric for assessing visual aids. common in animal products. foods rich in LD Cholesterol. Tends to be deposited as a fatty Make a visual aid giving caution to material on the inside wall of the over-use of foods rich in LD blood vessels eventually cholesterol and suggesting causing them to become substitute HD cholesterol foods. narrower and clogged. Leads to heart problems. Identify methods of food preparation Boiling, baking, grilling, Think-pair-share Worksheet Correct information. that add little or no cholesterol. pressure cooking, microwave. Worksheet
Design an investigation to show the Design an investigation to show the Human & Social Biology for the Rubric for assessing conducting relationship between certain methods relationship between certain Tropics investigations. of food preparation and an increase in methods of food preparation and an (cholesterol) fat content. increase in (cholesterol) fat content.
118 SCOPE OF WORK GRADE: 8 STRAND: FOOD
TOPIC: FOOD PREPARATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the relationship Recognize the relationship Relationship clearly shown, correct between some methods of food between some methods of food information. preparation and an increase in preparation and an increase in cholesterol content. cholesterol content.
Compare the caloric value of Boiling, poaching, steaming, Select four methods of preparing Worksheet (above). Correct ranking. preparing a meat using four stewing, pressure cooking, deep fat meats. different methods. frying, frying, baking, Research the method of barbecuing/grilling, roasting, preparation and compare the microwave. Caloric (calories) extent to which carbohydrates value increases with addition of and fats are added during oils, fats and carbohydrates. preparation – rank the methods.
Design an investigation to show Design an investigation to show Home Economics resource books, Rubric for assessing conducting the relationship between certain the relationship between certain library. investigations. methods of food preparation and methods of food preparation and increased calories. increased calories.
Recognize the relationship Information as for previous learner Recognize the relationship As above. Relationships clearly shown with between certain methods of food outcome. between certain methods of food supporting reasons. preparation and increased calories. preparation and increased calories.
Use the same food to compare Select a meat. Valid comparisons. food preparation methods. Compare the difference in calories and cholesterol added for each method. Valid reasons to support selected Identify the best method of best method. preparation with reasons.
119 SCOPE OF WORK GRADE: 8 STRAND: FOOD
TOPIC: FOOD PREPARATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design an investigation to show Design an investigation to show Home Economics A Caribbean Rubric for assessing conducting the relationship between certain the relationship between certain Approach Book 3 investigations. methods of food preparation and methods of food preparation and the nutritional value of the food. the nutritional value of the food.
Recognize the relationship Loss of water or fat-soluble Construct a graphic organizer to Home Economics A Caribbean Rubric for assessing visual aids. between some methods of food nutrients. show the relative decrease in the Approach Book 3 preparation and a decrease in the nutritional value of the food nutritional value of the food. based on methods of food preparation.
Recognize the relationship Methods of food preparation that Recognize the relationship Relationship clearly shown with between some methods of food add cholesterol to the food cause between some methods of food correct reasons. preparation and a negative effect an increase in BMI and cardio- preparation and a negative effect on maintaining BMI and dietary vascular diseases/disorders. on maintaining BMI and dietary related disorders. related disorders.
Use a thermometer correctly and Avoid putting thermometer Use a thermometer correctly and Thermometers Rubric for correct and safe use of safely to take the temperature of directly over heat source, read safely to take the temperature of apparatus and equipment. food being boiled, fried and while in food. Avoid being burnt. food being boiled, fried and steamed. steamed.
Measure the temperature of food. Accuracy to 1 °C. Measure the temperature (to 1 °C) Thermometers Accuracy of measurements. of food. Identify improperly cooked meats. Observe photographs of Photographs improperly cooked meats Correct identification. Identify and describe improperly cooked meats.
120 SCOPE OF WORK GRADE: 8 STRAND: FOOD
TOPIC: FOOD PREPARATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Select methods of food preparation Steaming, stewing, baking, Discussion. Worksheet Correct identification of food which retain the food’s nutritional microwave. Review previous information preparation. value. then select methods of food preparation which retain the food’s nutritional value. Prepare a flyer or pamphlet to Prepare a flyer or pamphlet to Home Economics resource books Rubric for assessing visual aids. promote the use of two methods of promote the use of two methods food preparation that contribute to of food preparation that good health. contribute to good health.
Participate in a debate comparing Information studied previously. Participate in a debate comparing Home Economics resource books Rubric for assessing oral the value of different methods of the value of different methods of presentations. food preparation and their food preparation and their contribution to good health. contribution to good health.
Formulate a hypothesis on using Formulate a hypothesis on using Home Economics A Caribbean Clearly stated plausible hypothesis heat to tenderize meat. heat to tenderize meat. Approach Book 3 with valid reasons.
Design, conduct and evaluate an Design, conduct and evaluate an Rubric for assessing conducting investigation to determine whether investigation to determine investigations. heat has an effect on tenderizing whether heat has an effect on meat. tenderizing meat.
Formulate a hypothesis on Formulate a hypothesis on Clearly stated plausible hypothesis tenderizing meat by changing pH. tenderizing meat by changing pH. with valid reasons.
Design and evaluate an Design and evaluate an Rubric for assessing conducting investigation to show whether pH investigation to show whether pH investigations. has an effect on tenderizing meat. has an effect on tenderizing meat.
121 SCOPE OF WORK GRADE: 8 STRAND: FOOD
TOPIC: FOOD PREPARATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design/identify a method of food Design a method or variation of Plausibility, evidence of critical preparation which retains all food preparation which retains all thinking. nutrients. nutrients.
Read articles on methods of food Read articles on methods of food Home Economics resource books, Rubric for assessing oral preparation. preparation. library, magazine articles, library, presentations. Write a summary of two articles Internet. read to share with classmates.
Review the nutritional value, Boiling, poaching, steaming, Select three methods of food Comparison with correct appearance and cost of preparing a stewing, pressure cooking, deep fat preparation. information. particular food in each of three frying, frying, baking, Use a matrix to compare the methods. barbecuing/grilling, roasting, nutritional value, appearance and microwave. cost of preparing a particular food in each of three methods.
Pose a question of interest related Pose a question of interest related Clearly phrased question, evidence to food preparation and conduct to food preparation. of critical thinking. relevant research. Conduct relevant research. Rubric for assessing conducting investigations/research.
Suggest how restaurants and cooks Prepare a letter offering Number of valid points addressed, could help to improve the health of suggestions how restaurants and evidence of critical thinking, people in The Bahamas. cooks could help to improve the creativity, persuasiveness. health of people in The Bahamas.
122 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE CIRCULATORY SYSTEM DURATION: 13 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Evaluate the importance of the Maintains temperature, fights Brainstorm the functions of Human Form & Function Communication of information. functions of blood. infections, transports materials. blood. Write a few paragraphs evaluating the importance of the functions of blood. Read body temperature (clinical The liquid in the thermometer rises Demonstrate use of thermometer. Clinical thermometers. Use of apparatus, accuracy of thermometer) to 0.5 °C/F. as it comes into contact with the Measure body temperature. measurement. body. Use a microscope to identify a red Size, shape, colour. Identify a red blood cell. Charts, diagrams, model, compound Observations made, identification. blood cell. microscope, prepared slide. Describe features of the red blood Size, shape, colour. Describe features of red blood Charts, diagrams, model. Description cell. cell. Suggest reasons for the appearance and colour of cells. Make models of blood cells. Red and white blood cells Make models of blood cells using Rubric for assessing models. (erythrocytes, leucocytes and easily available materials to phagocytes). compare the size, shape and appearance. Use a microscope to identify white Size, shape, colour. Identify a white blood cell. Prepared slides, charts, diagrams, Observations made, blood cells. model. Identification.
Differentiate how lymphocytes and Phagocytes surround and ingest View documentary. Textbooks, charts, video clips. Differences clearly stated. phagocytes work. the causative organism/cell, Compare functions of white lymphocytes produce a chemical blood cells. to prevent the organism from functioning. Recognize and explain the Amount, shape/appearance of List common diseases or Video clip, textbooks. Relationship clearly shown. relationship between the presence blood cells, infection stimulates disorders of blood. of infection and increased white production of white blood cells. View documentary. blood cell production. 123 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE CIRCULATORY SYSTEM (BLOOD) LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the relationship of the Size, shape – bi-concave shape Observe cells and form inferences. Video clip, diagrams of red and Plausible relationships clearly structure of blood cells to their gives increased surface area for Discussion. white blood cells. stated. function. transportation of oxygen, View documentary. amoeboid shape – engulfs bacteria.
Make models of blood cells. Red/white blood cells, platelets. Make models of blood cells. Cotton, cardboard, paper, glue, Rubric for assessing models. scissors.
Perform a demonstration showing Platelets help to seal wounds and View video clip. Video clip, Human & Social Rubric for assessing visual the action of platelets in blood stop excess bleeding. Platelets Read a simplified version of the Biology for the Tropics; Human presentations. clotting. cause fibres to be made that form process of blood clotting. From & Function criss-cross into a mesh. Blood cells Perform a skit. cannot escape through the mesh and get stuck forming a clot which dries into a scab.
Make a flyer showing the role and Functions of blood plasma. Make a flyer. Cardboard, paper, glue, scissors, Rubric for assessing visual aids. importance of blood plasma. markers.
Make a diagram showing the Red and white blood cells, Draw and label diagrams showing Graph paper, construction paper, Correct relative amounts of blood composition of blood. platelets and plasma. the relative composition of blood glue, scissors, data. components clearly shown. (types of blood cells and plasma).
Draw a conclusion about the Relative composition of blood Observe composition of blood in Diagrams. Conclusions drawn. condition of a person based on the cells, too few rbcs – anaemia, too different scenarios. blood composition given. many wbcs infection, leukemia. Draw a conclusion about the condition of the person in each case.
124 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: THE CIRCULATORY SYSTEM (BLOOD GROUPS) LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plan an investigation to determine A, B, AB, O Group blood. Blood grouping kit (artificial Rubric for assessing planning an a person’s blood group. blood), gloves. investigation.
Design a pamphlet to educate the Compatibility matrix/table. Conduct literary research. Design Human & Social Biology for the Rubric for assessing visual aids. public on the importance of blood Incompatible blood groups cause pamphlet. Tropics Literary material, typing for transfusions. clotting and eventual death. computers, paper, markers.
Formulate a hypothesis as to Universal donor/recipient. Formulate a hypothesis as to Data of blood types for known Plausible hypothesis clearly stated. whether there is an advantage in Age, race, country, profession, whether there is an advantage in persons. having a particular blood group. level of education. having a particular blood group. List possible advantages and disadvantages of having certain blood groups. Discussion.
Take a survey of blood groups. A, B, AB, O Compile data from the surveys Surveys Collection and recording of data. (grade level, school or community).
Determine the percentage of each A, B, AB, O Calculate percentages. Calculators Processing of data. blood group in the population surveyed.
Construct a bar graph using data of Blood groups Compile, interpret data. Markers, chart papers, graph Rubric for assessing graphs. students’ blood groups. paper, data of blood groups from Construct graph. the survey.
125 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE CIRCULATORY SYSTEM (BLOOD GROUPS) LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use statistics of blood groups in A, B, AB, O Make predictions by analyzing Statistical data. Plausible predictions based on the grade to predict what the ratio statistics. data. would be in the next generation.
Suggest reasons for the results of A, B, AB, O Suggest reasons for the results of Data Plausible suggestions that are the data collected on blood groups. the data collected on blood groups. logical outcomes from the data.
Plan and conduct an investigation A, B, AB, O Compare advantages and Data (blood groups and Rubric for assessing to determine whether there is an disadvantages of having certain professions) on a number of investigations. advantage in having a particular blood groups. persons of various backgrounds. blood group.
Use information researched to Age, race, country, profession, Conduct literary research. Internet & resource book articles. Rubric for assessing conducting describe how knowledge, attitudes level of education. Write a brief essay describing how research. and behaviours toward blood knowledge, attitudes and transfusions have changed over behaviours toward blood time. transfusions have changed over time.
126 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: THE HEART DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe and identify the parts of a Septum, right/left ventricles, Identify parts of the mammalian Mammalian heart (cow, sheep, pig, Observations made. mammalian heart. right/left auricles, aorta, heart. goat), gloves, plastic aprons. Main parts correctly identified. pulmonary vein/artery, valves, vena cava. Make an annotated diagram of the Atria/auricles, ventricles, vena Draw and label diagrams. Charts, diagrams, textbooks. Accuracy of drawing and notes. heart. cava, pulmonary vein/artery, aorta, septum, valves. Formulate a hypothesis as to Number of heart chambers. List advantages and disadvantages Charts, diagrams of vertebrates Plausible hypotheses, clearly whether the number of chambers of having many/few heart with different number of stated. in a heart is related to its chambers. chambers. efficiency.
Plan an investigation to determine Heart chambers. Literary research. Articles in resource books. Rubric for assessing planning whether the number of chambers Plan an experiment to compare investigations. in a heart is related to its efficiency of hearts. efficiency.
Explain the relationship between Excessive intake of foods rich in Oral presentation. Video clip. Relationship correctly and clearly diet and proper functioning of the cholesterol/saturated fat contribute View documentary. Articles on cholesterol – foods shown. heart. to heart attack. with a high content, effects on the heart. Draw a conclusion about the Relative composition of fat in diet, Observe food residues. Photographs of fruits, vegetables, Conclusions drawn. plausible condition of a person’s frequency of eating foods with a fried foods. Foods high in heart, based on their diet. high cholesterol content. cholesterol, clogged arteries.
Find out the latest methods in Murmurs, hole, palpitations, Conduct literary research. Internet, magazines, newspapers, Rubric for assessing conduction treating heart conditions (surgery blocked artery. radio and television programmes. research. [by-pass, pace makers]). Identify and adopt practices to Diet low in cholesterol, high in Create a brochure urging peers to Guest speaker (dietician, fitness Application of principles – long- maintain the health of the heart. vegetables, fruit, beans, exercise. adopt practices to ensure healthy instructor). term behaviour. heart.
127 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: BLOOD VESSELS DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify blood vessels according to Arteries – take blood away from Compare functions of blood Chart of Circulatory System. Blood vessels correctly their function. the heart, capillaries – allow vessels. identified/classified. gaseous exchange, veins – take List features that enable vessels to blood to the heart. carry out specific functions. Use correct names for common Aorta, vena cava, pulmonary Label blood vessels. Chart and diagrams of Circulatory Vessels referred to using correct blood vessels. vein/artery, hepatic, carotid, renal, System. names. femoral, coronary vein/artery. Observe the thinness of a capillary One-cell thick. Observe prepared slides. Prepared slides, diagrams and Accuracy of diagram. wall. Observe diagrams. charts. Make a sketch diagram showing the thinness of the capillary wall. Observe structural differences Compare: diameter, thickness of Construct a matrix to show Chart paper, diagrams. Accuracy of information and between arteries & veins. walls, elasticity. comparisons. comparison.
Differentiate between diagrams of Arteries, capillaries, veins – Classify blood vessels according to Charts, diagrams. Blood vessels correctly classified cross-section of three types of diameters artery and vein are wide, diameter, thickness of walls, and based on diagrams. blood vessels. capillary narrow, thickness of appearance. walls arteries are thick, veins not thick and capillaries are thin, and appearance, valves in veins. Recognize and explain the Blood vessels closer to the heart Experiment: investigate effects of Tape recorder, camcorder, literary Rubric for assessing relationship between the thickness have thick walls to withstand the thickness of walls of a tube and its material, hose, water. presentation/investigations. of walls of blood vessels to the pressure of blood being pumped effectiveness in withstanding water pressure of blood. from the heart. pressure. Oral presentation.
Recognize and explain the Blood flowing under low pressure Observe TS and LS vein showing Charts, diagrams, prepared slides. Recognition of relationship. relationship between the presence might flow backwards; valves valves. of valves and low blood pressure. prevent this.
128 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: BLOOD VESSELS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe differences of healthy & Appearance, diameters, clogging Compare diagrams of Charts, textbooks. Accuracy of observations clogged arteries by comparing agent. clogged/unclogged blood vessels. described. diagrams.
Construct a functional model with Size, shape, texture. Construct a functional model with Glue, synthetic material, tubes. Rubric for assessing models. the characteristics of an “aorta”. the characteristics of an “aorta”.
Identify practices that promote a Diet, exercise. Create a brochure urging peers to Guest speaker (dietician, fitness Rubric for assessing visual aids. healthy circulatory system. adopt practices to ensure healthy instructor). heart. Pursue these practices. Long-term behaviour. Demonstrate the movement of Vena cava → right auricle → right Demonstrate (electronically, model Newspapers, cardboard, markers, Rubric for assessing models/visual blood through the heart. ventricle → pulmonary artery → or drama) the movement of blood straws, liquid. presentations. lungs → pulmonary vein →left through the heart. auricle → left ventricle → aorta Demonstrate the relationship Diastole – movement from atria to Observe video clip/chart diagrams. Model of heart, tubing, coloured Rubric for assessing visual between heartbeat phases and the ventricles. Systole – movement Make a visual presentation liquid. presentations. movement of blood through the from ventricles out of heart and showing the relationship between heart. veins into atria. heartbeat phases and the movement of blood through the heart. Explain what a pulse is. The spurt of blood through arteries Feel the heart beat. Human Forma and Function Accuracy of information. corresponding to systoles forms Feel the carotid and radial pulses the pulse. Pulses are detected in Explain what a pulse is. arteries that are superficial.
Predict how exercise would affect Rigorous exercise requires more Listen to heartbeat. Wrist, middle and index finger, Predictions made. pulse rate. oxygen; hence the heartbeat Take pulse before and after stethoscope. increases to supply more blood exercise. with oxygen.
129 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: PULSE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Plan and conduct an investigation As for pervious learner outcome. Group discussion. Textbooks, Resource books, Rubric for assessing conducting to determine how exercise affects Plan/conduct experiment. stopwatch. investigations. pulse rate. Compare pulse rate of peers before and after exercise. Take the pulse or heartbeat for one Number of pulses in one minute. Count number of pulses in given Stopwatch Collection and recording of data. minute. time. Observe the difference in pulse Beats per minute. Take pulse of at least three (3) Wrist, middle and index fingers, Differences clearly shown. rate before & after exercise. persons before and after exercise. stopwatch. Construct a graph to show the Bar graph Construct a graph. Graph paper, construction paper, Rubric for assessing processing difference in pulse rate before and glue, scissors, data. data. after exercise. Recognize and control variables Exercise, anxiety, age, gender. Take pulse rate of peers before and Stopwatch Variables identified and all but one when taking pulse rates. after activity. controlled. Plan an investigation to determine Radial pulse. Temperature and Plan an investigation to determine Stopwatch Rubric for assessing whether pulse rate depends on an humidity directly affect pulse rate. whether pulse rate depends on an investigations. environmental factor. environmental factor. Make a model of the double Structures, path of blood. Make a model of the double Textbooks, resource books, string, Rubric for assessing models. circulatory system. circulatory system. yarn, sanitary cups, tape, glue, tubing, straws.
Make an oral presentation The heart is divided into two Make an oral presentation Textbooks, resource books. Rubric for assessing oral describing the double circulation. halves, each half working as a describing the double circulation. presentations. separate pump. One side of the heart pumps blood to the lungs and back to the heart. The other side of the heart pumps blood to all other parts of the body and back to the heart. Pose a question on the circulatory Circulatory systems. Pose a question on the circulatory Vocabulary, notes. Validity of the question and system which extends knowledge. system which extends knowledge. linkage to content studied.
130 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE RESPIRATORY SYSTEM DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT State the function of the Respiratory system ensures that Brainstorming and discussion. Textbooks and resource books. Oral statements. respiratory system and define cells are provided with oxygen for breathing. respiration and energy production. Use correct names for parts of the Trachea, pharynx, larynx, Activities to match names to Diagrams, labels, puzzles, flash Number of parts correctly respiratory system. epiglottis, bronchi, bronchial structures. cards, electronic games. identified. tubes, bronchioles, pleural membranes, diaphragm, alveoli. Make an annotated diagram of the Functions for each part named Make an annotated diagram of Diagrams of the respiratory system. Number of correct notations respiratory system. above. the respiratory system. written.
Recognize and explain the State the diameter of trachea, Create model using clay, showing Clay Rubric for assessing models. difference in diameter of air tubes bronchus (left and right), bronchial how the diameter becomes from the trachea to the alveoli. tubes, bronchioles. smaller and smaller in the lower respiratory passages. Use a microscope to observe an Observe the thin epithelium of the Use a microscope to observe an Microscope, prepared slide, clay. Rubric for assessing use of alveolus. alveolus A capillary surrounds the alveolus. microscope (apparatus and alveolus. Oxygen diffuses out of Use clay material to create a materials). the alveolus into the capillary and model of the alveolus. Rubric for assessing models. carbon dioxide diffuse into the alveolus from the capillary. Observe chest movements during Describe the mechanics of Observe chest movements Stopwatch Accuracy of description. breathing. breathing: contractions of associated with breathing. Allow diaphragm and intercostal muscles, students to measure the length of movement of diaphragm time that they can hold their downward & ribcage up and breath. outward, increase cavity air pulled Describe what happens during in. Opposite for exhalation. breathing.
131 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE RESPIRATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a model of the respiratory Parts of the System. Make a model of the respiratory Plastic cups, balloons, straws, Rubric for assessing models. system. Trachea, bronchi, lungs, rib cage, system. rubber bands, scissors, tape. diaphragm. Observe what actions cause the Increasing the volume of the cavity Pull down on the balloon that Plastic cups, balloons, straws, Functionality of the model. balloons to inflate in a model by pulling down on the balloon at represents the diaphragm at the rubber bands, scissors, tape. respiratory system. the base of the cup causes air to base of the cups to inflate the move into the little balloons in the smaller balloons that represent cup and this inflates them. the lungs.
Construct a functional model with Identify the location and explain Create a model using various Latex/meta/clay/plastic, strings, Rubric for assessing models. the features of a larynx. the function of the vocal cords. materials. elastic bands. Relate parts to their function.
Make an oral presentation Describe the flow of air from the Make an oral presentation Computer, LCD projector, slides. Rubric for assessing models. describing breathing. nostrils to the alveolus. Describe describing breathing. the mechanics of breathing and the role of respiratory muscles. Demonstrate gaseous exchange. Demonstrate (electronically, Textbooks, resource books. Accuracy and application of the model or drama) gaseous principle of gaseous exchange. exchange and transportation of oxygen and carbon dioxide by the blood.
Recognize the relationship Alveoli, capillaries and cells have Experiment to demonstrate the Perfume, potassium permanganate Description of the movement from between the structure of the thin membranes that allow for the process of diffusion. in water. area of more outward to less. alveoli, capillaries and cells to exchange of gases. gaseous exchange.
132 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE RESPIRATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the relationship between Respiratory system brings gases Make a visual display to show the Cards, etc. Rubric for assessing visual aids, the circulatory system and the into and out of the body and the relationship between the relationship clearly shown. respiratory system. circulatory system transports the circulatory system and the gases to and from the tissues. respiratory system.
Use a word equation to summarize Glucose and oxygen react to Brainstorm an equation. Textbooks Correct expression of word cellular aerobic respiration. produce carbon dioxide, water and Write word equation identifying equation. energy. the reactants and products of the reaction. Predict the effect particular factors Factors such as exercise, emotions Predict the effect particular Stopwatch Plausibility of prediction. might have on breathing rate. such as fear, anger increase factors might have on breathing breathing rates. rate. Formulate a hypothesis as to Breathing rate varies with age, size Formulate a hypothesis as to Textbooks, resource books. Plausibility and clarity of whether breathing rate varies with and exercise. whether breathing rate varies with hypothesis. exercise, age, gender or size. exercise, age, gender or size.
Recognize and control variables Variables – anxiety/emotions, Identify variables. Realistic variables identified and when taking breathing rates. activity/exercise, weight, age, Control variables during all but one controlled. temperature. breathing investigations.
Plan an investigation to determine Environmental factors – Plan an investigation to determine Rubric for assessing whether breathing rate depends on temperature, humidity. whether breathing rate depends investigations. an environmental factor. on an environmental factor.
Design and conduct an experiment Breathing is a mechanical process Record breathing rate before and 20 subjects of approximately the Rubric for assessing to show that activity has an effect which is increased by an increase after exercise on a variety of same age and size. investigations. on breathing rate. in exercise or activity. subjects.
133 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE RESPIRATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use stopwatch/clock to measure State the normal breathing rate for Students measure the breathing Stopwatch. Uses stopwatch correctly. breathing rate. humans. Describe factors that can rate of students. affect the breathing rate. Take breathing rate for 30 seconds. Measure and record the number Stopwatch. Measure accurately and recorded of breaths in 30 seconds. Repeat. clearly.
Calculate breathing rates. Conversion of the number of Multiply the readings in 30 Rubric for processing data. breaths per 30 seconds to per seconds by 2. minute. Find the average breathing rate per Average breathing rate – adding all Measure the breathing rate of 10 Stopwatch (as above). Rubric for processing data. minute per person, for a given the breathing rates and divide the students in the class. number of people. number of breathing rates Calculate the average breathing recorded. rate for the 10 students. Construct pie graphs showing the Inhaled air has more oxygen Draw, label and colour pie graph. Rubric for assessing processing composition of inhaled and (20%), less carbon dioxide data. exhaled air. (0.04%) and exhaled air has more carbon dioxide (4%) and less oxygen (16%). Nitrogen, hydrogen, water vapour.
Use apparatus and materials to Boiling tubes, straws, limewater. Use apparatus and materials to Boiling tubes, straws, limewater. Correct use of apparatus and safely compare the carbon dioxide safely compare the carbon materials. content in inhaled and exhaled air. dioxide content in inhaled and exhaled air.
Use limewater to test for carbon Carbon dioxide turns colourless Use limewater to test for carbon As above. Rubric for assessing dioxide. lime water cloudy or milky. As dioxide. investigations. above.
134 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE RESPIRATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Draw a conclusion about the Cellular respiration produces As above. Air, exhaled air, lime water as Valid conclusion based on relative composition of carbon carbon dioxide which increases above. observations, well-stated. dioxide in inhaled and exhaled air. concentration in exhaled air when compared to inhaled air. Make observations from The lungs of non-smokers are pink Observe pictures showing the Internet, charts, textbooks, resource Accuracy of observations made. comparing photographs of lungs of and spongy; those of smokers are lungs of smokers and non- books. non-smokers and smokers. dark/black with large smokers. spaces/alveoli. Identify situations that necessitate Toxic fumes, fire/smoke, Brainstorming Library, Internet. Number of situations correctly and adopt the practice of wearing a landscaping – mowing, masonry, Research identified. mask to protect the nose. saw-dust.
Avoid smoking. Smoking causes cancer and other Research the affects of smoking Internet Rubric for assessing research. respiratory diseases. on health. Long-term behaviour. Find out the components in vehicle Carbon monoxide interferes with Research the components of Textbooks, resource books, library, Rubric for assessing conducting exhaust fumes and their effects on the blood’s ability to carry oxygen. vehicle exhaust fumes. Internet. research. humans. Nitrogen oxides damage the lungs Research the affects of these and may cause cancer. Volatile components on health. organic compounds that cause Contribution of exhaust fumes to cancer. Smoke which causes air pollution. respiratory problems and cancer.
Compare the efficiency and Hairs filter, mucus traps particles, Think-pair-share Number of points included and effectiveness of breathing through cilia beat mucus to pharynx to be Discussion accuracy of Venn diagram. the nose versus the mouth. swallowed, capillaries in lining Construct Venn diagram warm air, mucus moistens air. Mouth – not moistened, warmed, filtered or cleaned.
135 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: THE SKIN DURATION: 2 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an annotated diagram of the The skin is an excretory organ and Make an annotated diagram of Diagrams of skin, chart, textbook. Accuracy of diagram and notes. skin. a sense organ. Epidermis, dermis, the skin. subcutaneous fat, hair, sweat gland, nerve endings, sebaceous glands.
Evaluate the extent to which the Excretion – increased surface area Research the functions of the skin Text, Internet. Number of valid points and skin is adapted to carry out its sweat glands & surrounded by (excretion, temperature regulation persuasiveness of the essay. functions. capillaries; Protection – epidermis and protection). & malpighian layer; cooling – Write a short essay describing the large surface area & capillaries extent to which the skin is close to surface. adapted to carry out its functions.
Use a microscope to identify Identify various glands and blood Use microscope to view a Microscopes, slides showing skin Correct use of apparatus and structures of the skin. vessels. prepared slide showing structures structures. materials. of the skin. Make a sketch to show the structures observed.
136 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: EXCRETORY SYSTEM DURATION: 5 lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use correct names for parts of the Kidneys, ureter, urethra, bladder, Complete word search activity. Chart showing urinary system, Correct labeling of diagram. urinary system. renal arteries and renal veins. Label diagram. flash cards.
Make an annotated diagram of the As above. Write notes beside the labels on Color pencils, pencil, chart of Accuracy of information used as urinary system. the diagram of urinary system. urinary system, textbooks, notes. resource books. Construct a model showing the Identify the different parts of the Create a model of the kidney using Clay Rubric for assessing models. features of a kidney. kidney (cortex, medulla, pelvis) clay. and location of the kidney.
Make a model of the urinary Describe the function of the Create model of urinary system Clay Rubric for assessing models. system. urinary system using clay.
Formulate a hypothesis as to Increased fluid intake results in Formulate a hypothesis as to Internet, text. Plausible hypothesis clearly stated. whether increased fluid intake increased urinary output. whether increased fluid intake causes increased urinary or fluid causes increased urinary or fluid output. output.
Plan an investigation to determine The kidney regulates and Measure and record fluid intake Graduated (measuring) container, Rubric for assessing whether fluid intake affects fluid maintains the water balance of the and output of taking in various urine (personal at home), chart for investigations. output. body. Water balance occurs when amounts of water in one day. recording information. the intake of water equals the output of water.
Measure fluid intake and fluid Fluid intake consists of all fluids Measure fluid intake and fluid Measuring container, urine, chart Accuracy of measurements. output for a 24 hour period. ingested and fluid output includes output for a 24 hour period using for recording information. all fluids egested or vomited. oneself as the subject.
137 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: ECRETORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a bar graph to show the Use data from students or resource Rubric for assessing processing relationship between fluid intake books to construct a bar graph to data (graphs). and fluid output. show the fluid intake and fluid output.
Drink required quantity of water to Water is important for healthy Drink required quantity of water to Long-term behaviour. facilitate proper functioning of the kidneys. facilitate proper functioning of the kidneys. kidneys.
Draw a conclusion about the Sugar is not a normal constituent Research to find out information Cases (composition/test results) Valid conclusion based on data condition of a person based on the of urine. If it is present, it about diabetes and symptoms of given. and clearly stated. presence or absence of sugar in indicates that the person might be diabetes. Also to discover the their urine. suffering from a disease called relationship between diabetes and diabetes. kidney failure.
Draw a conclusion about the Dark urine may indicate Research to find out the diseases Coloured photographs of different Valid conclusion based on data condition of a person based on the insufficient water intake. It may that might cause a person’s urine urine samples. and clearly stated. color of their urine (dark or light). also be a symptom of a disease. to be dark or light.
Pose a question on the excretory Pose a question on the excretory Validity of question, relevance of system which extends knowledge. system which extends knowledge. content to content studied.
138 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: REPRODUCTION DURATION: 8 LESSONS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe structures of the male Testicles, sperm ducts/tubes, Observe structures of the male Human Form & Function charts Correct identification of male reproductive system. prostate gland, scrotum, urethra. reproductive system from reproductive organs. diagrams.
Use correct names for parts of the As above. Labeling diagrams, quizzes, Human Form & Function Correct identification of male male reproductive system. puzzles. reproductive organs.
Make an annotated diagram of the Note the function of each of the Labeling diagrams. Human Form & Function Correct notations. male reproductive system. labeled structures.
Describe features of the sperm cell Description of sperm cell Oral presentations. Human Form & Function Accurate description of that make it efficient at carrying specialization, i.e. tail for specialization of sperm cell. out its job. swimming, numerous mitochondria for energy production. Observe structures of the female Female and reproductive organs in As per the learner outcomes, Human Form & Function Correct identification of female reproductive system (by viewing humans. viewing diagrams; also simulations reproductive organs. diagrams). and animal dissection demonstrated by instructor. Use correct names for parts of the Nomenclature of female Labeling diagrams, quizzes, oral Human Form & Function Correct identification of female female reproductive system. reproductive organs in humans. presentations. reproductive organs.
Make an annotated diagram of the Scientific names for parts of the Labeling diagrams. Human Form & Function Correct labeling of female female reproductive system. female reproductive anatomy in reproductive organs. humans. Describe features of the ovum cell Description of sperm cell Oral presentations. Human Form & Function Accurate description of that make it efficient at carrying specialization, i.e. flagella (tail) for specialization of ovum cell. out its job. swimming, numerous mitochondria for energy production.
139 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: PUBERTY & MENSTRUAL CYCLE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify and adopt practices that Description of hygienic practices Brainstorming Rubric for assessing visual aids. promote health and hygiene of relating to reproductive organs, i.e. Discussion reproductive organs. proper & frequent washing. Guest speaker Make a flyer showing tips for the health and hygiene of reproductive organs.
Describe the secondary sexual Facial and pubic hair, hair in Identify the secondary sexual Human & Social Biology for the Number of characteristics characteristics of males. armpits & torso, broadened characteristics of males. Tropics identified and clearly described. shoulders, muscular arms, voice Describe the secondary sexual deepens, nocturnal emissions. characteristics of males.
Describe the secondary sexual Broadening of hips, development Identify the secondary sexual Human & Social Biology for the Number of characteristics characteristics of females. of breasts, onset of menstrual characteristics of females. Tropics identified and clearly described. cycle/period, pubic hair and hair in Describe the secondary sexual armpits. characteristics of females. Relate secondary sexual The roles of oestrogen & Brainstorm meaning of puberty. Perspectives on Health Relationships clearly shown. characteristics, puberty and testosterone in the development of Relate sexual maturity (puberty) to hormones. secondary sexual characteristics in the release of hormones. females & males respectively. Relate the importance of Oestrogen and testosterone initiate secondary sexual characteristics to the maturation of ova and sperms finding a mate/mating. Relate beginning at puberty. hormones to puberty.
Explain the fertile years. Between puberty and menopause Discuss the significance of puberty Human & Social Biology for the Fertile years correctly identified in females – during these years and menopause. Tropics with correct reasons for selection. ova/gametes are being produced. Identify or calculate the fertile years for women whose data is given.
140 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: PUBERTY & MENSTRUAL CYCLE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an oral presentation Stages in the menstrual cycle, i.e. Make an oral/visual presentation Human Form & Function Rubric for making visual describing the menstrual cycle. ovum development, thickening of describing the menstrual cycle. Human & Social Biology for the presentations. uterine wall, ovulation, and Tropics menstruation, oestrogen and Perspectives on Health progesterone.
Use a calendar to determine the Day 1 is first day of period – last Use a calendar to determine the Human Form & Function Number of dates and cycles forecasted next ovulation period day is day before next period menstrual cycle length, the Perspectives on Health correctly determined. and menstruation based on begins. No. of days = menstrual forecasted next ovulation period information given. cycle. Days 1-5: Menstruation and menstruation based on Days 6-14:ovum development & information given. Repair of uterine wall Days 14-18: Ovulation Days 18-26: Continued thickening of uterine wall (if ovum fertilized) 26 – 28 breakdown of uterine lining (ovum not fertilized) menses – day 1 length of menstrual cycle varies from person to person .
Read body temperature to 0.5 °C/F Correct use of thermometer. Reading of body temperatures. Clinical thermometers. Accurate reading of body temperature to 0.5 °C/F
Draw a conclusion about a point in High progesterone levels as Use fictional scenarios to identify Human Form & Function Correct identification of stages in a woman’s menstrual cycle, based indication of pregnancy, high stages of menstrual cycle based on Perspectives on Health menstrual cycle, based only on on hormone levels. oestrogen level is indication of hormone levels given. hormone levels given. onset of ovulation.
141 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: CONCEPTION & PREGNANCY DURATION: 6 LESSONS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Draw a conclusion about the High progesterone levels as Draw conclusion about the Human Form & Function Accurate prediction about the plausibility of a woman being indication of pregnancy. possibility and justify by alluding plausibility of pregnancy, based pregnant, based on the level of to hormone levels, in fictional only on hormone levels given. progesterone indicated. scenarios given.
Draw a conclusion about the Conception most likely during Draw a conclusion about the Perspectives on Health Accurate prediction about the possibility of conception at various ovulation because an ovum is possibility of conception at various Human Form & Function plausibility of pregnancy. points in the menstrual cycle. available for fertilization. points in the menstrual cycle.
Recognize and explain the In the event of pregnancy, the Explain the relationship between Human Form & Function Accurate analysis of scenarios relationship between amenorrhea yellow body continues releasing amenorrhea (retained uterine given. (retained uterine lining) and progesterone, causing, the uterine lining) and pregnancy. pregnancy. lining to continue to thicken and stay in place so that implantation can occur. Consequently, periods are missed if a woman becomes pregnant. Recognize and explain the Menstrual Cycle is affected Conclusive analysis of fictional Human Form & Function Relationship shown between relationship between emotional (length, regularity & quantity) by scenarios. physical health and regular state & healthy/regular menstrual physical sickness or emotional menstruation; emotional well- cycle. stress. being and regular menstruation.
Make an annotated diagram of a Functions of each labeled part: Make an annotated diagram of Human Form & Function Accuracy of notations, clarity of foetus in amniotic fluid. amniotic sac/amnion, amniotic fetus in amniotic sac. diagram. fluid, placenta, foetus, and umbilical cord. Describe the position of foetus in Downward facing position of Descriptive writing. Human Form &Function Accurate and detailed description the uterus prior to birth. foetus in preparation for birth. of foetal position.
142 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: ANTE AND POSTNATAL CARE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Construct a model with features of Amniotic sac contains amniotic Group project to construct product Human Form & Function Rubric for assessing models. an amniotic sac. fluid, which absorbs shock, with features of amniotic sac protects foetus from shock & (shock absorption, protection). bruises, and enables foetus to move about. Evaluate the importance of Amniotic sac contains amniotic Research the functions of amniotic Human Form & Function Accurate description of the amniotic fluid. fluid, which absorbs shock, fluid. functions and importance of protects foetus from shock & Explain the importance of amniotic fluid. bruises, and enables foetus to amniotic fluid. move about. Predict the effect of alcohol and Drugs such as marijuana, alcohol, Predict the effect of alcohol and Perspectives on Health Plausible predictions with drug use on a foetus. cocaine, & nicotine can cause drug use on a foetus. appropriate reasons. miscarriage, premature birth, dependence of the baby on said drug, withdrawal and other circumstances such as brain damage and heart damage, physical deformities, mental retardation, low birth weight, and learning disorders. Make a presentation about the Stages of birth including the Make an oral/visual presentation. Human Form & Function Rubric for assessing presentations. stages of birth. breaking of water, contractions & dilation, crowning, afterbirth. Formulate a hypothesis as to Processes involved in ante and Formulate a hypothesis as to Human Form & Function Plausible hypothesis clearly stated. whether utilizing ante and post postnatal care, including: diet, whether utilizing ante and post natal care are advantageous for weighing; blood pressure checks; natal care are advantageous for mother and child. blood, urine, hormonal & vaginal mother and child. tests in antenatal care; blood tests and examination of the baby in postnatal care.
143 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: ANTE AND POSTNATAL CARE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effect of skipping ante As for previous learner outcome. Predict the effect of skipping ante Human Form & Function Plausible predictions with reasons. and postnatal care on both the and postnatal care on both the mother and child. mother and child. Recognize and explain the The role of ante and postnatal care Conduct interviews of mothers Resource persons within Rubric for conducting relationship between ante and post in preserving the health of mother who did and did not use ante and community investigations; relationship clearly natal care and health of mother and and child. Deficiency in ante and postnatal care. Human Form & Function explained. child. postnatal care has a higher risk for Interview nurses at clinics. illness in mother and/or child. Write a report about information from the interviews. Evaluate the importance of ante & As above. Make a brochure evaluating the Human Form & Function Valid points made, persuasiveness postnatal care. “pros and cons” of ante & post in showing the importance. natal care to show their importance. Communicate, orally or through As above. Dramatic presentation to Human Form & Function Rubric for assessing oral drama, the procedures and demonstrate procedures carried out presentations. importance of both ante and & their importance. postnatal care. Make a model of apparatus used in Apparatus utilized in ante and post Groups build model of chosen Clinics Rubric for assessing models. ante or postnatal clinics. natal clinics. apparatus utilized in clinic & describe the same, orally, in class. Find out the latest procedures in Current developments in ante and Research project. Resource persons within the Project detailing latest procedures ante and postnatal care. postnatal care. community. in ante and postnatal care. The Internet. Predict the effect of using milk Breast milk gives nutrients, Discussion of the benefits of Resource persons within the Plausible predictions based on formulas to replace breast milk on antibodies, prevents diahorrea, breastfeeding. community, e.g. nurses benefits of breastfeeding. the health of baby and its bonding bonding, and shrinkage of uterus Predict the effect of using milk Perspectives on Health with mother. (weight loss) for mother. formulas to replace breast milk on Human Form & Function the health of baby and its bonding with mother. 144 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: BREAST FEEDING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis as to Benefits of breast feeding Formulate a hypothesis as to Formulation of logical hypothesis whether there are advantages in including bonding and antibodies whether there are advantages in with justification. breast feeding for mother and transferred for the baby and breast feeding for mother and child. shrinkage of uterus (weight loss) child. for mother. Recognize and explain the Breast fed babies as less Same as above. Resource persons within the Accurate description of inverse relationship between breast susceptible to illnesses due to community, e.g. nurses relationship between breast feeding and susceptibility of baby antibodies present in colostrums. Perspectives on Health feeding and frequency of illness. to illnesses. Human Form & Function
Use information researched to Breastfeeding used to be accepted Conduct research – interviews or Persons within the community Rubric for conducting research and describe how knowledge, attitudes practice. As women became a part read newspapers and magazines. Surveys clarity in describing the findings. and behaviours toward breast of the professional workforce, Dept of Health feeding have changed over time. practice declined. Recently health consciousness has increased and the acceptance of breastfeeding. Find out latest information on the Benefits of breast feeding in Conduct research to find out latest The Internet, library, magazines, Description of benefits discovered advantages of breast feeding for addition to those mentioned. information on the advantages of news articles other than those discussed. mother and child. breast feeding for mother and Public Health Dept. /Ministry of child. Health.
Recognize and explain the Contraceptives and their Analyse fictional/real statistics on Statistics from Bahamas Family Accurate analysis of data, relationship between effectiveness in preventing contraceptive use and Planning, Dept. of Public Health, relationship clearly described and abstinence/using contraceptives pregnancy. pregnancies/births over a number local clinics. explained. and number of pregnancies of years. recorded. Describe the relationship.
Evaluate the importance of family Meeting economic and social Group discussions & Number of logical points made. planning. needs for individuals, families and presentations. the country. Analysis of scenarios given.
145 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS
TOPIC: CONTRACEPTIVES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify contraceptives. Barrier – condoms, diaphragm; Observe diagrams of contraceptives and Photographs, textbooks, Contraceptives correctly identified. chemical – spermicides, IUD, procedures. posters, artifacts. pills, patch or surgical (tubular Classify contraceptives in a matrix. ligation, vasectomy. Formulate a hypothesis as to which Relative effectiveness of Formulate a hypothesis as to which Resource persons from Plausible hypothesis clearly stated. contraceptive is most effective. various contraceptives. contraceptive is most effective. community. Analysis of data in relation to number of pregnancies with the use of name contraceptives. Identify and adopt practices to Importance of family planning. Personal letter written to self detailing Notes, textbooks. Long-term behaviour. prevent unwanted pregnancy. importance of family planning, abstinence, method of contraceptive chosen and reasons. Suggest reasons for changes in the Changes in the occurrence and Analyse data showing the number of Data from Ministry of Health, Accurate and logical analysis of number of teenage pregnancy frequency of teenage pregnancy teenage pregnancy over the years. clinics, Dept of Statistics. data, plausible suggestions offered. cases (if any) over the years. – change in age to marry, Suggest reasons for changes in the availability of contraceptives, number of teenage pregnancy cases (if increased sexual activity. any) over the years. Compare the effectiveness of Short or long-term use, used Discussion Biology for Life Accuracy of comparison, graphic various contraceptives. just prior to intercourse or in Use a graphic organizer to compare the organizer. advanced, durability, allergic effectiveness of various contraceptives. reactions, relative dependency on user’s memory.
Evaluate the advantages and As above. Prepare a brochure identifying an Biology for Life Rubric for assessing visual aids. disadvantages of utilizing named effective preferred contraceptive (based contraceptives. on data) and justify by listing advantages and disadvantages.
146 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: FAMILY PLANNING LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest reasons for differences in Differences (frequency, number of Analysis of data, discussion. Statistics given for differences Accurate analysis of data, contraceptive usage among users) in usage of contraceptives Suggest reasons for differences in among one grouping. plausible reasons given related to different groupings. among persons of genders, various contraceptive usage among various the data. races, ages, and socio-economic races, ages, socio-economic status and religions/denominations. classes of persons.
Describe the economic and social Cost of contraceptives versus the Letter written to friend who is Number of valid points, implications of using or refraining cost of raising a child, pregnancy sexually active without persuasiveness and logic of from using contraceptives. causes less time and resources for contraceptives describing the argument. personal goals, condoms prevent economic and social implications transmission of STIs. of refraining from using contraceptives.
Determine the percentage of a Analysis of data to determine Fictional or statistics (if available) Rubric for processing data. teenage population that percentages. for island or country. • is sexually active • utilizes contraceptives.
Construct a bar graph to show Analysis of data to construct bar As above. Rubric for processing data. numbers of persons in a teenage graphs. population that • is sexually active • utilizes contraceptives.
147 SCOPE OF WORK GRADE: 8 STRAND: BODY SYSTEMS TOPIC: SEXUALLY TRANSMITTED INFECTIONS DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use the statistics of STI infections Analyse data. Data from local clinics, Plausible predictions with recorded to predict future numbers Make plausible predictions. Department of Health, Department justification. after five years. of Statistics. Use the statistics of teenage Analyse data. Data from local clinics, Plausible predictions with pregnancy cases to predict future Make plausible predictions. Department of Health, Department justification. numbers after five years. of Statistics. Construct a bar graph of STI’s Construct a bar graph of STI’s As above. Rubric for assessing processing recorded over the past decade. recorded over the past decade. data. Recognize the relationship STI transmission by unprotected Create a poster to discourage Human Form & Function Rubric for assessing visual aids. between unhealthy lifestyle sexual encounters, sexual persons from habits that would Biology for Life practices and transmission of promiscuity and sharing needles. lead to STI infection. STI’s.
Recognize and explain the STI infections should decrease as Write a letter to the Ministers of Number of relevant, correct points relationship between education and information campaigns increase. Education and Health explaining and persuasiveness of the letter. number of STI’s recorded. the need for national education awareness on STI’s. Suggest reasons for changes in STI Abstinence/sexual promiscuity, Analysis of data. Data from local clinics, Plausible suggestions and related contractions over the years. availability/use of condoms, Suggest reasons for changes in STI Department of Health, Department to statistics. education/propaganda. contractions over the years. of Statistics. Identify and adopt practices to Letter written to self detailing the Long-term behaviour. prevent contracting STI’s. practices to be adopted to prevent STI contraction. Compose a personal pledge to not Compose a personal pledge to not Cue cards/index cards. Long-term behaviour. be a transmitter of an STI. be a transmitter of an STI (to be kept by students).
Find out the latest information on Current information about treating Find out the latest information on Resource books, news articles, Rubric for assessing conducting treating named STI’s. STI’s. treating named STI. library, Internet, brochures from research. Ministry of Health.
148 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DISEASES DURATION: 4 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify the diseases/disorders Vectors (air, droplets, mosquitoes) • Read text/resource books to Human Form and Function Correct classification. (as communicable, pathogenic, Iron-deficiency anaemia, sickle- find out information about the Worksheet degenerative, inherited, vector- cell anaemia, leukemia, named diseases/disorders. transmitted, allergic, and dietary). haemophilia, blood clots, hole-in- • Classify the named the heart, dengue fever, diseases/disorders as hypertension, low blood pressure, communicable, pathogenic, nose bleed, heat stroke degenerative, inherited, Correct information, number of Allergies – hay fever, asthma, vector-transmitted, allergic, points included. bronchitis, pneumonia, laryngitis, and dietary. sinusitis, influenza, colds, sore • Complete a matrix showing throat, tuberculosis, whooping the classification of the named cough, sun burn, rash, skin sores, diseases/disorders. scabies, ringworm, acne, athlete’s foot, chicken pox, measles, urinary infections Cancer, irregular periods, menstrual cramps, infertility, STI’s (gonorrhoea, syphilis, AIDS, herpes). Predict the time for a given/named Influenza, dengue or tuberculosis – Predict the time for a Plausible prediction with reasons. communicable disease to be incubation period, means of given/named (content) transmitted through a population. transmission, number of persons communicable disease to be possibly affected by one person. transmitted through a population. Construct a model to show the Construct a graphic Human Form and Function Rubric for assessing visual aids or spread of communicable diseases. organizer/model to show the CXC Human and Social Biology models. spread of a communicable disease. Construct a model to show the Make a visual aid or a model to Human Form and Function Rubric for assessing visual aids or transmission of pathogens by a show the transmission of CXC Human and Social Biology models. vector. pathogens by a vector.
149 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINE TOPIC: DISEASES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Design a means of controlling Mosquitoes breed in water – life history Design a means of controlling a disease- Resource books. Method clearly described, method a disease-bearing animal of the mosquito. bearing animal vector. based on life history/physiology vector. /structure or habits of specific animal-bearing vector. Demonstrate good hygiene Cover mouth/face with disposable tissue Demonstrate good practices: Handouts from the Ministry Correct demonstrations of good practices as a means of or the crook of the elbow; spit in the • Washing hands of Health. practices. preventing the spread of commode; wash frequently and before • Coughing/sneezing Human Form and Function communicable diseases. eating; wash hands with soap under and CXC Human and Social around the nails for 2 ½ minutes; avoid Biology collecting water as breeding areas for mosquitoes. Read an article on a disease • Select a disease from the sections Correct information written clearly not studied in class from one read related to the categories of in own words. of the categories: diseases specified. communicable, congenital, • Read information about the disease. degenerative, pathogenic, • Write a summary of basic inherited. information about the disease. Compare the advantages and Chemical advantages – fast, • Identify advantages of chemical Library, agricultural science Rubric for assessing visual aids. disadvantages of chemical and inexpensive, effective against large methods of control. resource books. biological methods for number; disadvantages – in food chain, • Identify disadvantages of chemical controlling disease-bearing side effects on environment. methods of control. animals. Biological – advantages: specific target, • Identify advantages of biological not poison the environment; methods of control. disadvantages: become pests, costly, • Identify disadvantages of biological fewer pests destroyed in a short time. methods of control. • Complete a graphic organizer comparing the advantages and disadvantages of chemical and biological methods for controlling disease-bearing animals.
150 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use common names to Asthma – bay lavender, life leaf; • Observe slide show or Bush Medicine in Bahamian Number of photographs correctly identify bush medicines. Sinus – garlic; Colds – aloe, bay geranium; photographs. Folk Tradition identified with common names. Catnip, Cerasee, March-me-if-you-can; Fever • Match names with Photographs (PowerPoint – lime, banana, fever grass; Blisters – aloe; photographs. Presentation). Burns – aloe; Cancer – Snake Root; Chicken • Complete word puzzles. Specimens (plants/pieces). Pox – Pound Cake Bush, White Sage; Measles – Salve Bush, white Sage; Sores & cuts – Aloe, Love Vine; Blood Pressure (low) – braziletto, Prince Wood bark; Blood Pressure (high) – Breadfruit, Sour Sop, white Sailor’s Cap; Diabetes – Pound Cake bush, white Sailor’s Cap; Menstruation – Rock Bush; Urination – Scourge Needle, Life Leaf, Five Fingers, Strong Back. Classify common plants used Herbs, shrubs or trees; annuals, biennials, • Define each group title. Bush Medicine in Bahamian Rubric for assessing visual aids in the preparation of bush perennials; monocotyledons, dicotyledons • Classify each plant. Folk Tradition (graphic organizer). medicine. Free-standing, climbers; • Make a table or graphic Photographs (PowerPoint Leaves white, thick, rough surface, shiny. organizer to classify the plants Presentation). above. Specimens (plants/pieces). Relate the external features Sandy – long roots, vines (soft stems). • Observe photographs of plants Bush Medicine in Bahamian Worksheet clear relationship of plants used for bush Rocky – short roots, small leaves. in their habitat. Folk Tradition between features and habitat. medicine to their natural • Observe plants. Photographs (PowerPoint habitat. • Relate the external features of Presentation). plants (above) to their natural Specimens (plants/pieces). habitat on a worksheet. Worksheet. Describe leaf presses made Leaves of plants (above), different shapes and • Observe leaf presses made Details given in descriptions. from plants used as bush sizes. from plants. medicine. • Describe leaf presses made from plants.
151 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINES TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a survey of the One of: Cerasee, fever grass; • Select a bush medicine plant. Rubric for assessing collecting and neighbourhood to determine the Pound Cake Bush, White Sage, • Conduct a survey of the neighbourhood to processing data. population of a given bush medicine, Love Vine, Breadfruit, Sour Sop, determine the population of a given bush compile the data for several Five Fingers. medicine, compile the data for several neighbourhoods and construct a graph neighbourhoods and construct a graph to to show the frequency of populations. show the frequency of populations. Formulate a hypothesis on how a One of: Fever – fever grass; Formulate a hypothesis on how a plant Clearly stated, plausible bush might be prepared to treat a Blisters – aloe; Chicken Pox – might be prepared to treat a given illness. hypothesis. given illness. white Sage; Urination (bed wetting) – strong back. Observe relevant part of plant to As Above. • Observe relevant part of the plant Bush Medicine in Clear description and valid reasons determine its suitability for use in (selected above). Bahamian Folk Tradition for its suitability. preparation of “medicine”. • Describe its suitability for use in preparation of “medicine”. Select appropriate parts of plant to For plant selected above. Teacher demonstration of preparation of the prepare “medicine”. “medicine”. Observe the texture of paste or colour For plant selected above. Observe the texture of paste or colour of Description of colour and/or of solution to determine completion solution at completion of preparation. texture. of preparation. Draw a conclusion on the expiry date For plant selected above. Draw a conclusion on the expiry date of the Logical, clearly stated conclusion. of given bush medicines based on the selected bush medicine based on the preparation to usage time. preparation to usage time. Classify “medicines” based on the Boiling (to wash area or drink), Create a table to classify all medicinal Correct groupings of methods of methods of preparation. beating (to apply to area), make a plants studied based on the methods of preparation, number of plant paste. preparation. preparations correctly classified. Construct a table of Plants studied in the Unit. • Construct a table of photographs/ Number of bush medicines photographs/drawings of plants and drawings of plants, methods of correctly matched with the their uses. preparation and their uses. diseases/disorders. • Match named bush medicines to the diseases/disorders that they are used to treat. 152 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make charts, a video or Power Plants studied in the Unit. Make charts, a video or Power Rubric for assessing visual Point production of four bush Point presentation of four bush presentations. medicines and their method of medicines and their method of preparation. preparation. Make an oral presentation to show One of: Fever – fever grass; Make an oral presentation to Bush Medicine in Bahamian Folk Rubric for assessing oral one disease/disorder and the bush Blisters – aloe; Chicken Pox – show one disease/disorder and the Tradition presentations. medicines to treat it. white Sage; Urination (bed bush medicines to treat it. wetting) – strong back. Predict effects of using medicine Example - e.g. paste for external Predict effects of using medicine Plausible predication and reasons. that is prepared incorrectly. use being ingested. that is prepared incorrectly. Predict the effects of giving a child Predict the effects of giving a Plausible predication and reasons. the dosage of medicine as child the dosage of medicine as specified for an adult. specified for an adult. Recognize variables and attempt to Fever – lime, fever grass; Identify variables and attempt to Bush Medicine in Bahamian Folk Plausible variables identified. control one of the variables in Variables (temperature, amount of control one of them in the Tradition preparation of bush medicine. plant material, amount of water, preparation of a bush medicine time). (aloe or dill seed). Prepare a bush medicine. Lime, cerasee or love vine. Preparation of either lime, fever Bush Medicine in Bahamian Folk Instructional steps followed. grass “medicine”. Tradition Measure temperatures of medicine For above preparation; to 1 °C Measure and record temperatures Heating device, beaker, Accuracy of measurements. preparations. accuracy. (to 1 °C) of medicine thermometer, aloe/dill seed. preparations. Measure time (minutes) taken for Time (minutes) for cerasee or love Measure time (minutes) taken for Time correctly measured. correct preparation of bush vine preparation. correct preparation of bush medicines. medicines. Measure dosage. Teaspoonful, tablespoonful, ¼ cup Measure suggested dosage. Set of measuring spoons, measuring Accuracy of measurements. etc. cup (with gradation). Make a poster showing the bush As above. Make a poster showing the bush Rubric for assessing visual aids. medicine and the part of the body medicine and the part of the body it is used to treat. it is used to treat. 153 SCOPE OF WORK GRADE: 8 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Develop a gadget, instrument or A gadget that: cuts/chops, Develop a gadget, instrument or Rubric for assessing a model. apparatus to prepare a bush mashes, boils, strains plant apparatus to prepare a bush medicine. medicine. material. Decide whether or not to use Any two of the “medicines” Based on information in textbooks and Plausible reasons given to support specified bush medicines. named in the unit. oral testimonies, decide whether or not stated opinion. to use specified bush medicines.
Conduct research to find home Conduct research to find home remedies Library, interviews. Rubric for assessing research. remedies used for the diseases/ used for the diseases/disorders studied. disorders studied. Conduct research to discover Conduct research to discover variations Rubric for assessing research. variations of plants used and/or of plants used and/or methods of methods of preparation in different preparation in different islands of The islands of The Bahamas, Bahamas, Caribbean countries or parts Caribbean countries or parts of the of the world. world. Compare the effectiveness of the • Interview persons who have used Number of interviews, clarity in use of bush medicine with bush and prescribed medicines for an recording information, points prescribed medicines. ailment. correctly entered in comparison. • Compile the information received. • Use a graphic organizer to compare the effectiveness of the use of bush medicine with prescribed medicines. Compare the side effects of the use • Hair Loss • Interview persons who have used Number of interviews, clarity in of bush medicine with prescribed • Rash bush and prescribed medicines for an recording information, points medicines. • Itchiness ailment. correctly entered in comparison. • Discomfort • Compile the information received. • Use a graphic organizer to compare the effects of the use of bush medicine with prescribed medicines. 154 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID DURATION: 11 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe a soft tissue. Layers of skin, fat and muscle beneath Brainstorming. First Aid books. Correct identification and naming the skin. Observation of diagrams and charts. Diagrams and charts showing of soft tissue. L. S. skin and muscular system. Observe the appearance of Superficial (first degree) – skin red and Observe the appearance of different Community First Aid & Safety Correct information in matrix. different types of burns (using dry, possible swelling. types of burns in photographs. pictures). Partial-thickness (second degree) – skin List and discuss scenarios that cause is red with blisters, swells & painful. persons to get burns. Worksheet – matrix Full-thickness (third degree) – destroys Complete a matrix with classes of all layers of skin and any or all of the burns, their appearance (signs and underlying structures, appears brown or symptoms) and possible causes. black. Describe chemical, electrical Chemical – mainly superficial, burns for Observe photographs/video clips. Practical First Aid Correct information in matrix. and solar radiation burns. as long as in contact with chemical. Complete matrix (as above). Worksheet – matrix Electrical – could vary from red to black depending on the strength of current. Sunburns – widespread redness sometimes causing blisters, skin feels hot. Recognize the relationship Superficial burns – 5 – 6 days recovery; Write a song, rap or poem detailing the Rubric for assessing oral between the type of burn and Partial-thickness – 3 to 4 weeks; Full- stories of three persons with first, presentations. rate of recovery. thickness – months. second and third degree burns The deeper the tissues damaged, the including the recovery time. longer the recovery period. Demonstrate the correct care of Stop the burning – remove source or Demonstrate via role play, the correct Community First Aid & Safety Proper technique demonstrated. a burn. victim from source. care of a first, second and third degree Practical First Aid Cool the burn. burn victim (resulting from different Cover the burn – dry, sterile dressings or causes). clean cloth (loosely).
155 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use available source of fresh water Faucet/tap, hose, soaked Role play Community First Aid & Safety Proper technique demonstrated. to treat chemical burns. cloths/towels, must be as quickly as possible – flush eye (if affected) with fresh, running water.
Compile statistics for the number Interview a health care Guest speaker - health care Clear recording of data. of persons treated in the local professional at a local clinic. professional or police officer. community clinic for burns during Note statistics for the number of the past two years. persons treated in the local community clinic for burns during the past year.
Observe the signs of four types of Cuts (incision, laceration) – a Observe the signs of four types of Photographs of types of skin Correctly identify and classify skin wounds. break in the skin with either skin wounds. wounds. types of skin wounds. smooth or jaggered edges, Compare the signs of the four bleeding accompanies. types of skin wounds. Avulsions – a cut with a portion of the skin or soft tissue is partially or completely removed may be seen as a gap or a flap, bleeding. Punctures – small, limited to the shape of the object used to pierce the skin, not much bleeding. Bruises (contusion) – appears red and may darken afterwards, usually swelling. Scrapes (abrasion) – top layer of skin scraped or rubbed away, exposed area in skin.
156 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a brochure or oral As for previous leaner outcome. Make a brochure or oral Community First Aid & Safety Rubric for assessing visual aids or presentation on types of wounds. Including methods of treatment. presentation on types of wounds. oral presentations. Demonstrate the correct care of an Control bleeding, cover (apply Demonstrate the correct care of Community First Aid & Safety Correct techniques used. open wound. dressing and bandage). an open wound. Use dressing and bandages As above. As above. Community First Aid & Safety Correct use of dressing and correctly to cover wounds. bandages. Demonstrate the correct use of a Pressure bandage – roller bandage. Demonstrate the correct use of a Community First Aid & Safety Correct techniques used. pressure bandage and elastic pressure bandage and elastic bandage. bandage applied to the forearm and leg.
Describe and identify examples of Dressings – paddings of gauze. Make a visual aid (poster) with Practical First Aid Rubric for assessing visual aids. dressing and bandages used in a Bandages – band-Aids, roller different dressings and bandages skit. bandages & triangular bandages. with labels showing their use. Visit to food store/pharmacy/ local clinic. Predict the effect that extreme Cramps in limbs, fatigue, cool, Predict the effect that extreme Clearly stated valid predictions. temperatures and humidity would moist or pale skin, headache, temperatures and humidity would have on the body. nausea, dizziness, weakness, have on the body. fainting, heatstroke, hyperthermia. Draw conclusion on whether the Red, hot dry skin; changes in Review four scenarios of victims. Community First Aid & Safety Clearly stated valid conclusions victim is suffering from heatstroke consciousness; rapid, weak pulse; Review the condition of Practical First Aid based on information in scenarios. based on signs displayed. rapid, shallow breathing. heatstroke and its signs. Draw a conclusion as to whether the victim in each scenario is suffering from heatstroke. Make an oral presentation on the Low blood pressure, blood not Community First Aid & Safety Rubric for assessing oral causes and treatment of fainting. flowing properly to the brain, Practical First Aid presentations. standing too long, too hot.
157 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate the correct use of Demonstrate the correct use of Community First Aid & Safety Correct technique demonstrated. abdominal thrusts on a choking abdominal thrusts on a choking Practical First Aid adult and infant. adult and infant.
Use the correct terms for the C. P. R. – Cardio-pulmonary Use the correct terms for the Community First Aid & Safety Correct use of acronyms and full acronyms C.P.R and A.B.C’s in Resuscitation acronyms C.P.R and A.B.C’s in a Practical First Aid terms. First Aid. A. B. C. – Airway, Breathing, skit assessing a victim of an Circulation accident.
Correctly measure the pulse and Radial pulse (or carotid pulse) Measure the pulse rate of a Community First Aid & Safety Correct technique and accurate breathing of a victim. “victim” in role play. Practical First Aid measurement of pulse and Measure the breathing rate of a breathing rates. “victim” in role play.
Record pulse rates for a period of As above. Measure and record the pulse rate Community First Aid & Safety Clear recording. time. of a “victim” in role play, at five Practical First Aid minute intervals for 15 minutes. Note changes or anomalies.
Interpret pulse rates and breathing Weak, slow pulse – internal Interpret pulse rates and breathing Community First Aid & Safety Rubric for assessing data. rates to determine the condition of bleeding. rates to determine the possible Practical First Aid a patient. Rapid pulse – electrical “shock”. condition of a patient. Breathing emergencies – rapid, slow, deep or shallow breathing, gasping. Use a mouth shield correctly. Demonstrate the correct use of a Correct application (to face) and mouth shield. use of mouth shield.
158 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate the correct way to First Aid books. Demonstrate the correct way to Community First Aid & Safety Correct technique. perform rescue breathing and perform rescue breathing and Practical First Aid C.P.R. C.P.R.
Make a device that aids in Checking airways, breathing and Make a device that aids in Rubric for assessing models. checking one of the areas of ABC. pulse/heartbeat. checking one of the areas of ABC.
Formulate a hypothesis as to Formulate a hypothesis as to Clearly stated plausible hypothesis whether a suggested treatment whether a suggested treatment with correct reasons. would be appropriate for an injury would be appropriate for an described in a case study. injury described in a case study.
Compare the First Aid treatment Discussion. Nurse Valid information. with a commonly used home Create a notice highlighting the remedy for one of the injuries importance of using correct First studied. Aid treatment.
Use information based on signs Case scenarios. Role play. Index cards with scenarios. Correct diagnoses, appropriate and symptoms given to make Complete worksheets. treatment selected, correct decisions for treatment of injuries. techniques used.
159 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: WATER SAFETY DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe differences in colour of Turquoise, emerald green – sand Observe differences in colour of the sea. Photographs, video clips. Accuracy of descriptions given the sea. substrate, shallow water, blue – sea to observations. grass or rock substrate, deeper water; dark blue – very deep water Recognize the relationship The darker the colour the greater Describe the relationship between Photographs, video clips. Relationship shown as direct. between darkness in sea colour the depth. darkness in sea colour with its depth. with its depth.
Identify a buoy. Floatation device used as a marker Observe a variety of buoys. Photographs, video clips, Correct identification. in the waterways Discuss the function of buoys. artifacts. Brainstorm uses for buoys. Identify warning/danger signs in Observe a variety of warning/danger Photographs, video clips, Correct identification. the marine environment. signs. artifacts. Discuss the function of warning/danger signs. Brainstorm uses for warning/danger signs. Observe licence (vessels) numbers. All boats should be registered and Observe licence (vessels) numbers. Photographs, video clips. Identify the location of license licensed. The registration/ licence or registration number. number should be displayed. Correctly make a distress signal Semaphore, flare, suitability for Identify forms of distress signals. Semaphore flags, fluorescent Accuracy in making the signal. that might be used on a boat. day and/or night. Describe how/use one to send a distress flags, smoke signaller, signal. flashlight, national flag, maritime flag. Formulate a hypothesis on the Recreational use – sea-bathing, Formulate a hypothesis on the cause of Clearly stated plausible cause of the largest number of swimming, diving, water sports; the largest number of accidents among hypothesis. accidents among teenagers in or others – fishing, boating accidents. teenagers in or near to the sea in The near to the sea in The Bahamas. Bahamas.
160 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: WATER SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Conduct a survey to determine the As for previous leaner outcome. Brainstorm causes (from above). Rubric for assessing most common cause of accidents Discussion. investigations. among teenagers in or near to the Formulate survey instrument. sea in their settlement/area/island. Conduct a survey to determine the most common cause of accidents among teenagers in or near to the sea in their settlement/area/island.
Draw a conclusion on the nature of Scenarios: cookout gas stove Assess the scenario(s) given. Index cards, photographs, video Valid conclusion based on a coastline accident based on explosion, drowning – diving from Draw a conclusion on the nature clips or PowerPoint Presentation. information given. information and observation. dock onto rock, jet-ski collision, of a coastline accident based on cut by a boat’s propeller, tidal- information and observation. pool/current, cramp from swimming.
Draw conclusion on the types of As above. Draw conclusion on the types of As above. Valid conclusion based on injuries sustained based on the injuries sustained based on the information given. nature of the accident, information nature of the accident, given and observations made. information given and observations made.
Find out the cause of the largest Find out the cause of the largest Library, Ministry of Health Correct information from reliable number of accidents among number of accidents among facilities, Department of Statistics. source. children and teenagers in or near to children and teenagers in or near the sea in The Bahamas. to the sea in The Bahamas.
161 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: WATER SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a brochure showing safe Avoid swimming after heavy meal, Discussion. Rubric for assessing visual aids. practices when using the marine bare feet in polluted areas, tidal Make a brochure showing safe environment. pools, spawning jellyfish, sharks; practices when using the marine observe markers and signs, swim environment. with buddy, know depth before diving, swim with-not against- current. Create a poster/brochure on the As above. Create a poster/brochure on the Rubric for assessing visual aids. do’s and don’ts of swimming/ do’s and don’ts of swimming/ diving and boating. diving and boating.
Make a brochure of “Do’s and Make a brochure of “Do’s and Rubric for assessing visual aids. Don’ts” relative to safety in water Don’ts” relative to safety in water sports/playing activities. sports/playing activities.
Conduct a survey of twenty-five Prepare questionnaire. Rubric for assessing conducting young people and twenty-five Conduct a survey of twenty-five investigations. adults to determine the extent to young people and twenty-five which safety rules are used while adults to determine the extent to sea bathing, swimming and diving which safety rules are used while (beaches). sea bathing, swimming and diving (beaches). Utilize safe practices when sea Utilize safe practices when sea Long-term behaviour. bathing, swimming or diving. bathing, swimming or diving.
Use knowledge of safe practices Extra fuel, life vests, (ship to Use knowledge of safe practices Long-term behaviour. when boating. shore) radio/phone, extra drinks when boating. (water), anchor to reach bottom, oars, no pranks, sun shades, sleeves, hat.
162 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: WATER SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Suggest ways that might prevent Markers to separate swimming areas Brainstorming Plausible suggestions with logical accidents in or near to the sea in from boating areas, guidelines for jet reasons. The Bahamas. skis, boat lights at night. Use the correct names for types of Classes A – E (A – common Complete a matrix showing Index cards with scenarios (written Number of correct identifications. fires. combustibles, B – flammable liquids, types of fire, combustible or photographs). C – electrical and electronic, material, extinguishing agent. D – combustible metals, E – high Match name of type of fire to temperature oil and grease). scenarios. Compile statistics of the number Compile statistics of the Police Department, Island Accuracy of statistics compiled and types of fires on the island number and types of fires on Administrator’s office, Local and correct classification of the during the past year. the island during the past year. Government representatives, or Fire fires. Department or Department of Environmental Health. Demonstrate the importance of R – Rescue is always the first priority Discussion. Rubric for assessing oral RACE in emergencies. at every emergency. Safely evacuate Write a plan for the use of presentations. all occupants or remove victims from RACE at home. the hazard zone. Demonstrate (as far as A – Alert the fire department possible) through role play the immediately, no matter how small the use of RACE. fire may seem. All fires start small, and every second counts. A fire which starts in a few seconds could take hours to extinguish. C – Confinement. Close all doors, and windows on your way out to confine the fire to the room of origin or area of discovery. E – Extinguishment. Extinguish a small fire with the appropriate fire extinguisher.
163 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRE SAFETY DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a visual presentation Avoid overheating, pulling Make a visual presentation Information sheets/brochures from Rubric for assessing visual showing fire prevention tips. electrical cords, mixing explosive showing fire prevention tips. Fire Department. presentations. chemicals, hanging sleeves over fire, keep hair pulled back.
Make a flyer or brochure showing Water, dry chemical, carbon Observe various types of fire Brochures (fire extinguishers sold in Rubric for assessing visual aids. the types of fire extinguishers. dioxide, Halon, foam, Class K. extinguishers. stores), from Fire Department. Make a flyer or brochure showing the types of fire extinguishers.
Find out information on new types Find out information on new Library, Internet. Number of sources reviewed, of fire extinguishers or fire types of fire extinguishers or fire accuracy of information noted. fighting methods. fighting methods. Demonstrate the correct use of a P – Pull the pin Demonstrate the correct use of a Fire extinguishers. Correct use of fire extinguisher. fire extinguisher using the A – Aim the nozzle at the base of fire extinguisher using the acronym PASS. the fire acronym PASS. S – Squeeze the handle S – Sweep the nozzle side to side. Make a graphic model showing the As above. Make a graphic model showing Rubric for assessing models. steps in the use of PASS. the steps in the use of PASS.
Explain the use of PASS in Cutting off the air/oxygen supply Explain the use of PASS in Worksheet Correct application of science extinguishing a fire using a fire at the base effectively extinguishing a fire using a fire principle(s). extinguisher. extinguishers the fire. extinguisher. Make a brochure of “Do’s and Brainstorm prevention of Information from Fire Department. Rubric for assessing visual aids. Don’ts” relative to safety in accidents on sports/playing field. sports/playing activities.
164 SCOPE OF WORK GRADE: 8 STRAND: FIRST AID AND SAFETY
TOPIC: FIRE SAFETY LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a skit/ PowerPoint safety Keep in open area away from dried Make a skit/ PowerPoint safety Information from Fire Rubric for assessing oral rules for fireworks, campfires and branches, keep supply of sand or rules for fireworks, campfires and Department. presentations. barbecues. water near, do not lean over barbecues. inactive items, keep flammables away, keep fire manageable.
Draw a bar graph to compare Draw a bar graph to compare Information from Fire Rubric for processing data. either the number of cases of burns either the number of cases of Department. and choking or the causes of fire. burns and choking or the causes of fire.
Make a graphic model showing the Importance of an evacuation plan, Make a graphic model showing Information from Fire Rubric for assessing visual aids. steps in rescuing a victim from a cover nose & mouth with wet the steps in rescuing a victim Department. fire. cloth, keep close to floor, one arm from a fire. under the arm pits, pull person along floor.
165 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH
TOPIC: DISEASE VECTORS DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe and identify various Vector transmits disease-causing • Observe photographs Human and Social Biology for the Correct identification of vectors. vectors found in the community. pathogens e.g. mosquitoes, (showing garbage/waste) of Tropics, CXC Human and Social houseflies, birds, and rats. the environment. Biology • Identify vectors found in each photograph.
Differentiate between water, land Habitat for vectors. Differentiate between vectors Human and Social Biology for the Vectors correctly classified. and air-borne vectors. based on their habitat (land, water Tropics, CXC Human and Social or air). Biology
Classify pathogens as air, water or Pathogens (disease causing • Find the names of common Human and Social Biology for the Correct classification of pathogens animal borne. organisms e.g. viruses, bacteria, pathogens in the local Tropics, CXC Human and Social identified. moulds/fungi). community or The Bahamas. Biology • Classify pathogens as air, water or animal borne.
Use common names for common Aedes aegypti (dengue), Musa • Identify vectors in diagrams Human and Social Biology for the Names correctly matched ot vectors and diseases studied. domestica (food poisoning), or photographs. Tropics, CXC Human and Social vectors. cockroach, mosquitoes, houseflies, • Spell the common names and Biology birds, and rats. scientific names (specified) for vectors studied.
Use the Binomial System to Full classification for Aedes and • Research the classification of Biology resource books. Correct classification for Aedes classify vectors. Musa (above). Aedes and Musa. and Musa. • Record the Phylum, Class, Genus and Species for each.
166 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH
TOPIC: DISEASE VECTORS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a model of the life cycle of a Anopheles or Aedes mosquito, Make a visual aid/model (with Human and Social Biology for the Rubric for assessing models. vector. Musa housefly. notations) showing the life cycle Tropics, CXC Human and Social of a named vector. Biology
Observe pests around scattered • Examine photographs of areas Number of pests correctly garbage. with garbage. identified. • Identify pests in the photographs. Observe locations of waste Location of garbage/waste • Observe locations of waste Clear descriptions of locations disposal sites at school, home and receptacles at home (front/back, disposal sites at school, home along with a brief personal the wider community. covers or not, in permanent and the wider community. commentary. structure or not), at school (near • Record the observations. classroom/food vendors) • Compare with other groups in community (on sides of streets, the class. parks, shopping areas).
Identify green waste. Plant material – shavings from Brainstorm Photographs Correct classification of examples mowing lawns, tree branches, Classify photographs of green of green waste. discarded fruit and vegetables, waste. peels.
Identify white waste. Appliances and electronic Brainstorm Photographs Correct classification of examples equipment – air condition units, Classify photographs of white of green waste. refrigerators, computers, stoves, waste. microwaves, televisions, dryers etc.
167 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH
TOPIC: WASTE DISPOSAL DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Write an infomercial for television White waste tends to contain Write an infomercial for Information from Department of Rubric for assessing visual on the importance of disposing of heavy metals, radioactive materials television on the importance of Environmental Health Services presentations. “white” waste properly. which should not be incinerated to disposing of “white” waste (DEHS). avoid release of toxic fumes. properly.
Classify waste (green, white, Household waste includes waste Classify waste as “green”, Worksheet with photographs. Number of items correctly household). normally produced in and disposed “white”, “household” or identified. of in the kitchen. recyclable.
Identify harmful waste in and Broken glass, empty small propane Brainstorming Number of items correctly around the home. cylinders, insecticide cans, lighter List harmful waste in and around identified/listed. fluid containers, acid containers, the home. abandoned refrigerators, paint and thinner containers.
Make a rap, song or poem about Burning causes the release of Make a rap, song or poem about Rubric for assessing oral the effects of burning garbage at carbon dioxide and possibly other the effects of burning garbage at presentations. home. toxins into the air to be carried home. over a distance. Aggravates asthma. Explain whether the banning of • Research information related News articles, DEHS information. Rubric for assessing oral burning trash at home is justified to effects of burning trash. presentations. or not. • Participate in a general discussion or debate on whether the banning of burning trash at home is justified or not.
168 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH
TOPIC: WASTE DISPOSAL LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use common names for common Complete puzzles based on Number of pollutants correctly pollutants studied. names of common pollutants. identified.
Plan and conduct an investigation Aluminium cans, bottles, plastic • Identify methods used to Rubric for conducting to determine which method of containers, air condition unit, dispose of the pollutants investigations. waste disposal is most effective for spoilt vegetables, tree trimmings. locally. various pollutants. • Plan and conduct an investigation to determine which method of waste disposal for each type of pollutant.
Measure the minimum legal Measure in the school yard the Department of Water & Sewerage Accuracy of measurement. distance between a cesspit and minimum distance that is allowed well. between a cesspit and well.
Make a presentation on the effects Fertilizers, heavy metals Present to the class, as a part of a Biology resource books. Rubric for assessing presentations. of some pollutants on the water (mercury). group, the effects of some table. pollutants on the water table.
Formulate a hypothesis on whether Formulate a hypothesis on Clearly stated hypothesis with incineration can be a feasible whether incineration can be a plausible/logical reasons. practice for solid waste disposal in feasible practice for solid waste The Bahamas. disposal in The Bahamas.
169 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH TOPIC: WASTE DISPOSAL LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the need to develop Efficiency of landfills relative to • Discuss the benefits and any Interview personnel DEHS, Plausible suggestions with logical more effective means of waste size of area, water table, length of negative effects of methods Internet. reasons. disposal as population increases. use, capacity/volume. used locally. • Discuss alternative methods of disposal. • Suggest which method of disposal will be most effective locally as the population increases. Show the relationship between Direct relationship • Conduct interviews. Photographs, questionnaires. Relationship clearly and correctly poor solid waste disposal practices Cockroaches, rodents, dogs, • Observe photographs. described. and the population of disease- houseflies. • Describe the relationship carrying agents. between poor solid waste disposal practices and the population of disease-carrying agents. Identify variables in an Example – frogs, lizards for • Select a pest found around Rubric for assessing investigation to determine which houseflies in a sealed environment garbage. investigations. type of organism is the most (large terrarium, same substrate, • Brainstorm organisms that efficient at catching pests. moisture, number of flies, feed on the pest. temperature). • Plan an investigation (including variables) to determine which type of organism is the most efficient at catching the pest. Utilize materials to construct an Design and utilize materials to Rubric for assessing a environmentally safe mouse trap. construct an environmentally safe model/product. mouse trap. Make a model of a landfill. Design and make a model of a Human and Social Biology for the Rubric for assessing models. landfill. Tropics, CXC Human and Social Biology 170 SCOPE OF WORK GRADE: 8 STRAND: ENVIRONMENTAL HEALTH
TOPIC: WASTE DISPOSAL LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Research new techniques in Research new techniques in Library, magazines, Internet. Rubric for conducting research. handling and treating solid waste. handling and treating solid waste.
Suggest reasons why waste • Find out the methods used for Department of Environmental Plausible reasons that are logical collection, management and waste management and Health Services outcomes from the information storage are not handled in the same storage on New Providence reviewed. manner on New Providence and Family Islands. compared to most Family Islands. • Compare the frequency of garbage collection on New Providence and Family Islands. • Suggest reasons for any differences in waste collection, management and storage on New Providence compared to Family Islands.
Analyse the plausibility of using Preparation and maintenance of • List points supporting the Number of valid points made, landfills to replace incineration landfills for small communities. practicality of landfills on correct comparisons and logical throughout The Bahamas. each island with communities. suggestions. • List points supporting the practicality of incineration on each island with communities. • Compare the benefits and concerns for each method and make suggestions as to which method is more practical for each island.
171 SCOPE OF WORK GRADE: 9 UNIT: HEALTHY LIVING
TOPIC: STRESS MANAGEMENT DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Identify situations/conditions that • Examinations Discussion Human Form and Function Stressful situations correctly cause stress. • Broken relationships Case studies/examples given identified. • Illness Make a personal list of things that • Death create stress at home, school and • Too much responsibility the community. • Loss of job • Financial hardship
Identify and adopt practices to Develop hobbies, regular exercise Identify stressful conditions. Rubric for assessing visual aids. reduce stress and related health routine, engage in positive Identify causes of stress. Long-term behaviour. problems. relationships, work within financial Identify health problems related to budget, no false expectations of stress. others, avoid undue pressure to Make a visual aid/presentation to succeed; headaches, hypertension encourage persons to adopt heart palpitations, ulcers, insomnia. practices to reduce stress and related health problems.
Classify the effects of stress. 1. Anxiety state Put into categories the effects of Correct classification. 2. Depression stress (based on causes, signs and 3. Agitation symptoms). 4. Behavioral disorder Role play
Recognize and explain the Too many responsibilities or Discussion Rubric for assessing visual aids. relationship between stress and overwhelming situations/conditions lifestyle. create stressful lifestyle, spending Make a comic strip to explain the beyond budget (“living beyond relationship between stress and means”), too busy, missing one identified lifestyle. deadlines, “living a double-life”, tardiness. Direct relationship.
172 SCOPE OF WORK GRADE: 9 UNIT: HEALTHY LIVING
TOPIC: STRESS MANAGEMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use a scale between 1and 10 to Examples: vehicle’s motor “cuts Each group given a different Consensus of scores. determine their level of ability to off” on a busy corner, a pop quiz, scenario to portray their ability to deal with a given stressful caught telling a lie. deal with it situation. Students evaluate each group’s skit.
Construct a pyramid model with 5 1. Identify the stress or problem Identify five levels of stress Stress Management: How to Rubric for assessing visual aids. levels to managing stress. 2. Reframe problem management. Reduce Prevent and Cope with 3. Look at the big picture Construct a pyramid model with 5 Stress. 4. Adjust your standards levels to managing stress. By: Smith , Melinda et al 5. Focus on the positive Use model to reduce stressful http://www.helpguide.org/mental/s scenarios in skits. tress_management_relief_coping.h tm Demonstrate ways to manage • Time Management Role play Perspectives on Health Rubric for assessing oral given real life stressful situations. • Exercise Internet presentations. • Relaxation Therapy • Hobbies • Soothing music • Fun • Sleep Find out additional information Find out additional information Internet Rubric for assessing conducting about “stress” and “stress about “stress” and “stress research. management”. management”.
Evaluate the quality of life • Lifestyle would be chaotic/ Discussion Number of valid points, critical without stress reduction skills. disorganized and not pleasant Complete worksheet analysis. • Suicide increase • Psychosomatic disorders • Fear & anxiety states • Depression
173 SCOPE OF WORK GRADE: 9 UNIT: HEALTHY LIVING
TOPIC: STRESS MANAGEMENT LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate positive social/ • A good listener • Discussion What do you stand for? For Teens: A Rubric for assessing oral communicative skills to maintain • Express your self clearly and • Skits Guide To Building Character . presentations. friendships with family and truthfully friends. • Good eye contact Internet • Honest • Kind and caring • Helpful • Able to say that you are sorry/ willing to compromise to diffuse conflict • Be friendly • Avoid judging others
174 SCOPE OF WORK GRADE: 9 UNIT: HEALTHY LIVING
TOPIC: COMMUNICATION SKILLS DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the relationship • Maintain long term friendship Discussion Interview adults, Internet. Direct relationship shown. between positive communication • Minimal/ avoidance of conflict Describe the relationship between skills and maintaining a healthy • Increased harmony positive communication skills relationship. • Manage conflict resolution and maintaining a healthy adequately relationship. Rubric for assessing oral • Able to express feelings in civil Perform skits to show the presentations. manner relationship between positive communication skills and maintaining a healthy relationship. Determine the effectiveness of • Harmony/ Discussion of attributes that make Internet Valid attributes for healthy and positive skills for healthy • Respect healthy relationships and the negative attitudes and behaviours relationships. • Lasting friendships absence or abuse of attributes that that cause unhealthy relationships. • Trustworthy cause unhealthy relationships. Use a scale between 1 – 10 to Attributes (above), relationships Self evaluation using a Worksheet with criteria/attributes Long-term behaviour. determine their level of ability to e.g. classmates, peers at church, worksheet. and various types of relationships. maintain a friendship. youth group members, relatives.
Examine how changes in self and More emphasis on one or more of Brainstorm Internet Rubric for assessing visual aids. others impact relationships. attributes (above). Make a visual aid to show how Improves/enhances relationships positive and negative changes with family, friends and peers. (attitudes and behaviour) impact Negative attitudes and behaviours relationships. – break/damage relationships. Predict the effects of stress • Positive attitude Predict the effects of stress Perspectives on Health Valid prediction with logical management on the lives of • Prepared to deal with challenges management on the lives of reasons. students who are faced with • Manage time adequately students who are faced with emotional strain. • Balanced lifestyle (work and emotional strain. play) • Relax; pleasant; successful 175 SCOPE OF WORK GRADE: 9 STRAND: FOOD TOPIC: FOOD PRESERVATION DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Describe causes of food spoilage. Micro-organisms action producing Discussion Home Economics A Caribbean Correct content written clearly in toxins, enzymes cause breakdown Reading in Content Area. Approach Book 3 own words. in food. Conditions needed – Summarize causes of food warmth (70°C), moisture, pH, spoilage. food. Classify methods of preserving Heating, freezing, Reading in Content Area Home Economics A Caribbean Correct grouping of methods. food. drying/dehydrating, additives Classify or group methods based Approach Book 3 (sugar, salt, vinegar), on means of slowing spoilage. bottling/canning, irradiation. Change in high temperatures kill microbes, low temperatures slow microbial activity. Microbes cannot live in dry conditions neither can enzymes function. Additives change the pH or concentration of the food environment to make it unfavourable for microbial activity. Irradiation and bottling/canning kills microbes. Recognize the relationship As above. Orally describe the relationship Relationships clearly shown. between methods of food between methods of food preservation and growth of preservation and growth of microbes. microbes. Classify types of preservatives. Change pH (vinegar, citric acid), Classify preservatives based on Correct grouping of preservatives. change concentration (sugar, salt), how they inhibit spoilage. other chemicals (e.g. to keep bread soft). Observe ingredients used as food Vinegar, salt, sugar etc. Observe ingredients (or Variety of preservatives, Description of common additive preservatives. photographs of them) used as photographs of uncommon preservatives. food additive preservatives. preservatives
176 SCOPE OF WORK GRADE: 9 STRAND: FOOD
TOPIC: FOOD PRESERVATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a presentation on the Sugar negatively affects diabetics, Make a presentation on the Home Economics A Caribbean Rubric for assessing presentations. positive and negative effects of salt negatively affects hypertensive positive and negative effects of Approach Book 3 commonly used methods of food persons, irradiation destroys some commonly used methods of food Human & Social Biology for the preservation on maintaining good of the nutritive value of food. preservation on maintaining good Caribbean health. health. Design a pamphlet/brochure Cool, dry, dark, ventilated Design a pamphlet/brochure Rubric for assessing visual aids. highlighting five rules for food conditions away from harmful highlighting five rules for food storage. chemicals (e.g. pesticides). storage. Observe signs of food spoilage. Unopened cans bulging, “furry” Observe photographs of food Number of correct indicators growth on food, “off” colour spoilage. shown. and/or odour, bubbles, foam. Make a fact/reference sheet to indicate signs of food spoilage. Use petri dishes to prepare a A few drops from food sample Use petri dishes to set a culture Agar gel, sterilized Petri dishes, Correct and safe use of apparatus culture from food samples. placed on an agar plate will show from food samples. (To be inoculating needle. and materials. microbial growth after a few days monitored by teacher). in the right conditions for growth. Recognize the importance of using Microbes are found almost Describe a method of sterilization Human & Social Biology for the Clear, valid explanations given. sterile apparatus and instruments everywhere, in order to show that of apparatus. Caribbean in preparations for culture growth. microbes come from food and not Explain why it is important to use apparatus, the instruments must be sterile apparatus and instruments sterilized. in preparations for culture growth. Use a pH meter correctly and Use a pH meter correctly and pH meter Correct and safe use of pH meter. safely to measure the acidity of safely to measure the acidity of food. food. Measure the temperature of food. Accuracy to 1 °C. Measure the temperature of food. Thermometer Accuracy
177 SCOPE OF WORK GRADE: 9 STRAND: FOOD
TOPIC: FOOD PRESERVATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict the effect of repeatedly Microbes grow quickly, microbes Predict the effect of repeatedly Human & Social Biology for the Logical prediction with valid changing the temperature of food multiply quickly, food warms so changing the temperature of food Caribbean reasons. on the growth of microbes. microbes grow and reproduce on the growth of microbes. forming toxins. Re-cooling food does not get rid of toxins formed. Food spoils could cause poisoning. Predict the effect of opening, for a As above. Air contains microbes Predict the effect of opening, for Human & Social Biology for the Logical prediction with valid short time, a vacuum packed jar of that enter and cause spoilage. a short time, a vacuum packed jar Caribbean reasons. preserves on the contents. of preserves on the contents.
Make a visual presentation on the Make a visual presentation on the Rubric for assessing visual effects of microbes on food. effects of microbes on food. presentations. Make a model showing the action Outline how the method of Make a model showing the action Rubric for assessing models. of one method of food preservation reduces or eliminates of one method of food preservation. microbes and their effects. preservation. Find the number of illnesses Interview personnel at local clinic caused by food poisoning in the or review available data. Ministry of Health publications Rubric for assessing conducting community during the past year. Find the number of illnesses investigations/research. caused by food poisoning in the community during the past year. Determine the percentage of Use statistics provided to Rubric for assessing processing illnesses caused by food poisoning determine the percentage of data. in the community during the past illnesses caused by food year that were caused by food poisoning in the community prepared outside of the home. during the past year that were caused by food prepared outside of the home.
178 SCOPE OF WORK GRADE: 9 STRAND: FOOD
TOPIC: FOOD PRESERVATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Compare the caloric, sugar or Compare fresh and preserved Check data for fresh food. Data from Caribbean Food and Correct information. water difference in a food before foods e.g. apples, pineapple, Check data (book) or labels for Nutritional Institute and after preservation. tamarind, banana (chips). preserved food. Food labels Suggest reason(s) for the difference. Formulate a hypothesis on the Drying, salting, boiling in sugar, Formulate a hypothesis on the Human & Social Biology for the Clearly stated hypothesis with method of food preservation, canning/bottling. method of food preservation, Caribbean logical, valid reasons. commonly used which causes the commonly used which causes the greatest longevity (shelf-life). greatest longevity (shelf-life).
Design, conduct and evaluate an As above. Design, conduct and evaluate an Rubric for assessing conducting investigation to determine which investigation to determine which investigations. method of food preservation, method of food preservation, commonly used, causes maximum commonly used, causes longevity. maximum longevity.
Design an investigation to show Design an investigation to show Human & Social Biology for the Rubric for assessing conducting the relationship between methods the relationship between methods Caribbean investigations. of food preservation and growth of of food preservation and growth microbes. of microbes.
Use information on conditions Warmth, moisture, correct pH. Design a means of extending the Human & Social Biology for the Evidence of critical thinking, needed for microbe growth to shelf-life of a food, or a method Caribbean creativity, relationship to design a means of extending the of preserving a perishable food. conditions. shelf-life of a food, or a method of preserving a perishable food.
179 SCOPE OF WORK GRADE: 9 STRAND: FOOD
TOPIC: FOOD PRESERVATION LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Select and use methods of food Freezing, vacuum-pack. Select and use methods of food Long-term behaviour. preservation that avoid unhealthy preservation that avoid unhealthy preservatives. preservatives.
Make a model which shows Cool, dry, ventilated, dark Make a model which shows Rubric for assessing models. healthy practices in food storage. conditions with no harmful healthy practices in food storage. chemicals nearby.
Use food storage practices that As above. Use food storage practices that Long-term behaviour. promote health. promote health.
Find additional information on Conduct research to find Home Economics textbooks, Rubric for assessing conducting methods of food preservation and additional information on magazines, news articles, resource investigations/research. storage. methods of food preservation and books, Internet. storage.
Pose a question of interest related Pose a question of interest related Magazines, news articles, resource Evidence of critical thinking, to food preservation and storage to food preservation and storage books, Internet. relevance to food preservation or and conduct relevant research. Conduct relevant research. storage. Rubric for assessing/conducting investigations/research.
180 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: NERVOUS SYSTEM DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe a diagram of the nervous Outline of human body with the Observe a diagram of the nervous Charts, textbook, resource books. All parts of the body with parts of system. central and peripheral nervous system. the nervous system highlighted. systems shown. Describe the nervous system in relation to the body.
Form a hypothesis on the functions Receive information about the Form a hypothesis on the Charts, textbook, resource books. Validity of hypothesis. of the nervous system. external or internal environment, functions of the nervous system. process the information and signal appropriate responses.
Classify neurons according to their Sensory neurones receive Read textbook and resource Textbook, resource books. Correct criteria and classification function. information from the internal and books. of neurons. external environment and transmit Record characteristics of sensory the information to the central and motor neurons. nervous system. Motor neurons Classify neurons as sensory or take messages from the CNS to the motor. response organs. Observe and describe differences Length of neurons, position of cell Observe differences in external Charts, diagrams. in external appearance of motor body, shape of cell body, position appearance of motor and sensory and sensory neurons (by viewing of dendrites. neurons. diagrams). Construct a Venn Diagram to Correct information on Venn compare the appearance of Diagram. sensory and motor neurons.
Make a model of a sensory and a As above. Make a model of a sensory and a Biology for Life Rubric for assessing models. motor neurone. motor neurone.
181 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: NERVOUS SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize the relationship Large number of dendrites/dendrons Brainstorm benefits of the Charts, diagrams. Relationship shown – logical between length of axon & allow more information to be appearance of dendrites and reasons given. amount of dendrites and received and sent at once; longer axons. efficiency of nervous signal axons allow movement of messages transmissions. faster along neurone.
Relate the outline structure of CNS is the processing centre in the Describe the position of the CNS. Charts, diagrams, textbook, Relationship clearly shown using the central nervous system to its centre/median of the body. Brain – Describe the shape of the CNS. resource books. correct information. function. has most processing, occupies most of Relate the position and shape of cranial cavity. Spinal cord – length CNS to its function. services most of the body. Use correct names for parts of Cerebrum, cerebellum, medulla Label a diagram of the external Chart, textbook, resource books. Correct use of names. the brain. oblongata, hypothalamus, pituitary appearance of the brain. gland. Label a diagram of a L S of the brain. Matching games. Predict the effect of damage to a Cerebrum – front – memory, back – Observe diagram of brain (map Human & Social Biology for the Logical predictions based on named part of the brain. sight, middle – trunk and limbs; showing parts controlled by that Tropics information given. cerebellum – balance; area of the brain). medulla oblongata – breathing. Predict the effect of damage to a named part of the brain. Plan and conduct an Plan and conduct an investigation Survey instruments, library, Internet Rubric for conducting investigation to determine if to determine if memory changes investigations. memory changes with age. with age.
Classify organs of the nervous Organs that receive information from Brainstorm meaning of receptor Chart, textbook, worksheet. Organs correctly classified. system as “receptors” or the external environment – receptors and effector. “effectors”. (eye, ear, skin), those that respond to Identify the sensory organs. information received – effectors Identify effector organs. (biceps/triceps).
182 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: NERVOUS SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate (verbally or through Stimulus, sensory organ, sensory Discuss examples of simple Chart of reflex arc, textbook, Rubric for assessing presentations. drama) the path of a signal taken in nerve (neurones), brain/spinal reflex actions. resource books. a reflex arc. cord, motor nerve (neurons), Observe a diagram showing the effector organ, response. pathway of a message along a reflex arc. State the characteristics of reflex actions. Demonstrate the path of a signal taken in a reflex arc. Predict the effect of age on Reaction time increases with age. Predict the effect of age on Correct information to support reaction time. reaction time. valid prediction. Plan and conduct an investigation Plan and conduct an investigation Rubric for assessing to determine how age or gender to determine how age or gender investigations. affects reaction time. affects reaction time.
Recognize and control variables Variables – age, gender, physical Brainstorm possible variables. Number of valid variables when measuring reaction time. fitness, health, lifestyles (smoker, Identify the variables to be identified and controlled. drug addiction), weight. controlled. Control the variables.
Use apparatus to measure reaction Stimulus (ruler, alarm), stopwatch. Use apparatus to measure Correct use of apparatus. time. reaction time. Conduct an investigation to determine reaction time. Measure reaction time in seconds. Measure reaction time in Stopwatch Accuracy of measurement. (fractions) seconds. Make a presentation to explain the Automatic & fast prevents serious Brainstorm and make a group Textbook, resource books. Rubric for assessing presentations. importance of reflex actions. injuries. presentation to explain the importance of reflex actions.
183 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: SKIN DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Predict what would happen if Longer time for response, possibly Review common reflex actions Textbook, resource books. Clearly stated, logical prediction. reflex actions were under our an inappropriate, inefficient or Predict what would happen if conscious control. ineffective response selected. reflex actions were under our conscious control.
Use correct names for parts of the Epidermis, dermis, sub-cutaneous Label diagrams of the skin. Chart, diagrams, textbook, resource Number of parts of the skin skin. fat, sweat gland, duct, pore; Matching games books. correctly identified. sebaceous gland, hair follicle, Complete puzzles capillaries, sensory receptors.
Recognize and explain the Malpighian layer, melanin Explain the difference in Resource books, photographs. Relationship clearly shown and relationship between the amount of provides the colouration of skin. complexion of six persons based explained. melanin and skin complexion. on the relative amount of melanin in their skin.
Recognize and explain the Melanin screens ultraviolet rays, Discuss statistics of skin cancer As above, Internet, library. Relationship clearly shown with relationship between skin more melanin less harmful rays in blacks versus white people. logical reasons. complexion and likelihood of penetrate skin to damage tissue or Discuss the protective role of acquiring skin cancer. stimulate cancerous growths. melanin. Explain a possible relationship between skin colour and cancer.
Predict how appearance and health Protective epidermis damaged, Predict how appearance and Valid prediction based on logical of skin would be affected by small, superficial capillaries health of skin would be affected reasons. excessive sponging. damaged, natural skin oil removed, by excessive sponging. colour, dryness.
184 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: THE EYE DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use correct names for parts of the Eyelid, lash, brow, tear gland, Label diagram Chart, diagrams, textbook, resource Number of parts of the eye eye. conjunctiva, cornea, iris, pupil, Matching games books. correctly identified. lens, retina, fovea, blind spot, Puzzles choroid, sclera, optic nerve, muscles. Make an annotated diagram of the Function(s) of parts named above. Make an annotated diagram of Textbook, resource books, Correct notation of labeled parts. eye. the eye. diagrams. Predict the effect of removing Retina has light-sensitive cells, Discuss the role of light sensitive Plausible prediction. cones on sight. rods – dim light; cones- bright cells to vision. light & colour vision. Predict the effect of removing cones on sight. Recognize and explain the Accommodation – lens shortens Observe the shape of a lens when Charts, diagrams, textbook, Clear relationship shown between relationship between and “bulges” curves outward in focusing on distant object and on resource books. the shape of lenses, refraction of accommodation and clear vision. order to focus on objects that are near object. light rays and distance of objects. close to the body. Compare the shapes of the lenses. Convex lens converges light rays. Conduct a survey of persons Myopia (shortsightedness), Conduct a survey of persons Target group – students/young Rubric for assessing conducting wearing spectacles or contact hypermetropia (long-sightedness), wearing spectacles or contact people, mixed age or senior citizens. investigations. lenses to determine the most astigmatism (uneven cornea). lenses to determine the most common eye defect. common eye defect.
Describe the function of spectacles Concave lens – diverges rays to Examine concave and convex Charts, diagrams, textbook, Functions of lenses in bending with concave and convex lenses. focus rays in long eyeballs. lenses. Examine spectacles lenses resource books, spectacles, convex light correctly given. Convex lens – converges rays to Describe orally, the function of lenses, concave lenses. focus rays in short eyeballs. spectacles with concave and convex lenses. Identify and adopt practices to Rest, blinking, adequate lighting, Brainstorming Number of practices correctly preserve sight. adequate distance for near objects. Adopt practices to preserve sight. identified. Long-term behaviour.
185 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: THE EAR DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use correct names for parts of the Pinna, auditory canal, ear drum Label diagram Chart, diagrams, textbook, resource Number of parts of the ear ear. (tympanum), malleus, incus, Matching games books. correctly identified. stapes, eusatchian tube, semi- Puzzles circular canals, oval & round windows, cochlea, auditory nerve. Relate the functions of parts to Functions of the parts above. Observe the shapes of parts. Diagrams, model. Relationship clearly shown their shape. Review the functions of parts. between shape and function. Relate the functions of parts to their shape. Demonstrate the process that Signal, tympanum, ossicles, oval Demonstrate (verbally, model, or Model, textbook, resource books. brings about hearing. window, cochlea, auditory nerve. drama) the process that brings about hearing. Use a model to demonstrate how hearing occurs. Plan and conduct an investigation Plan and conduct an investigation Rubric for conducting to determine if hearing deteriorates to determine if hearing investigation. with age. deteriorates with age.
Recognize and control variables Gender, age, health. Recognize and control variables Valid variables identified. when measuring/testing hearing. when measuring/testing hearing. Formulate a hypothesis as to Pinnae collect sound waves. Formulate a hypothesis as to Plausible hypothesis with logical whether persons with larger pinnae whether persons with larger reasons. hear better. pinnae hear better. Plan and conduct an investigation Plan and conduct an investigation Rubric for assessing investigations. to determine if size of pinna to determine if size of pinna affects hearing. affects hearing. Identify and adopt practices to Avoid: sharp objects in ear, loud Identify practices to preserve Number of practices correctly preserve hearing. sounds, sudden deep dives, blows hearing. identified. to ears. Adopt practices to preserve Long-term behaviour. hearing.
186 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS
TOPIC: ENDOCRINE SYSTEM DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an annotated diagram of the The endocrine system regulates Make an annotated diagram of the Computer and LCD projector, Accuracy of notations. endocrine system. body activities and is made up of endocrine system. chart showing endocrine system, ductless glands that produce textbook. chemical messengers called hormones. Use correct names for common Pituitary, hypothalamus, thyroid, As above. As above, crossword puzzles, Number of names correctly used. ductless glands. adrenal, testicles, ovaries and Crossword & word search puzzles. word search puzzles. pancreas. Make observations of endocrine Comparison of the location, shape Use a matrix to compare the Textbook, charts. Number of correct entries in glands after studying photographs. and appearance of endocrine location, shape and appearance of matrix. glands (above). endocrine glands.
Compare two types of glands. Definition of gland and Observe diagrams of ductless Diagrams, resource books, charts. Rubric for assessing visual aids comparisons of ductless glands glands with those that have ducts. (similarities and differences with those that have ducts. Make drawings to distinguish shown). between the two types. Construct a table showing Testosterone, oestrogen, thyroxine, Create or construct a table showing Textbook, resource books, charts. Correct information in matrix. hormones and their functions. adrenaline, insulin, growth hormones and their functions. hormone. Make a model of the endocrine The endocrine glands are not Create model of endocrine system Clay Rubric for assessing models. system. connected, model will show using clay. location of glands in relation to the body outline. Make an oral presentation Both coordinate responses, differ Construct a Venn Diagram to Textbook, resource books, charts. Rubric for assessing oral/visual comparing the nervous and in speed, structure, compare the nervous and presentations. endocrine systems. messengers/means of transmission. endocrine systems. Make an oral presentation comparing the nervous and endocrine systems. 187 SCOPE OF WORK GRADE: 9 STRAND: BODY SYSTEMS TOPIC: ENDOCRINE SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Explain the relationship between Insulin is produced by the pancreas Research to find out the normal Textbook, resource books, Relationship clearly shown. blood glucose level and insulin. and it controls or regulates the blood glucose level (normal magazines, library, Internet. blood glucose level. range). Find out what happens when the blood glucose level comes out of its normal range. Explain the effects of increased Increased production of adrenalin Research to find out some Textbook, resource books, Logical explanation using correct production of adrenalin and and thyroxin both increase the symptoms associated with magazines, library, Internet. information. thyroxin on the heart or pulse rate. heart or pulse rate. tachycardia. Predict what will happen to the Partial removal of the thyroid Predict what will happen to the Textbook, resource books, Valid prediction. pulse rate if the thyroid gland was gland results in decreased pulse rate if the thyroid gland was magazines, library, Internet. removed surgically. production of thyroxin and removed surgically. decreased pulse or heart rate. Predict what will happen if a Too much insulin decreases blood Predict what will happen if a Textbook, resource books, Valid prediction. diabetic was given too much sugar level and causes it to go diabetic was given too much magazines, library, Internet. insulin. below the normal range. insulin. Hypoglycaemia can be life threatening. Formulate a hypothesis as to Pulse rate decreases after thyroid Research to find out the range for Textbook, resource books, Clearly stated plausible whether pulse rate decreases after removal. the normal pulse. Find out other magazines, library, Internet. hypothesis. thyroid removal. factors that affect pulse rate, such as age, emotion, exercise and disease. Find out information on Hormone Tablets containing the hormone Research to find out why patients Textbook, resource books, Rubric for conducting research. Replacement Therapy. thyroxin can be given to patients need to be monitored by a magazines, library, Internet. when they do not produce any physician when taking these thyroxin because of thyroid tablets and why they need to take removal. them consistently for the rest of their lives. Pose a question on the endocrine Pose a question on the endocrine Textbook, resource books, Clearly phrased question based on system which extends knowledge. system which extends knowledge. magazines, library, Internet. information studied, extends knowledge.
188 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DISEASES DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify diseases and disorders. Epilepsy, Parkinson’s disease, • Read text/resource books to Textbook, resource books. Correct classification. dementia, headaches, cataract, find out information about the colour blindness, glaucoma, named diseases/disorders. Rubric for assessing visual aids. conjunctivitis (pink eye), dizziness • Classify each named disease Goitre, diabetes. and disorder (as communicable, pathogenic, and congenital). • Complete a graphic organizer showing the classification. Find out the latest techniques for Conduct research to find out the Library, Internet. Rubric for conducting research. treating/controlling (preventing) latest techniques for Alzheimer’s. treating/controlling (preventing) Alzheimer’s.
Find out information as to whether Conduct research to find out Resource books, library, Internet. Rubric for conducting research. diet and lifestyle contribute to information as to whether diet diseases such as Alzheimer’s. and lifestyle contribute to diseases such as Alzheimer’s.
Use information researched to The brain changes with age to Note simply, changes that occur Prepared articles, diagrams. Clearly stated hypothesis with describe how the brain changes contribute to conditions such as to the brain. Relate these changes plausible reasons. with age. memory loss and Alzheimer’s. to the aging process. Formulate a hypothesis about the change in the brain with age and the onset of certain disorders. Find out the latest methods for Myopia, conjunctivitis, Conduct research to find out the Textbook, resource books. Rubric for conducting research. treating eye defects and diseases. astigmatism, displaced retina, laser latest methods for treating eye surgery. defects and diseases.
189 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DRUG USE AND ABUSE DURATION: 4 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Classify drugs as prescription or Definition of “drug”. Prescription • Brainstorm term “drugs”. Photographs or examples of drugs. Number of drugs correctly non-prescription drugs. drugs/medicines are obtained by • Class – concept map. classified. way of authorization (prescription) • Discuss advantages and of a certified medical doctor. Non- disadvantages of access to prescription drugs are medicines non-prescription drugs. that may be obtained without • Observe a variety of prescription. prescription and non- prescription drugs. • Classify drugs as prescription or non-prescription drugs. Distinguish between the use and Prescription drugs are used when • Think-pair-share. Rubric for assessing visual aids. abuse of prescription drugs. they are taken: for the reason • In pairs, describe scenarios in specified, the quantity, timing and which prescription drugs are manner as specified. Any abused. difference in use other than the • Create a graphic organizer to prescription constitutes abuse. distinguish between the use and abuse of prescription drugs. Conduct an investigation to A few examples of non- • Design a questionnaire. Photocopies Rubric for assessing conducting determine the relative use of non- prescription drugs e.g. pain killers, • Identify the target group. investigations. prescription drugs. cough mixtures. • Conduct the survey. • Analyse the data. • Formulate a conclusion on the use of non-prescription drugs. Observe the use of a breathalyzer. Breathalyzers are used to • Observe the use of a Video-clip Clarity in description of the use of determine relative intoxication breathalyzer. a breathalyzer and its importance. (alcohol) level. • Describe the importance of a breathalyzer.
190 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DRUG USE AND ABUSE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe the effects of alcohol Impaired vision and increased • Discussion. Video Rubric for assessing oral abuse. response time cause accidents, • Observe a video. Literature from Ministry of Health, presentations. accidents – injuries/death, • Dramatize in a skit the effects Royal Bahamas Police Force impaired judgment – sexual of alcohol abuse. encounters (STIs/pregnancy), • Write a speech or design a victim of crime, increase in visual aid to showing the weight, cirrhosis, dementia. effects of alcohol abuse to discourage young people from it. Calculate the amount of alcohol 80 mg – Calculate the amount of alcohol Human Form and Function Correct calculations. that marks the legal limit for an 10 cm 3 /10 ml alcohol = 1 unit that marks the legal limit for an adult. adult. Relate the quantity of drugs • Interpret a graph showing the CXC Human and Social Biology Relationship clearly and correctly consumed to their effects. risk of road accidents with explained. increased alcohol content. • Describe the relationship between the risk of road accidents with increased alcohol content. Classify drugs based on their Stimulants – stimulate the nervous • Read articles about commonly Brochures, resource books Correct classification of drugs. effects. system (cocaine, caffeine), discussed drugs. Videos sedatives – slow the body • Classify these drugs based on functions (tranquillizers, sleeping criteria given as: stimulants, pills), hallucinogens (marijuana, sedatives, hallucinogens, ecstasy), narcotics – opium narcotics. derivatives that cause major social ills ( morphine, heroin).
191 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DRUG USE AND ABUSE LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Find out information about Drug- Drug-Free Achievers – designed to • Conduct research to find out Pamphlets – Ministry of Health Rubric for assessing visual aids. Free Achievers and Alcoholics discourage young people from information about Drug-Free Anonymous. using illegal drugs and abusing Achievers and Alcoholics Rubric for assessing oral legal drugs. Group setting. Anonymous. presentations. Alcoholics Anonymous (AA) – • Make a visual aid to promote Pamphlets – AA designed to assist recovering AA. Library, Internet. alcoholics remain alcohol-free. • Participate in a skit to Group setting. promote Drug-Free Achievers. Plan a “town” meeting to Age groups: pre-teens, teenagers, • Plan – target audience. Computer, LCD projector, visual Rubric for assessing oral/visual discourage persons from drug young adults, adults; gender • Identify venue. aids, resource persons. presentations. abuse. grouping; venues: school, church, • Plan publicity. community centre, park, shopping • Compile the relevant content. plaza etc. • Make oral/visual presentation.
Debate the topic “social parties Include alcohol Debate the topic “social parties Rubric for assessing oral should be drug-free zones” should be drug-free zones”. presentations.
Conduct research to find out long- • Identify three drugs Rubric for assessing oral term effects of abuse of three (commonly abused). presentations. drugs. • Conduct research to find out long-term effects of abuse of three drugs. • Make a jingle/song or poem to educate children and teenagers on these effects. Make a personal pledge to not Write a personal pledge to not practice drug abuse. practice drug abuse.
192 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DISEASES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Find out information about Usually, artificial hormones given Conduct research to Find out Clinics (local), Ministry of Health. Rubric for assessing conducting Hormone Replacement Therapy. to females who have lost their information about Hormone research. ovaries. Replacement Therapy.
Read an article on a disease not Read an article on a disease not Magazine articles, resource books, Rubric for assessing visual aids. studied in class from one of the studied in class from one of the Internet. categories: communicable, categories: communicable, congenital, degenerative, congenital, degenerative, pathogenic, inherited. pathogenic, inherited. Create a flyer or brochure on the disease to be studied.
Distinguish between the terms Definitions – tumor, benign, Resource books, materials from the Correct definitions. benign and malignant tumors. malignant. Cancer Society, library.
Identify the more common sites for Breast, prostate gland, cervix, Identify organs. Resource books, materials from the Accuracy of information on cancer. ovary, lung, colon, throat, skin, On diagram indicate the Cancer Society, library. diagram. brain, leukaemia. percentage rate/frequency next to organ.
Identify most common forms of Prostate, lungs. Observe photographs of normal Resource books, materials from the Correctly identify the most cancer in males in The Bahamas. and cancerous organs. Cancer Society, library. common forms.
Identify the most common forms Breast, cervical, ovarian. Observe photographs of normal Resource books, materials from the Correctly identify the most of cancer in females in The and cancerous organs. Cancer Society, library. common forms. Bahamas.
193 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINE
TOPIC: DISEASES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Demonstrate how to make breast- Concentric circles from outside On a model, demonstrate how to Resource books, materials from the Correct motion shown. examination. towards nipple, squeeze nipple – make breast-examination. Cancer Society, library. for males and females.
Describe the signs and symptoms Slow flow of urine stream. Observe enlarged prostate gland. Resource books, materials from the Rubric for assessing visual aids. of prostate cancer. Brainstorm its effects. Cancer Society, library. Read information. Make an annotated diagram.
Make an infomercial on the PSA screening, pap smear, breast Make an infomercial on the Resource books, materials from the Rubric for assessing visual importance of early detection in examinations, colon examinations; importance of early detection in Cancer Society, library. presentations. treatment of cancer. early detection before symptoms. treatment of cancer.
State a hypothesis on the number Compare number of cases in The State a hypothesis on the increase Internet, Ministry of Health, Clearly stated hypothesis with of cases of cancer in The Bahamas. Bahamas with the number in in the number of cases of cancer Resource books, materials from the reasons. Canada, USA, Barbados, Costa in The Bahamas. Cancer Society, library. Rica.
Create a graphic organizer to Radiation – use radiation to Find out the main methods of Resource books, materials from the Rubric for assessing visual aids. compare common methods of destroy cancerous cells; treating cancers. Cancer Society, library. treatment. chemotherapy – use chemicals to Create a graphic organizer to destroy cancerous cells; surgery – compare common methods of remove cancerous cells. treatment.
194 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES DURATION: 11 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use common names to identify Diabetes – Aloe, White Sailor’s • Observe slide show or Bush Medicine in Bahamian Folk Number of photographs correctly bush medicines. Cap; Mumps – Catnip, white Sage; photographs. Tradition identified with common names. Tiredness – Madeira; Headache – • Match names with Photographs (PowerPoint castor oil, Breadfruit, Life Leaf, photographs. Presentation) Match-Me-If-You-Can. • Complete word puzzles. Specimens (plants/pieces) Classify common plants used in Herbs, shrubs or trees; annuals, • Define each group title. Bush Medicine in Bahamian Folk Rubric for assessing visual aids the preparation of bush medicine. biennials, perennials; • Classify each plant. Tradition (graphic organizer). monocotyledons, dicotyledons; • Make a table or graphic Photographs (PowerPoint organizer to classify the plants Presentation) above. Specimens (plants/pieces)
Describe leaf presses made from Leaves of plants (above), different • Observe leaf presses made Details given in descriptions. plants used as bush medicine. shapes and sizes. from plants. • Describe leaf presses made from plants. Conduct a survey of the One of: Aloe, White Sailor’s Cap, • Select a bush medicine plant. Bush Medicine in Bahamian Folk Rubric for assessing collecting and neighbourhood to determine the white Sage, Breadfruit, Life Leaf, • Conduct a survey of the Tradition processing data. population of a given bush Match-Me-If-You-Can. neighbourhood to determine medicine, compile the data for the population of a given bush several neighbourhoods and medicine, compile the data for construct a graph to show the several neighbourhoods and frequency of populations. construct a graph to show the frequency of populations.
Formulate a hypothesis on how a One of: Diabetes –White Sailor’s Formulate a hypothesis on how a Clearly stated, plausible hypothesis. bush might be prepared to treat a Cap; Mumps – white Sage; bush might be prepared to treat a given illness. Headache –Breadfruit, Match-Me- given illness. If-You-Can.
195 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe relevant part of plant to As for previous learner outcome. • Observe relevant part of the determine its suitability for use in plant (selected). preparation of “medicine”. • Describe its suitability for use Clear description and valid reasons in preparation of “medicine”. for its suitability. Select appropriate parts of plants For plant selected above. Teacher demonstration of to prepare “medicine”. preparation of the “medicine”.
Observe the texture of paste or For plant selected above. Observe the texture of paste or Description of colour and/or colour of solution to determine colour of solution at completion texture. completion of preparation. of preparation. Classify “medicines” based on the Boiling (to wash area or drink), Create a table to classify all Bush Medicine in Bahamian Folk Correct groupings of methods of methods of preparation. beating (to apply to area), make a medicinal plants studied based on Tradition preparation, number of plant paste. the methods of preparation. preparations correctly classified.
Describe the identified plants, their In the table above, add the use(s) Bush Medicine in Bahamian Folk Correct information in table. preparation and uses. for each medicinal preparation. Tradition
Construct a table of Plants studied in the Unit. • Construct a table of Number of bush medicines photographs/drawings of plants photographs/drawings of correctly matched with the and their uses. plants and their uses. diseases/disorders. • Match named bush medicines to the diseases/disorders that they are used to treat.
Make an oral presentation to show One of: Diabetes –White Sailor’s Make an oral presentation to Bush Medicine in Bahamian Folk Rubric for assessing oral one disease/disorder and the bush Cap; Mumps – white Sage; show one disease/disorder and the Tradition, Human and Social presentations. medicines to treat it. Headache – Breadfruit, Life Leaf, bush medicines to treat it. Biology for CXC Match-Me-If-You-Can.
196 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Recognize variables and attempt to Diabetes –White Sailor’s Cap. Identify variables and attempt to Bush Medicine in Bahamian Folk Plausible variables identified. control one of the variables in Variables (temperature, amount of control one of them in the Tradition preparation of bush medicine. plant material, amount of water, preparation of a bush medicine time). (White Sailor’s Cap).
Prepare a bush medicine. One of: Breadfruit, Life Leaf, Preparation of Breadfruit, Life Bush Medicine in Bahamian Folk Instructional steps followed. Match-Me-If-You-Can leaves Leaf, or Match-Me-If-You-Can Tradition (headache). “medicine”.
Measure temperatures of medicine For above preparation; to 1 °C Measure and record temperatures Heating device, beaker, Accuracy of measurements. preparations. accuracy. (to 1 °C) of medicine preparations. thermometer, White Sailor’s Cap
Measure time (minutes) taken for Time (minutes) for White Sailor’s Measure time (minutes) taken for Stopwatch Time correctly measured. correct preparation of bush Cap preparation. correct preparation of bush medicines. medicines.
Measure dosage. Teaspoonful, tablespoonful, ¼ cup Measure suggested dosage. Set of measuring spoons, measuring Accuracy of measurements. etc. cup (with gradation).
Use knowledge of the effects of Increased pressure lowers boiling Design a gadget, method of Rubric for assessing temperature and pressure on point. preparation or ingredient that model/planning an investigation. reactions to develop a more would increase the efficiency and efficient/ effective means of effectiveness of preparing a bush preparing a bush medicine. medicine.
Develop. a means of preserving Suggest a means of preserving Plausible suggestion and reasons. and storing a bush medicine. and storing a bush medicine.
197 SCOPE OF WORK GRADE: 9 STRAND: DISEASES AND BUSH MEDICINES
TOPIC: BUSH MEDICINES LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Decide whether or not to use Any two of the “medicines” named Based on information in textbooks and oral Plausible reasons given to support specified bush medicines. in the unit. testimonies, decide whether or not to use stated opinion. specified bush medicines.
Describe possible advantages and Advantages: inexpensive, easily • Brainstorming Number of advantages and disadvantages of the use of bush prepared. • Debate or discussion on advantages disadvantages indicated, logical medicines. Disadvantages: dosage is outweigh disadvantages. presentation. anecdotal, allergies, availability • Justify the inclusion of Bush Medicines in (seasonal), preparations must be the curriculum. used immediately. Conduct research to find home Conduct research to find home remedies used Interviews, library. Rubric for assessing research. remedies used for the diseases/ for the diseases/disorders studied. disorders studied. Conduct research to discover Conduct research to discover variations of Interviews, library, Rubric for assessing research. variations of plants used and/or plants used and/or methods of preparation in Internet. methods of preparation in different different islands of The Bahamas, Caribbean islands of The Bahamas, countries or parts of the world. Caribbean countries or parts of the world. Conduct a survey of 50 persons to • Conduct a survey of 50 persons to Questionnaire Rubric for collecting and determine the percentage of determine the percentage of persons that processing data. persons that use bush medicine. use bush medicine. • Calculate the percentage of adults surveyed that use bush medicine.
Predict the effect that immigrants Predict the effect that immigrants and or Plausible predictions and reasons. and or economic and technological economic and technological development development might have on might have on popularity of using bush popularity of using bush medicine. medicine.
198 SCOPE OF WORK GRADE: 9 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Observe an accident scene to ensure Free from damaged electrical wires, Observe photographs/ diagrams of accident Photographs/diagrams Number and validity of that it is safe. potential explosives, dripping scenes; evaluate the level of safety to first showing different observations. unidentified liquids, burning beams, aiders. accident scenes. potential gas leaks. Record relevant observations. Based on an assessment of the As above. As above. As above. Correct decision with correct environment, decide whether or not supporting reasons. to attempt to rescue and/or administer First Aid. Make assessment observations to Number of persons, First Aid Observe and record the number of potential As above. determine physical and personnel training, available materials that first aiders and materials present that could resources available to assist in could be used for bandaging be used for treatment. rendering First Aid. Use available materials correctly Items that might be readily available Role play Tree limbs/branches, Selection and appropriate use of and safely in managing an accident for certain conditions e.g. during a clothing/shirts, bat. “make shift” First Aid materials. scene. softball game on the play field, electrical shock in beauty salon, beach picnic, signage. Based on information received and • Airway, Breathing, Circulation Observe photographs/diagrams of accident Practical First Aid Injuries correctly prioritized. signs of the victim(s), prioritize the • Severe bleeding scenes. Worksheet injuries to be treated. • Broken bones List the injuries observed, in order of • Any other injuries priority for treatment. Formulate a visual model • Assess the immediate Discussion Practical First Aid Rubric for assessing visual aids. /schematic of the steps to be taken environment around the accident. Design a visual model /schematic of the in managing the scene of an • Check that casualty is not steps to be taken in managing the scene of accident. exposed to further danger. an accident. • Prioritize injuries to be treated. • Send for medical assistance. • Check for casualty’s history, signs and symptoms.
199 SCOPE OF WORK GRADE: 9 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a flyer with the steps to take As for previous learner outcome. Make a flyer with the steps to Practical First Aid Rubric for assessing visual aids. in managing an accident scene. take in managing an accident scene.
Use available materials and items NOTE special precautions that Brainstorm & discussion (what Plausible matching. to safely move a victim from relate to electrical shocks. items could be used in various danger. scenarios). Role Play Show the relationship between An injured limb left to move could Explain orally. Using props, Community First Aid & Safety Relationship clearly explained and immobilizing a victim and increase the severity of the injury, demonstrate the relationship Practical First Aid demonstrated. preventing more harm. damage other soft tissue. between immobilizing a victim and preventing more harm. Design a device that would assist Design a device that would assist Suitability of design for its in transporting a victim or to be in transporting a victim or to be purpose. used at the scene of an accident. used at the scene of an accident.
Draw conclusion on the types of To include: burns, fractures, Observe diagrams/photographs. Community First Aid & Safety Plausible conclusion based on injuries sustained based on the choking. Review information given. Practical First Aid valid observations and data. nature of the accident, information Draw conclusion on the types of given and observations made. injuries sustained. Use the eye wash fountain. Identify the nearest eyewash Correct use. fountain. Demonstrate its proper use. Observe signs of a victim. Deformities of limbs, colouration Observe signs of a victim shown Photographs of victims of accidents. Number of signs correctly of skin, dryness of skin, on photographs. List signs identified. perspiration, responsiveness, pupil observed. size, pulse rate, breathing, shape of wounds, colour of burn, swelling.
200 SCOPE OF WORK GRADE: 9 STRAND: FIRST AID AND SAFETY
TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Use signs of a victim to identify Restlessness, or irritability, Observe signs from photographs, Community First Aid & Safety Correctly identify signs of shock. shock. different level of consciousness, diagrams. Practical First Aid pale, cool, moist skin, rapid Review signs given. breathing, rapid pulse.
Make an oral presentation on the Cause – severe bleeding. Make an oral presentation on the Community First Aid & Safety Rubric for assessing oral causes and signs of shock. causes and signs of shock. Practical First Aid presentations. Use a skit or make a PowerPoint Put victim in comfortable position, Use a skit or make a PowerPoint Community First Aid & Safety Rubric for assessing presentations. presentation to describe immediate control bleeding, help victim presentation to describe care of shock. restore normal body temperature, immediate care of shock. elevate legs, do not give anything to eat or drink, call emergency help.
Demonstrate correctly placing a Demonstrate correctly placing a Community First Aid & Safety Correct technique used. victim in the recovery position. victim in the recovery position. Practical First Aid
Predict the effect of shock on the Muscles in limbs begin to die, the Predict the effect of shock on the Community First Aid & Safety Valid predictions with logical body over a long period. brain starts to shut-down followed body over a long period. reasons. by the heart ending in death.
Explain conditions in which Dangerous environment – in path of Brainstorm possible conditions. Community First Aid & Safety Valid conditions and plausible moving the victim will be vehicles, fire, possibility of Discuss the conditions offered. Practical First Aid rating. necessary. explosion. Rate the conditions (1 – 10) as a threat to the victim. Make an infomercial on the signs Sagging on one side of face or Make an infomercial on the signs Information from local health care Rubric for assessing visual and symptoms of a stroke. body, numbness, slurred speech, and symptoms of a stroke. providers (nurses). presentations. inability to raise both arms, a symmetrical or limited smile.
201 SCOPE OF WORK GRADE: 9 STRAND: FIRST AID AND SAFETY TOPIC: FIRST AID LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a brochure on the signs and Profuse sweating, pain along jawline Make a brochure on the signs and Information from local health care Rubric for assessing visual aids. symptoms of a heart attack. or down one arm. symptoms of a heart attack. providers (nurses).
Formulate a hypothesis concerning People do not understand the Formulate a hypothesis concerning Local Red Cross Society personnel. Clearly stated plausible hypothesis the availability of trained first importance of First Aid, First Aid the availability of trained first with logical reasons. aiders. courses are not readily available, aiders. persons are reluctant to practice First Aid, there are few trainers.
Conduct a survey of students in the Conduct a survey of students in Questionnaire Rubric for assessing school who are trained in First the school who are trained in First investigations. Aid. Aid.
Calculate the ratio of students who Calculate the ratio of students who Rubric for assessing processing are trained in First Aid to the are trained in First Aid to the data. student population. student population. Take a survey of the adults to Adults in the community, church, or Take a survey of the adults to Rubric for assessing determine the ratio of persons who frequent a local popular location. determine the ratio of persons investigations. trained in First Aid to the number trained in First Aid to the number of persons who frequent that place. of persons who frequent that place.
Suggest ways that might prevent Handles of pots on fire turned inward, Brainstorm (small groups) Tips for Safety in: kitchen, Number of valid methods or accidents in or around the home or no slippery floors, no lit candles near Suggest ways that might prevent bathroom, garden. practices to prevent accidents gardens (farms) in The Bahamas. open windows or curtains, cleaning accidents in or around the home or happening in or around the home. agents stored on high shelves or gardens (farms) in The Bahamas. locked cupboards, rough surface in bath tub, no wet hands on electrical appliances, no exposed wires, flammable items away from fires; sharp implements should be stored sharp edges covered, fertilizers stored in cupboards in shed. 202 SCOPE OF WORK GRADE: 9 STRAND: FIRST AID AND SAFETY TOPIC: SAFETY DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Formulate a hypothesis on the As for previous learner outcome. Formulate a hypothesis on the cause Valid hypothesis with logical cause of the largest number of of the largest number of accidents reasons. accidents among teenagers in or among teenagers in or around the around the home or gardens home or gardens (farms) in The (farms) in The Bahamas. Bahamas. Conduct a survey to determine the In pairs, design a questionnaire. Questionnaire, information from Rubric for assessing conducting most common cause of accidents Conduct a survey to determine the Health Clinics or facilities. investigations. among teenagers in or around the most common cause of accidents home or gardens/farms in the among teenagers in or around the settlement/area/island. home or gardens/farms in the settlement/area/island. Find out the cause of the largest In pairs, design a questionnaire. Questionnaire, information from Rubric for assessing conducting number of accidents among Conduct a survey to determine the Health Clinics or facilities. investigations. children in or around the home or most common cause of accidents gardens (farms) in The Bahamas. among young children in or around the home or gardens/farms in the settlement/area/island. Classify potentially hazardous Dish washing liquid, cleaning Classify chemicals as toxic, alkaline, Correct classification of chemicals. household chemicals. agents, lighter fluids, corrosive or flammable. disinfectants. Classify chemicals in matrix. Draw a conclusion on the nature of Electrical appliances/wires, burns, Observe scenarios (written or Index cards with description or Accidents correctly classified. an electrical or chemical accident bottles or containers (containing pictorial). photographs/diagrams of accidents based on information and chemicals) with special labeling, Draw a conclusion on the nature of or victims and environment. observation. evidence of burns, corrosion, an electrical or chemical accident. explosion. Make an oral/visual presentation Store canned food & fresh water, Brainstorm Hurricane Tips from: Ministry of Rubric for assessing presentations. showing safety precautions for avoid dangling wires, do not walk Make an oral/visual presentation Health, insurance companies, daily hurricanes. about unnecessarily during showing safety precautions for newspapers. hurricane, not near trees during hurricanes. lightning, boil water after hurricane.
203 SCOPE OF WORK GRADE: 9 STRAND: ENVIRONMENTAL HEALTH
TOPIC: CONSERVATION DURATION: 8 Lessons LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make an advertisement or skit No litter, green spaces, increased • Discussion of the theme Department of Environmental Rubric for assessing oral/visual about the importance of keeping plants, native plants, preservation “Clean, Green & Pristine”. Health Services presentations. The Bahamas “Clean, Green and of natural environment as • Brainstorm ideas to Biology resource books Pristine”. “untouched”. implement the theme.
Predict the effects of a clean Easier to add litter to an already Predict the effects of a clean Clearly stated logical prediction environment on students’ attitude littered site. Students display more environment on students’ attitude with plausible reasons. and behaviour. positive attitudes and behaviour in and behaviour. a clean environment.
Predict the effects of urbanization More natural ecosystems destroyed Predict the effects of urbanization Bahamas National Trust Clearly stated logical prediction on ecosystems and natural flora (pine forests, coppice, scrubland, on ecosystems and natural flora publications. with plausible reasons. and fauna. some mangroves) reduce the and fauna. numbers of flora and fauna as are destroyed. Increase in number of buildings, roads etc.
State a hypothesis on the effects of Increased population causes State a hypothesis on the effects Water and Sewerage Department Clearly stated plausible urbanization on the well fields. greater demand for land for of urbanization on the well fields. information. hypothesis. buildings, more pressure not to reserve land for well fields. Greater risk of pollution of well fields. Reduction of available unpolluted water. Construct a model plant for Paper, styrofoam, cardboard, • Identify a waste to be Library, magazines, Internet. Rubric for assessing models. recycling waste (one component). bottles, aluminium, plastic. recycled. • Research methods of recycling that waste. • Design and construct a model plant for recycling the waste. 204 SCOPE OF WORK GRADE: 9 STRAND: ENVIRONMENTAL HEALTH
TOPIC: RECYCLING WASTE DURATION: LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT Make a press for recycling paper. Make a press for recycling paper. Rubric for assessing models/ products. Engage in good environmental Demonstrate (skits) good Rubric for assessing oral stewardship practices at home, the environmental stewardship presentations. park, beach, in the water and along practices at home, the park, the roadside. beach, in the water and along the roadside.
Find out the effects of named Lionfish • Identify common invasive Bahamas National Trust Number of species correctly invasive species on the health of species. publications. identified as invasive; negative humans in The Bahamas. • Find out any negative effects effects on the health of humans these species may have on the correctly matched. health of humans. Compile a list of synthetic Styrofoam, plastic. • List common synthetic Internet Number of materials correctly recyclable items used in the materials. identified. environment. • Identify which materials can be used in recycling. Suggest advantages and Reduce litter. Brainstorm Biology resource books. Venn diagram disadvantages of recycling. List advantages of recycling. List disadvantages of recycling.
Explain the extent to which sorting Paper (reduces litter), aluminium • List categories for sorting DEHS information. Correct reasons. waste for disposal and recycling cans (reduces litter) used cooking garbage. waste improves health of the oil, plastics, household garbage, • Brainstorm reasons for sorting environment. green waste (mixture in hot each component. temperatures cause methane gas). • Find out negative effects of not sorting.
205 APPENDIX I RUBRIC FOR ASSESSMENT
What is a Rubric?
Rubric – a set of guidelines for assessment which states the characteristics and/or dimensions being assessed with clear performance criteria and a rating scale. – Policy on Assessment and Evaluation published by the Scarborough Board of Education, 1977.
A scoring rubric consists of: • A fixed scale • A list of characteristics/criteria describing performance for each of the points on a scale. • Clear performance targets for students.
How to design a Rubric • Select a result/results based on a learner outcome that will be assessed. • Describe a superior performance. • Describe a low-level performance. • Set different level performances between the high and low level performances described. • Explain the scoring criteria to students. • Use examples to assist students in using the rubric as a means of demonstrating their understanding.
Examples of a Rubric are included in this document to assist teachers in effectively using alternative methods of assessment. However, the use of a Rubric is not limited to the categories shown. Teachers are encouraged to develop similar Rubrics for results of learner outcomes or student activities that are not included. Similarly, teachers will develop score sheets based on the criteria. An example is shown.
RUBRIC SCORE SHEET FOR VISUAL AIDS
Students’ Names or Groups
appeal Visual space of Use Comprehension assignment of Content (information) Language in Effectiveness point a making Creativity TOTAL Percentage
206 GENERAL RUBRIC FOR VISUAL AIDS (posters, pamphlets/brochures, fliers, PowerPoint presentations)
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Visual appeal Very attractive Attractive More than one One colour One colour font, colour scheme, colour scheme, colour font, font, legible font is not easily bold, easily- legible writing, legible writing, writing. read. read writing, attractive and a graphic used. very attractive appropriate and graphics. appropriate graphics. Use of space Visual display Visual display Visual display Visual display Visual display effectively effectively covers covers 50 – covers less than covers at least covers approximately 66% of the 50% of the space 90% of the approximately 67% of the space available. space 75% of the space available. available. space available. available. Comprehension Display shows Display shows Display shows Display is Apparent of assignment an excellent a good some related to the misunderstanding understanding understanding understanding topic but does of the of the intent of the intent of the not satisfy the assignment. and focus of and focus of assignment. focus of the the the assignment. assignment. assignment. Content Includes the Includes the Information Less than 50% Insufficient (information) necessary necessary included is of the required information, information, information, correct. information is some information avoids information is However, only included. included is unnecessary correct, also some of that incorrect. information, includes needed is information is unnecessary included along correct and information. with some current. unnecessary information. Language Vocabulary Vocabulary Correct Grammatical Grammatical and ideally suited appropriate for grammar and or spelling spelling errors. for target target group, spelling. errors. group, correct correct grammar and grammar and spelling. spelling. Effectiveness in Display is very Display Display makes Information No evidence of making a point effective in strongly makes a point (covers does not show structure or marketing its a point. its theme). connection. sequence. message. Creativity A very high A good Some Creativity Little or no level of standard of creativity shown in evidence of creativity creativity shown in visual creativity. shown in shown in visual appearance or visual visual appearance as in the appearance as appearance as well as in the message. well as in the well as in the message. message. message. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower
207 GENERAL RUBRIC FOR ORAL PRESENTATIONS (rap, song, poem, speech)
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Preparedness Completely Seemed well- Somewhat Did not seem Appeared to have prepared and prepared but prepared, but prepared to made no effort to had obviously could have seems not to present. prepare. rehearsed. spent more time have rehearsed. rehearsing. Sound appeal Very attractive Attractive beat Consistent beat Consistent beat Lyrics were beat or rhythm or rhythm used or rhythm used or rhythm used presented with no used with with good with variations with no accompanying outstanding variations of of voice variations in sounds. variations of voice intonation intonation or voice voice intonation and volume. volume. intonation and and volume. volume. Time/length Duration was Duration was Duration was Duration was Duration was for the required longer or longer or longer or longer or shorter time. shorter than the shorter than the shorter than the than the time time allotted by time allotted by time allotted by allotted by 41 – 0 – 20% of 21 – 30% of 31 – 40% of 67% of duration. duration. duration. duration. Enthusiasm Facial Facial Facial Very little use Little enthusiasm expressions and expressions and expressions and of facial was shown by the body language body language body language expressions and presenter(s). evoked a strong sometimes were used to body language. interest in and evoked a strong spark interest Did not evoke enthusiasm interest in and and enthusiasm interest or from the enthusiasm from the enthusiasm audience. from the audience but the from the audience. expressions audience. seemed faked. Content Included the Included the Information Less than 50% Insufficient (information) necessary necessary included was of the required information was information information correct. information given, some of which was which was However, it was included. which was correct and correct. included incorrect. current. Unnecessary necessary as Unnecessary information was well as some information not included. unnecessary was not information. included. Language Speaks clearly Speaks clearly Speaks clearly Mumbles at Mumbles most of and distinctly and distinctly and distinctly one or two the presentation; throughout the throughout the for most of the points; more mispronunciation presentation; presentation; presentation; than two and grammatical does not mispronounced mispronounces grammatical errors. mispronounce one or two key vocabulary errors. words. words. or makes one or two grammatical errors. Effectiveness Song etc. was Song etc. made Song etc. made Information in Lyrics did not in making a very effective a point strongly. a point related the song etc. portray a theme. point in marketing its to the topic. was disjointed. message. Creativity A very high A good Some creativity Creativity Little or no level of standard of shown in sound shown in sound evidence of creativity creativity appeal as well appeal or in the creativity shown. shown in sound shown in sound as in the message. appeal as well appeal as well message. as in the as in the message. message. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower
208 GENERAL RUBRIC FOR RESEARCH PROJECTS (surveys, research information)
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Information Used a variety Used many Used many Two or three One source sources of relevant sources of two sources of one sources were used and sources (three types. Cited all type (e.g. used. referenced. or more sources. textbooks, different types Internet, and several of journals, each type of magazines, source). Cited questionnaires). all sources. Sources were referenced. Sources had All sources Most sources Some sources One source had No source had data to (but one) had had data to had data to data to support data to support support claims data to support support claims. support claims. claims. claims. claims. Extracted All information All information Some relevant Little relevant Little relevant extracted was extracted was and some information information information relevant to the relevant to the irrelevant was extracted. was extracted; topic. topic. information it was mainly However, no was extracted. irrelevant. information was given for one aspect. Paraphrased All information Most Some Most All information information extracted was information information information was copied paraphrased was was was copied from sources. and well- paraphrased paraphrased. from sources. written. and well- However, written. copied portions were not indicated. Organized Information Information is Information Information Information information was very clearly and was clearly and was was written clearly and sequentially sequentially sequentially haphazardly. sequentially organized. organized. organized. organized. The Logically position was stated position logically stated with supporting with supporting data. data. Alternative points of view were included. Synthesized Project clearly Project Project showed Project showed Notes shown and articulately showed: problem, problem, on aspects of showed: problem, hypothesis, hypothesis, the project. problem, hypothesis, method of method of hypothesis, method of research, research, method of research, literature findings. research, literature reviewed, literature reviewed, findings, reviewed, findings, analysis of findings, analysis of findings, analysis of findings, position (one findings, position. missing). position. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower
209 GENERAL RUBRIC FOR INVESTIGATIONS (experiments, experimental report)
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U Standard 1 Hypothesis Correct Correct States a States a States a purpose and purpose was purpose that is purpose that is purpose that is explanation of clearly stated. correct. incorrect. incorrect and purpose were irrelevant. clearly stated. Sequence Aim, One (sub- Two (sub- One missing More than two Apparatus, heading) headings) and two out of missing or out Materials, missing or out missing or out sequence. of sequence. Procedure, of sequence. of sequence. Observations, Results, Conclusion (given in sequence). Procedure/Method Clear step-by- Step-by-step Two steps An account A few steps are step description description missing or written which recorded. of experimental written diagrams not includes most procedures; description labeled. steps but not labeled with one step clearly and diagrams used. missing, sequentially labeled recorded. diagrams included. Observations All All obvious One obvious Two More than two observations observations observation observations observations made and made and missing; clear missing or missing. recorded in a recorded in a format for format for clear format. clear format. recording. recording is not clear. Results All data clearly One reading Readings not to Readings not to A few readings recorded with missing; data highest level of highest level of recorded with units to the clearly accuracy but accuracy and no units. highest level of recorded with all recorded not recorded accuracy. units to the with units in a clearly. highest level of clear format. accuracy. Conclusion Conclusion is Logical Logical Obvious Results stated logically drawn conclusion conclusion but conclusion as a conclusion. from data and drawn, general not connected drawn, not stated as a reference to to data. Written connected to relationship – data, stated as a as a series of data, in general summary statements. hypothesis or terms. conclusion. aim. Handles Handles Handles Handles Handles Uses apparatus apparatus and apparatus apparatus apparatus apparatus or and materials materials correctly, correctly, correctly, materials with much handles handles handles correctly; two assistance materials materials materials or three given. appropriately appropriately appropriately; reminders and safely; no and safely; one one or two given. help needed. or two reminders reminders given. given. Error Identifies all Identifies all Identifies Suggests Does not main sources of but one main sources of possibility of address error and source of error error. error but Possibility of explains effect and explains identifies no error. on results. effect on sources. results. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower
Reference: www.accessexcellence.org 210 GENERAL RUBRIC FOR FIELD WORK (field trips)
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Organization/ Read and Read and Read Read Did not participate or systematic comprehended comprehended instructions instructions, individuals in the investigation instructions instructions first. Gathered gathered group performed tasks first. Gathered first. Gathered the necessary equipment. randomly/haphazardly. the necessary the necessary equipment. Members of equipment. equipment. Group the group Organized Organize worked performed functions/tasks functions/tasks together. tasks but not for group for group in sequence. members. members. Worked systematically. Following Followed all Followed all Followed Followed Failed to follow most instructions instructions. instructions most some instructions. Made except one. instructions. instructions. adaptations when necessary. Use of Used equipment Used Used Used Did not use all equipment safely and equipment equipment equipment equipment correctly correctly safely and safely but correctly but and no evidence of without correctly with with much unsafely. safety techniques additional some assistance used. assistance. assistance needed. (reminders). Collection of Required Required Most of the Some of the Few readings were data number of number of required number of taken. Readings were readings taken – readings taken. number of readings not at regular additional done Readings all readings taken. intervals. to verify taken at taken. Readings for anomalies. required Readings all some intervals Readings all time/place etc. taken at missing. taken at required required time/place time/place etc. etc. Observations All possible Most Some Most Few, obvious observations observations observations observations observations made. made and made in detail made in made as described in and the others detail. general or detail. as obvious obvious observations. observations. Teamwork Performed all Performed all Performed all Performed Performed few duties. assigned duties assigned assigned most assigned Did not support other efficiently. duties duties. duties. group members. Supported other efficiently. Worked Refused to perform group members. Supported independently. additional tasks. Readily provided other group additional members. assistance as was needed. Safety Adhered to all Adhered to all Adhered to Caused Action(s) responsible rules of conduct. rules of most rules of another for jeopardizing the Reminded others conduct. conduct. student to safety of another to keep the rules. break a rule. participant. Sensitivity to Demonstrated Demonstrated Demonstrated Required Actions caused a the sensitivity to the sensitivity to sensitivity to frequent negative reaction or environment environment at the the reminders to damage to the all times and environment at environment avoid environment. reminded others all times. most times. negatively to do so. impacting the environment. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower 211 GENERAL RUBRIC FOR MODELS
Criteria Exemplary Proficient Satisfactory Incomplete/ Unsatisfactory 4 3 2 Below U standard 1 Representation Included all the Included all the Included some Included few of Incomplete of Components necessary necessary of the the necessary model or model components, no components, no necessary components, or did not unnecessary or unnecessary or components, no unnecessary or accurately unrelated parts unrelated parts unnecessary or unrelated parts represent the were included. were included. unrelated parts were included. object. Components Components were included. Components accurately did not Components did not represented accurately accurately accurately (appearance) represent the represented the represent the object. object. object. object. Proportions of All components All components Some Few Components Components made in correct made in correct components components not made in (proportional) (proportional) made in correct made in correct correct dimensions. All dimensions. (proportional) (proportional) proportions. components Some dimensions. dimensions. made in correct components Some Components proportion to made in correct components were not in each other and proportion to made in correct correct the overall each other and proportion to proportion to model. the overall each other and each other or to model. the overall the overall model. model. Materials Used All materials All materials Some materials Few materials Some materials used were used were used were used were used were appropriate, appropriate, appropriate. appropriate. inappropriate non-hazardous, non-hazardous and at least one inexpensive and and was unsafe. easily available. inexpensive. Construction Much care Much care The structure The structure The structure taken in the taken in the was fairly well- was fairly well- was falling construction construction fitted and neat. fitted. apart and process. The process. The untidy. model was neat, model was neat durable and and well-fitted well-fitted. but not durable. Overall Very attractive Attractive More than one One colour No attempt to Appearance colour scheme colour scheme colour used. used. Structure make the used. Bold, used. Structure Font used was was very small structure easily-read was appropriate legible. or too large. attractive. writing used. size. Structure was Structure was appropriate appropriate size. size. Creativity A very high A good Some creativity Creativity Little or no level of standard of shown in visual shown in visual evidence of creativity creativity appearance as appearance or creativity. shown in visual shown in visual well as in the in the message. appearance as appearance as message. well as in the well as in the message. message. Information Includes the Includes the Information Less than 50% Insufficient Displayed necessary necessary included is of the required information; information, information, correct. information is some avoids information is However, only included. information unnecessary correct; also some of that included is information, includes needed is incorrect. information is unnecessary included along correct and information. with some current. unnecessary information. Grade A 86 – 100 B 71 – 85 C 56 – 70 D 41 – 55 F 40 and lower 212 APPENDIX II BIBLIOGRAPHY
American Red Cross (1993). Community First Aid & Safety. Mosby Lifeline
Biology for CXC, p.3; By: Roberts M. B. V., et al.(1985), Thomas Nelson & Sons Ltd Nelson House Mayfield Rd., Walton-on-Thames Surrey, KT12 5 PL UK
Brown-Jordan, Portia (December 1986). Herbal Medicine and Home Remedies A Potpourri in Bahamian Culture . The Nassau Guardian Printing Press, ISBN 0-9618204-0-3.
Campaigne, Jacqueline. The Cat Island Guide (The Bush Medicine Segment – Laurel Rickey)
Campbell, Versada S., Sinha, Dinesh P. (2002). Nutrition made Simple. CFNI (PAHO/WHO)
Dyer, Rita, Maynard, Norma ( ). Home Economics A Caribbean Approach Book 1. Macmillan Caribbean
Dyer, Rita, Maynard, Norma ( ). Home Economics A Caribbean Approach Book 3. Macmillan Caribbean
Gadd, Phil. Human and Social Biology for the Tropics
Gadd, Phil (2007) CXC Human and Social Biology. Macmillan Caribbean
Givens, Peter et al (2010) Human and Social Biology for CSEC. Nelson Thornes
Hanna-Smith, Martha (1995). Bush Medicine in Bahamian Folk Tradition . Dodd Printers
Johnson, Cait. Conflict Resolution: 6 Simple Steps http://www.care2.com/greenliving/conflict-resolution-six-steps.html
Minett, Pamela et al. (1996). Human Form and Function. , Collins Educational 77-85 FulhamPalace Road, London W6 8JB
Mitchelmore, June et al (2003). CXC Integrated Science. Cambridge University Press, Edinbourgh Building, Cambridge CB3 2RU, UK.
Perlstein, Ruth et al (1996). Conflict Resolution For Secondary Students. The Center for Applied Research in Education Paramus , New Jersey 07652
Picton, Margaret (1992 ). Understanding Cookery. Nelson.
Roberts, M. B. V., et al.(1985). Biology for CXC. Thomas Nelson & Sons Ltd Nelson House Mayfield Rd. Walton-on-Thames Surrey KT12 5 PL UK
The British Red Cross Society (1991). Practical First Aid. Dorling Kindersley Limited
STP Caribbean Mathematics p. 248, 2 nd Edition., By: Layne C. E., et al.(1997) Stanley Thornes Ltd., Ellenborough House, Wellington Street, CHELTENHAM GL50 1YW
213 APPENDIX III SUPPLIES FOR JUNIOR HIGH SCHOOL HEALTH SCIENCE (Class of 24 students)
Item Quantity Description No. 1 Human Torso model, anatomical torso, half-size, eleven piece, dissectable model 1 Half-scale Human Skeleton model 3 Eye model, 6 part, 5 x life size 3 Ear model, x 5 3 Kidney model with adrenal gland, 2 part 3 Heart, basic model 3 Model of Human set of permanent teeth 1 Skin section model 2 Stethoscope 2 Sphygmomanometer, aneroid 1 Blood Typing Kit (artificial blood samples) 4 Dissecting Kits, basic 8 Dissecting pans with wax 24 Magnifier, folding, pocket, double lens 12 Microscopes, compound, light x4, x10, x42 2 Biology slide set (50 slides) 8 Prepared slides of bone tissue 8 Prepared slides of cartilage tissue 8 Prepared slides of muscle tissue 12 Ruler, measuring tape 2 Bathroom scales 4 BMI chart 1 Poster showing muscular injuries 1 Poster of malnutrition 24 Scissors 24 Glue 4 Triple beam balance 12 Beakers, 600 ml 12 Beakers, 400 ml 24 Beakers, 250 ml
214 SUPPLIES FOR JUNIOR HIGH SCHOOL HEALTH SCIENCE
Item Quantity Description No. 1 Poster showing LS Skin 1 Poster showing specialized cells 1 Poster showing cell organization 1 Poster showing male reproductive system 1 Poster showing female reproductive system 1 Poster showing stages of pregnancy 1 Poster showing secondary sexual characteristics 1 Poster showing contraceptives 1 Poster showing nerves and nerve cells 1 Poster showing the central nervous system 1 Poster showing the peripheral nervous system 1 Poster showing a reflex arc 1 Poster showing endocrine system 1 Poster showing long-, short-sightedness and corrections with lenses 1 Poster showing Fire Safety 1 Poster showing Hurricane Safety tips 1 Poster showing Chemical Safety 1 Poster showing First Aid Procedures 1 Poster showing Landfill 1 Poster showing Sorting Garbage 1 Poster showing Drug Abuse 1 Posters showing bone injuries 1 Poster showing Muscular System 1 Poster/model showing joint and antagonistic muscles 1 Poster showing effects of bad posture 1 Poster showing internal features of canine/incisor and pre-molar/molar, caries 1 Poster showing Digestive System 1 Poster showing Circulatory System 1 Poster showing the Respiratory System 1 Poster showing Water Pollution & Pollutants 1 Poster showing Air Pollution & Pollutants 1 Video/DVD Human Circulatory System 1 Video/DVD Deficiency Diseases 1 Video/DVD Sexually Transmitted Infections 1 Video/DVD Fire Safety 1 Video/DVD Pollution 1 Video/DVD Effects of Drug Abuse
215 SUPPLIES FOR JUNIOR HIGH SCHOOL HEALTH SCIENCE
Item Quantity Description No. 12 Spotting tiles 24 Medicine droppers 4 Stopwatches 1 Wall clocks (showing seconds) 100 Test tubes 4 pks. Filter paper 1 Laptop 1 LCD projector 1 VCR 1 Television 1 Chart of food pyramid 1 Chart of food drum 6 sets Measuring cups 6 sets Measuring spoons 1 Poster of deficiency diseases 1 Chart of L. S. Tooth Pig tripe 1 roll String Plasticene 2 Hot plate 1pk. Wire gauze pads
SUPPLIES FOR JUNIOR HIGH SCHOOL HEALTH SCIENCE
Item Quantity Description No. 250 ml Iodine solution 1 L Ethanol 2 L Lime water
SUPPLIES FOR JUNIOR HIGH SCHOOL HEALTH SCIENCE
Item Quantity Description No. 12 Human & Social Biology for the Tropics – P. Gadd 12 Human & Social Biology for CXC 24 Practical First Aid 12 Bush Medicine in Bahamian Folk Tradition – Martha Hanna-Smith 8 Home Economics A Caribbean Approach Book 1 8 Home Economics A Caribbean Approach Book 3
216 APPENDIX IV PREREQUISITES FOR SEVENTH GRADE HEALTH SCIENCE
KNOWLEDGE
Students should be able to: State a definition for hygiene – identify/name basic good hygiene practices. Identify basic emotions (anger, joy, sorrow, hurt, excitement, fear). Define cell. Sate the three parts of the cell (membrane, cytoplasm, nucleus). Identify the human body cavities and diaphragm. Name the main organs in the body cavities (brain, lungs, stomach, kidneys, urinary bladder, heart, intestines) – state their main function & identify diagrams of the organs. Sate and define the seven characteristics of living things. Describe the functions of teeth. Describe the four types of teeth (external appearance), their function, number and location. State the composition of the two sets of teeth. Describe good dental/oral hygiene. Identify five senses and sense organs. Explain the concept of grouping. Identify the basic parts of a flowering plant (roots, stem, leaf with stalk, buds [leaf and flower], flower fruit, seed) large variety. Identify and use names for common herbaceous plants. Identify and use names for common shrubs and trees. State a definition for matter. Identify examples of the three states of matter. Describe solutions in terms of concentrated and dilute. Relate “germs” to causing some illnesses. Explain the need for safety in terms of preventing accidents and injury. Describe proper method for disposing of household/kitchen waste. Emergency Contact Numbers.
SKILLS
Students should be able to: Read scales on a ruler (1 cm), bathroom or kitchen balances (0.5 kg) accuracy. Measure lengths in metres and centimeters. Make two dimensional line diagrams. Label diagrams with lines correctly (to one side as far as possible). Read at grade 4 level (minimum). Write simple paragraphs. Format a simple letter. Follow simple oral and written instructions. Use a beaker and stirring rod. Measure time in seconds. Observe colours and changes. Describe orally, in sequence, a five-step procedure. Place numbers in size/value order (1 to 10,000). Correctly use mathematical computations (addition, subtraction, multiplication, division).
217 APPENDIX V
Inquiry–based Learning places emphasis on experiential learning; where practical “hands- mistakes. Some of the greatest scientific discoveries come after many failures and on” activities are used to motivate students to focus their innate curiosities and inquiring disappointments. minds on problem solving through the application of scientific principles. Inquiry–based learning goes beyond providing students with opportunities for practical, Proponents of the traditional “lecture method” of instruction (i.e. imparting information “hands–on” experiences to illustrate established scientific principles e.g. giving them directly from text books with limited or no opportunity for students to engage exploration, batteries, bulbs, and wires to show the concept of current electricity. This strategy takes the questioning and discovery skills) are rapidly being convinced that this strategy (with respect learning process to a different level e.g. It may challenge students to use the batteries, bulb, to the teaching of Science) is very ineffective, and when compared with other modern wire and additional materials to develop something useful for a deaf person or something that approaches is now obsolete. can assist with a specific chore, homework assignment, etc.
Research has shown that frequent use of the lecture method especially with regards to the The inquiry–based approach to the teaching of Science is key to effective and meaningful teaching of Science results in diminished student expectation and achievement. Research instruction as it encourages students to: “shows that people don’t learn science by absorbing stuff that has been poured unto them (via ♦ Critically evaluate situations lectures) but rather by constructing meaning out of experiences that the teacher provides.” ♦ Frame their own questions Wendy Saul, Science Education Analyst; University of Maryland, Baltimore County, U.S.A. ♦ Develop diverse strategies for coping with problems in their environment ♦ Cultivate organizational and creative skills In Inquiry–based Learning , opportunities are provided that create an environment that ♦ Assume leadership roles and be self motivated enable students to gain experience as a result of Science exploration. Practical experiences ♦ Be accountable for their learning are provided and open-ended questions asked to encourage experimentation that does not ♦ Collaborate and communicate with one another necessarily have a known outcome and that will lead to testable questions. During this ♦ Develop team interaction skills. experimentation, students are encouraged to take risks and are therefore, not afraid to make
218
Constructivism is closely related to Inquiry-based Learning therefore, effective application Providing students with “hands-on” experiences that reinforce ideas or perceptions that they of Inquiry-based Learning is enhanced by Constructivism. Constructivism means already have result in them assimilating or absorbing new concepts easily. The knowledge generating meaning by connecting what is to be learned with personal knowledge that has that the students construct from the information that they receive as a result of these “hands - been constructed from past experiences. “A Constructivist is one who believes that the on” activities makes sense and is easier for them to relate to and apply to their everyday life learner is responsible for constructing knowledge and therefore, the responsibility for and their environment. learning must be returned to the child.” Ebenezer & Conner 1998, Learning to Teach Science, A Model for the 21ST Century. Constructivists probe students’ knowledge base, examine and classify their concepts then provide them with opportunities to share and debate common knowledge. They then convert Students’ understanding of the world is moulded by their experiences. As they think about and expand students’ knowledge by asking open-ended questions and presenting problems these experiences, their views and beliefs, they construct personal meaning and acquire which cause them to gain new understanding of the concepts being taught. By doing this they knowledge. Constructivists advocate that students should not be expected to just accept challenge and promote conceptual change. knowledge and skills developed over the years and imparted by the teacher. Instead they become “active seekers” of knowledge as inquiry is encouraged and they discover and When using the Constructivism Theory, it should be noted that there are times when decipher things for themselves. knowledge has to be imparted directly by the teacher in a detailed and explicit way. Although many benefits can be accrued from utilizing the Constructivism Theory if it is not used In using Constructivism, teachers become facilitators that create stimulating environments properly, learning may become sporadic and disorganized. Although students should not be with a variety of “hands-on” experiences that empower students to explore. The teacher’s stifled in their exploration to acquire knowledge, when using this theory it is important to: main role is to provide experiences that help students make connections between what is ♦ Set clear precise goals for the knowledge and skills that the students are expected to learned and what they already know or believe. More learning takes place when students acquire become active participants in the learning process and are “allowed to make their own sense ♦ Communicate these goals to the students and ensure that they are understood out of the world.” ♦ Organize assignments in a clearly planned sequence ♦ Provide guidance for the students.
219 Students can express objective and subjective opinion supported by fact. It is the ability to detect fallacies in reasoning based on facts and the ability to judge Decide, rate, evaluate, dispute, discuss, verify, judge, grade, choose, STEPPING UP TO HIGHER LEVELS OF THINKING Evaluation assess, select, conclude, have discussion, panel, give opinion, give Students are able to create a new body of information from verdict, recommend, debate previous information. It is the ability to put elements together to Benjamin Bloom is accredited with identifying a list of form a new pattern with an emphasis on originality and creativity. behavioural terms that are reflective of various levels of learning. This list is referred to as Bloom’s Taxonomy compose, imagine, infer, hypothesize, invent, create, and it enables us to better understand the cognitive level estimate, produce, forecast, design, predict, film, Synthesis formulate, invent, write poem, devise, develop, create at which students process information. Students that project, create new game, write story, media, Students break an idea into its parts, and show that process information at the higher levels develop critical interpret thinking skills and are able to analyse, synthesize, and they understand their relationship, organization and evaluate. They construct new meanings, and become basic assumptions. original and creative thinkers. Students that process Summarize, abstract, classify, dissect, compare, contrast, information at the lower levels may not become deduce, order, show bias, investigate, differentiate, categorize, independent thinkers and may not be empowered to Analysis separate, compile, questionnaire, survey, report, graph, chart, problem solve. The list of behavioural terms are as outline, diagram, conclude, plan shown: Apply students’ concepts learned to their environment and everyday life. They apply knowledge in new and/or practical ways to solve new problems in new situations. show, apply, translate, illustrate, record, teach, construct, demonstrate, photograph, diagram, collect, map, complete Application puzzle, model, keep diaries, compile, repor t
This is the lowest level of understanding. Students are expected to explain materials, which may be presented in a variety of forms – paragraphs, tables, charts, graphs, cartoons, etc. They also make inferences or solve problems when told what to do.
draw, review, match, define, explain graph, Comprehension give example, convert, test
This is the most basic level, the rote memorization of facts. Students are expected to recognize or recall information with an emphasis on remembering. identify, locate, memorize, name, enumerate, read, reproduce, recall, label, use, list, recite
220 Knowledge BEHAVIOURAL TERMS
Process skills are practical skills that allow students to use previous experiences, build upon them and link knowledge and skills learned at school to their environment and every day life.
Process skills help students to develop and apply critical thinking. Once given the opportunity to use and apply process skills, students develop the ability to reflect on and to evaluate their approaches to problem solving. As a result, students will come to the realization that there may be several solutions to any given problem. In this way, students can formulate hypotheses as testable ideas in their minds and can demonstrate deductive patterns of thought. Through integration of the basic and complex process skills listed, students should develop the ability to think logically and abstractly.
Basic Process Skills Using Numbers Applying ordering, counting, adding, subtracting, multiplying, and dividing to quantify data Observing where appropriate in investigations or experiments. Using one or more of the five senses (seeing, hearing, tasting, smelling, feeling) to find out about the world. Observing increases students’ perceptions so that they can learn more about Complex Process Skills objects and events. Interpreting Data Classifying Explaining the meaning or importance of information. Grouping objects or events based on similarities and/or categorizing based on existing relationships among objects or events. Forming Hypotheses Asking questions about a problem and making assumptions in order to draw out and test Inferring different solutions to the problem. Explaining and interpreting observed events and collected data and explaining why they might have happened. Separating and Controlling Variables Recognizing the many factors (variables) that affect the relationship of the factors to one Communicating another so that one factor (variable) can be manipulated while the others are controlled. Passing on information, proposing interpretations, explanations, and causes from observed events and collected data. Experimenting Test hypotheses or predictions by first identifying things (variables) that are important, then Recognizing and Using Spatial Relationships deciding which variables to change or manipulate which will be held constant, and what results Observing where things are in relation to other things by estimating the relative positions of to expect. moving and non-moving objects to one another.
Measuring Formulating Models Finding out the size or amount of an object or substance when compared to a certain unit. Constructing mental, verbal, or physical representations or ideas, objects or events. The models Identifying and ordering length, area, volume, mass, and temperature to describe and quantify are then used to clarify explanations or to demonstrate relationships. objects or events. Defining Operationally Predicting Describing the properties of things and their functions. These working definitions are based on Suggesting possible results or outcomes that will happen in the future based on observations actual experiences that the student had. and inferences drawn form previous experiences. The suggestions have to be based on correct information. 221
Students need to be taught valuable problem solving skills in order to react appropriately to the many situations that confront them on a daily basis. The Scientific Method sets out a sequence of logical steps that are employed in problem solving. It is applicable to ALL areas of life and is not restricted only to the teaching of Science.
The components of the Scientific Method and their descriptors are set out below. It is to be noted that students should utilize this format when writing up experiments or laboratory reports.
The purpose is the question that is to be answered by doing the experiment. State the reason or reasons why you are doing 1. PURPOSE the experiment. State the purpose as a question needing an answer.
A hypothesis is an educated guess on how the experiment/ activity will turn out, that is based on prior knowledge. Although 2. HYPOTHESIS a good hypothesis is testable, it may not be correct. Experimenting can find out whether or not the hypothesis is correct or not.
All materials required for the activity/ experiment need to be identified. One must be as accurate as possible in describing 3. MATERIALS the materials. Be sure to give exact amounts and quantities.
The procedure describes everything that will be done during the experiment. The procedure affects the result of the 4. PROCEDURE experiment; therefore, care should be taken to explain the procedure as accurately as possible. State the procedure as numbered steps (It would help if they are written with behavioural terms at the beginning).
The observation describes exactly what happens during an experiment. Report the observations made and the data collected 5. OBSERVATION during the experiment. Data is recorded facts or measurements from an experiment. Data should be presented as tables, charts, and graphs, to be easily understood.
The conclusion is a comparison between the results and the hypothesis of an experiment. To draw a conclusion, the data needs to be analyzed to see what is meant. Explain observations and describe how the data relates to the problem. The 6. CONCLUSION conclusion should state whether or not the data supports the hypothesis. Part of the conclusion may be a statement or a new hypothesis based on findings and suggestions for testing the new hypothesis in a further experiment.
222 Builds Critical Thinking Skills The Cooperative Learning Technique allows all students to have a sense of accomplishment. Cooperative Learning promotes group work and opportunities for verbal face-to-face interactions, which assist students to acquire and apply concepts. Builds Team Interaction Skills and Cooperative Learning builds interpersonal skills and positive interdependence characterized by specific Social Skills roles, sharing of knowledge and materials and achievement of mutual goals. It encourages group processing as students analyse how well their groups are functioning and design and employ strategies to ensure that they function effectively.
Promotes Individual and When using the Cooperative Learning Technique , the teacher functions as a facilitator and students are Collective Responsibility more accountable for their learning and share the responsibility for the learning of others. It is important for the teacher to set and evaluate social and academic goals for the groups and the quantity and quality of students’ learning. Promotes Responsibility for Learning When forming cooperative groups, it is recommended that groups work together for three to six weeks before students are assigned new roles or groups changed. During the year, each student should have an opportunity to function in each role. Once groups are formed, ensure that all members realize that they are Develops Leadership Skills jointly responsible for achieving group goals. They do this by: • Contributing ideas to the group Shares Knowledge • Listening carefully for ideas from others • Helping the group make good decisions Gives All Team Members a Sense • Cooperating rather than competing • Solving problems in a calm manner. of Accomplishment Reference: Circle of Learning: Cooperative Learning in the Classroom by D. W. Johnson et al, 1986
Utilizes Peer Teaching STUDENTS’ ROLES AND FUNCTIONS Supervisor, Leader or Investigator Does experiments, manipulates materials Improves Student Performance Assistant, Helper or Organizer Collects, organizes and distributes materials and makes sure group cleans up any mess.
Increases Retention Manager or Motivator Assists supervisor, leader or investigator, encourages the group, encourages time on task and adherence to goals and safe practices, and also times activities, if necessary. Develops Self Esteem Writer or Recorder Records observations, questions, answers, illustrations etc. Encourages Time on Task Reporter Collaborates with Writer or Recorder and shares group’s data, results, and conclusion with class.
223
Student-centred Learning develops self-directed learners who are confident in doing Science, proactive in the learning process and willing to share and accept responsibility for their own learning. Student-centred Learning activities are adaptive and cater to the learning needs of students.
COMPARISON OF STUDENT-CENTRED AND TEACHER- CENTRED LEARNING
STUDENT-CENTRED TEACHER-CENTRED
♦ Students’ conceptions and experiences are explored. ♦ Teacher is the authority figure and has the final say.
♦ Teacher challenges students to question before accepting information. ♦ Students must never question the teacher.
♦ Discussion is encouraged between students and teacher. ♦ Students only respond when a question is asked.
♦ Students are allowed to move about in an orderly manner to discuss ♦ Students must remain seated at all times.
and problem solve. ♦ Collaboration between students is discouraged and regarded as
♦ Students share and help each other. They use peer tutoring. cheating.
♦ Students actively participate in decision-making. ♦ Students do not participate in decision-making.
♦ Learning activities cater to multiple intelligences and different learning ♦ There is very little variation in learning activities.
styles.
224
HOWARD GARDNER
The theory of Multiple Intelligences is a way of understanding the different facets of the intellect and each person’s level of intelligence. The intelligences can work individually or in collaboration with the other intelligences, so a person could be operating in more than one intelligence. As we teach children, we should ensure that appropriate provision is made for individual differences and multiple intelligences.
Linguistic Intelligence is a person’s ability to construct and comprehend language. It is the capacity to use language to express feelings and to understand other people. It may be in a person’s native language or another language. Poets, writers, orators, speakers, lawyers specialize in linguistic intelligence.
Naturalist Intelligence is the ability to identify and classify patterns in nature. It is the way a person relates to his environment and the recognition of the role that the environment plays in our lives. It is the ability to discriminate among living things like plants and animals and sensitivity to changes in nature e.g. weather patterns, rock configurations.
Spatial Intelligence is how persons comprehend shapes and images in three dimensions. Spatial Intelligence is utilized to perceive and interpret things that we may or may not see. It is the ability to represent the spatial world internally in your mind – the way a sailor navigates the seas with only the stars or airplane pilot navigates aerial space, or the way a chess player or sculptor represents the spatial world. Spatial intelligence can be used in the arts or in the sciences. Persons with this type of Spatial Intelligence are usually painters, sculptors, architects and scientists who deal with anatomy and topology.
Musical Intelligence is the ability to perform and compose music. It is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. Persons with strong musical intelligence are completely preoccupied with music, it is always playing in their minds. Persons with musical intelligence use music to face their challenges and to assist them in solving their problems.
Bodily - Kinesthetic Intelligence is a natural sense of how the body should act and react in demanding situations. These persons have extraordinary control of their movements, balance, agility and grace. They have the capacity to use their whole body or parts of their body to solve a problem, make something, or put on some kind of a production. Bodily - Kinesthetic Intelligence is evident in athletes and persons in the performing arts, particularly dance or acting.
Logical – Mathematical Intelligence is the ability to mentally process logical problems. Persons with a highly developed Logical – Mathematical Intelligence can manipulate numbers, operations and quantities, and they have the ability to process logical questions at an unusually fast rate. These persons have the ability to understand the underlying principles of some kind of a causal system, the way a scientist or a logician does.
225 Intrapersonal Intelligence is a person’s cognitive ability to sense and understand him or herself. It refers to a very strong self-concept and strength of character, which gives the person the ability to solve internal problems. These persons know who they are, what they can do, what they want to do, how they react to things, which things to avoid, and which things to gravitate toward. These persons have a strong sense of purpose and are not easily deterred from that purpose. They know their strengths and their limitations and know where to go if they need help.
Interpersonal Intelligence is understanding and interacting with others and interpreting their behaviour. As social beings, it is an essential ability that we all need; however, persons with Interpersonal Intelligence have a greater perception of distinctions between persons and have the ability to judge their moods, temperaments, intentions and motivations. Persons with Interpersonal Intelligence become teachers, clergy, leaders, clinicians, salespersons, or politicians. Anybody who deals with other people has to be skilled in the interpersonal sphere.
DAVID A. KOLB
Persons have their unique, individual way of learning. Understanding how students learn and planning activities that cater to various learning styles will enhance their learning and ensure higher achievement.
Visual Style Persons who prefer the visual style convert what they hear and read to pictorial images in their brain. When recalling information they go through a process similar to reviewing pictures in a movie. These students have no problems in obeying conventional classroom rules. They will sit quietly, write neatly and use all materials well. These persons often choose careers like engineer, surgeon, designer, architect and positions of leadership that requires visionary thinking.
Auditory Style These persons learn best by hearing and listening; they process information through their listening and repeating skills. They are good storytellers and can successfully talk through their problems. These students can easily repeat what they heard just as it was said. They are the most talkative and the most likely to participate in discussion. However, they may experience difficulty in writing. These persons often become psychologists, disc jockeys, great musicians and other occupations that require a great deal of listening.
Kinesthetic Style These persons process and remember information through their bodies and their feelings. Kinesthetic learners need to touch and feel what they are learning about. They may become restless unless they are actively involved in the learning process.
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WHAT IS ASSESSMENT? ♦ Informal assessment takes place during normal learning activities. Much information can be picked up by teachers in their normal interaction with individual students, allowing problems to be overcome ♦ Whenever we interact with other people, we obtain and interpret information about their knowledge at an early stage and progress accelerated. Hence informal assessment is often used diagnostically. and understanding, and may well make judgments about their ideas, abilities and attitudes. ♦ It is often said that informal assessment should be unobtrusive if the teacher is to gain reliable ♦ Assessment – whether direct or indirect – is a human encounter and is a central feature of social life. insights about students’ abilities and the state of development, and that it should be for a specific purpose and for private use only. ♦ Educational assessment includes a wide range of methods for evaluating student performance that describes the nature and extent of learning and how it matches up to the objectives of teaching. ♦ With formative i.e. informal assessment the results are fed back to the learner. Such feedback can be confirmatory (a recognition that the particular tasks have been mastered at that particular time) or When assessing there must be alignment between what is in the curriculum, what is actually taught and can be corrective, allowing dialogue between teacher and learner to show where the learner went what is tested. wrong.
WHY DO WE ASSESS? ♦ Formal assessment is only aimed at obtaining knowledge about the student. It is obtrusive and may not be able to provide direct instructional function. ♦ The main purpose of assessment is to judge the attainment or performance level of students, with a view of evaluating or grading them for one purpose or another. ♦ Formal assessment becomes summative when information is not available for feedback purposes because it is obtained too late in the learner’s career to be used in this way. ♦ Purpose might include: ♦ Formal and summative assessment is used largely for public purposes (e.g. BJC, BGCSE and RSA ⇒ Placing students in appropriate teaching sets; Examinations) ⇒ Providing extra motivation for learning and an aid to remembering; ⇒ Informing parents about progress; ♦ Even this is changing with the advent of initiatives such as the GLAT where formal and summative ⇒ Informing other teachers who have to make decisions about students e.g. when students transfer assessments are made with students at grade 3 and 6. The results of formal assessments made at an to a new school or new courses which may have been studied; early stage can be used for the benefit of the learner at the next stage of education. ⇒ Accumulating records of achievement; ⇒ Acting as a diagnostic tool e.g. diagnosing weaknesses so that remedial action may be taken; ASSESSMENT MAY ALSO BE TRADITIONAL OR AUTHENTIC ⇒ Making decisions about examination entries involving predictions about future performance; ⇒ Informing further education institutions or employers about attainment so that suitable placement Traditional Assessment measures what the students were taught and basically assesses their ability to may be made. In doing this, we are using measured attainment to make predications about likely recall information. This type of assessment includes homework, quizzes and tests. future performance. Authentic Assessment measures what students have actually learned and can promote further learning. Hence assessment has primarily been used as a means of judging the attainment and progress of students, This type of assessment includes portfolios , journal keeping, anecdotal records, student conferencing , providing a reporting system and deciding appropriate action . self and peer assessment, projects and reports.
FORMS OF ASSESSMENT Although there is no alternative for traditional assessment in certain situations, authentic assessment Assessment may be: should be frequently used in the High School Science Instructional Programme.
⇒ Informal Contributed by Shena Williams, Examination and Assessment Division ⇒ Formal
227 APPENDIX VI SAFETY IN THE TEACHING/LEARNING ENVIRONMENT
Teachers should communicate the following safety ru les to their students and ensure that they are obey e d .
In the Classroom • Be careful around a hot plate, Bunsen burner or • Clean your work area, and wash your hands • Know the location and proper use of the fire other sources of heat. Only use these items if afterwards. extinguisher and first aid kit. instructed to do so by the teacher. On Field Trips • • Never eat, drink or smell any substance in the Keep your hair and clothes away from open • Always be accompanied by a trusted adult laboratory unless you are instructed to do so by the flames. Tie back long hair and roll up long sleeves. approved by the principal – like your teacher, a teacher. • When heating materials in test tubes, always slant parent/guardian or an expert about the field trip. • Listen to your teacher for special safety directions. the tubes away from yourself and others. • Never touch animals or plants without the adult’s If you do not understand something, ask for help. • Keep your hands dry around electrical equipment. approval. The animal might bite. The plant might • Wear safety goggles when your teacher tells you to • Never run or play around in the Science be poisonwood or another harmful plant. wear them. Laboratory classroom. • Stay with your group and keep within sight of the • Wear safety aprons if you work with anything • Never draw any material into a tube with your accompanying adult. Report any scrapes, cuts, and messy or anything that might spill. mouth. injuries to your teacher immediately. • Read all of the directions before doing • Tell your teacher if something breaks or spills. experiments or using equipment. Make sure you Move away from it and wait for the teacher’s Responsibility understand them. If you do not, ask your teacher instructions. • Treat living things, the environment and each other • for assistance. Put away tools and equipment safely (the way your with respect. • Carefully read the label on the container of a teacher tells you to) as soon as you finish using product before you use it; follow the them; do not leave them where they may be Refer to the Safety Manual (High School Science) for further information. manufacturer’s instructions and pay special stumbled over. attention to health or safety warnings. 228 APPENDIX VII Grade Level Evaluation Form
Kindly complete this format at the end of the first year using the Curriculum with Grade 7.
Section A
Place a tick in the box which best describes your response to items 1 – 11. Your honest responses are both valuable and appreciated. No. Item Always Often Seldom Never 1. Are the content and concepts included in the seventh grade curriculum age-appropriate? 2. Is sufficient information given in the content column to provide guidance as to the depth to be covered? 3. Are sufficient opportunities given for students to develop the designated 17 skills? 4. Are the suggested methods of assessment directly related to the learner outcomes and targeted skill? 5. To what extent did you use the suggested methods of assessment? 6. Did students complete assignments? 7. Were the identified resource materials available? 8. Are the suggested activities appropriate for concept formation and reinforcement of main points? 9. Were you able to use the suggested activities? 10. Did the curriculum provide sufficient guidance in how to adapt it to meet the needs of students of higher or lower ability levels? 11. Were you able to introduce local examples to relate to students’ interest and experiences?
Section B Indicate your responses in the space provided.
12. Which topics/concepts, if any, were too difficult?
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13. Which topics/concepts, if any, would be better suited at primary level?
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14. Which skills, if any, were over-emphasized?
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15. Which skills, if any, were under-emphasized?
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229 16. Which units, if any, were given too much time to be completed?
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17. Which units, if any, were allocated insufficient time to be completed?
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18. Which skills, if any, did students show an improvement in during the year?
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19. What is the approximate percentage of students that was able to attain the standards for Grade Seven ?
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20. Which part(s), if any, of the grade level curriculum was/were successfully implemented? Why?
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21. Which part(s), if any, of the grade level curriculum was/were not successfully implemented? Why?
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22. Was there any aspect of the curriculum for seventh grade that placed the students at a disadvantage because of their location (island/district/type of school)? If so, state which parts and why?
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Section C Please circle the appropriate category which describes the school to which you are posted and your years of teaching experience.
School Type : Junior High Secondary All-Age
Student Population: 30 – 199 200 – 450 451 +
Location: Family Islands Grand Bahama New Providence
Your years of experience in the Bahamian school system:
0 – 3 years 4 – 9 years 10 – 15 years 16 + years
230