0'1$'2314' 2/5-3./+$/1'67$/8#'69:';9-' !##$%&'(( )#'+, · Accuracy!and! precision! Language! and!Literacy! Demonstrating! and! reconstructing! Perseverance! Persistence! ... (POGIL!Instructor's!Guide:!)!!

!

!"#$%&'()*"+,-./'.0'1*$'2"31*4'2/5-3./+$/1'67$/8#'69:';*"9-'!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!"##$%"&"'(()#*'+,-#.!

<"=%"3'>/=1-1:1$&''?8-$/8$'"/%'@$8*/.A.7#'

!"#$%&'()*')%$+',)%-%#*.,(/0%1)2/(3*%/0(1+2+#(3+*%4('5(6"6$&7(0(-1&5(6#-2$8+(34+(%-18$3$-17($1(,4$%4(34+5(%*1(&+*#19!:&;+#3(<$173+$1(=>?@(

!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Vision

Key Competencies

Cooperative Learning Teams

Inquiry-based Learning

Effective Pedagogy

Opportunities

Assessment for Learning

Skills and Learning Outcomes

CONTENT Curriculum Framework

Grade 6 – 9

Page 2

Pages 3-7

Pages 15-17

Pages 18-38

Pages 8-9

Pages 9-13

Pages 13-15

ADEC%6'9%SCIENCE%CURRICULUM%FRAMEWORK!

V5!Revised!July!2012!!

2

Introduction!!This!curriculum!has!been!modified!to!better!reflect!the!2030!vision!of!the!leaders!of!the!Emirate!of!Abu!Dhabi.!!The!style!has!been!modified!to!match!the!growing!capabilities!of!the!youth!of!Abu!Dhabi!with!world?wide!trends!in!education.!

!"A#country’s#greatest#investment#lies#in#building#generations#of#educated#and#knowledgeable#youth"#!!"The#real#asset#of#any#advanced#nation#is#its#people,#especially#the#educated#ones,#and#the#prosperity#and#success#of#the#people#are#measured#by#the#standard#of#their#education.”#“Future#generations#will#be#living#in#a#world#that#is#very#different#from#that#to#which#we#are#accustomed.##It#is#essential#that#we#prepare#ourselves#and#our#children#for#that#new#world.”##HH!Sheikh!Zayed!Bin!Sultan!Al!Nahyan!!

The!ADEC!VISION!!

Education!First!

Recognised!as!a!world?class!education!system!that!supports!all!learners!in!reaching!their!full!potential!to!compete!in!the!global!market.!

MISSION!

To!produce!world?class!learners!who!embody!a!strong!sense!of!culture!and!heritage!and!are!prepared!to!meet!global!challenges.!

The!rationale!and!goals!for!the!educational!reform!are!described!by!the!Director!General!of!Abu!Dhabi!Education!Council.!!

“In#order#to#be#at#the#forefront#of#global#innovation#and#development,#we#must#have#an#education#system#that#can#support#a#community#of#lifeBlong#learners#and#innovators.##At#the#core#of#our#education#reform#is#the#goal#to#develop#students#with#strong#problemBsolving#and#analytical#abilities#and#to#equip#them#with#the#skills#that#they#need#to#succeed#in#their#higher#education#and#future#careers.#Our#graduates#should#be#independent#thinkers#with#the#ability#to#create,#innovate,#and#support#the#economic#and#social#progression#of#Abu#Dhabi.#”#

!Dr.!Mugheer.!K.!!Al!Khaili!http://www.adec.ac.ae/English/Pages/DirectorGeneral'sMessage.aspx!!SCIENCE!

21st!century!students!have!to!be!familiar!with!science!in!context!to!think!critically!about!the!world!and!to!make!informed!decisions!about!personal!and!societal!issues!such!as!environment!and!health.!!Today!an!understanding!of!science!is!essential!in!the!workplace!as!jobs!require!high!level!skills!that!involve!scientific!and!critical!thinking,!problem!solving,!and!communicating!ideas!to!others!and!work!productively!as!a!member!of!a!team!

!



3

!WORKING!and!THINKING!SCIENTIFICALLY!!

Key!Competencies!demonstrated!through:!!

1. Scientific!literacy!2. Communication!with!peers!and!others!3. Scientific!thinking!4. Work!collaboratively!and!take!responsibility!!

!1.!

!! !

Scientific!Literacy!

Communicating!using!appropriate!scientific!

language!

Understanding!scientific!concepts!

Analysis!and!evaluation!

In!Practice!

History!of!science!

Observational!drawing!

Cooperative!learning!

Specialist!vocabulary!

Science!symbols!

Equations!Protocols!and!

rules!Diagrams! Games! Repetition!

Charts! Models! Graphs! Practice! Patterns!

Specific!Skills!

Accuracy!and!precision!

Language!and!Literacy!

Demonstrating!and!

reconstructing!Perseverance! Persistence!



4

!2.!

!!!!!!!!!!! !

Communication!with!peers!and!others!

Changing!nature!of!scientific!

idea/understandings!

Students!hold!their!own!ideas!

Different!ideas!are!OK!

!

Valuing!diversity!!!

In!Practice!

Co?construction!Cooperative!learning!

Authentic!meaningful!contexts!

Transformative!versus!transmissive!

teaching!Inquiry!

Specific!Skills!

Negotiation!and!conflict!resolution!

Listening! Communication! Open!mindedness!

Decision!making!

!Consensus!versus!

compromise!



5

!!3.!

!!!!!!!!!!! !

Scientific!thinking!

Developing!understandings!

Critical!thinking!Challenging!assumptions!

Constructing!knowledge!

Problem!solving! Decision!making! Creativity! Hypothesising!

In!Practice!

Problem!solving!investigations!

Applications!and!uses!of!science!

Explorations! Modelling!

Demonstrations! Inquiry!Research!and!Development!

Experiences!

Specific!Skills!

Creativity!Critical!

reflection!Literacy!

(In!many!forms)!Intuition! Questioning!

Metacognition! Intellectual!curiosity! Decision!making! Evaluation!



6

!4.!

!!!!!!!!!!! !

Work!collaboratively!and!take!responsibility!

Application!of!science!

Responsibility! Impacts! Society! Action!

Society! Big!picture! Contributing! Current!issues!

In!Practice!

Students!decision!making!

Real!relevant!issues!Student!centred!

learning!Concept!cartoons!?!Argumentation!

Debates:!Implications!for!

science!Values!exploration! Consequences! Linking!to!everyday!

Specific!Skills!

Balancing!Science!and!

society!Dialogue!

Connection!to!others!

Capacity!to!respond!

Listening! Action! Part!of!a!group!Shared!

participation!



7

!The!key!competencies!underpin!everything!that!happens!in!teaching!and!learning.!A!key!competencies?rich!programme,!will!be!reflected!through:!!Students#who#are#likely#to:#

• take!an!active!role!in!learning!(decisions!about!content,!process!and!assessment)!

• be!interested!in!their!learning!

• ask!questions!of!themselves,!the!teacher!and!others!

• feel!empowered!to!make!suggestions!!Teachers#who#are#likely#to:#

• notice,!recognise!and!respond!to!learners!

• give!quality!feedback!about!the!science!learning!area!and!the!key!competencies!

• alter!and!adapt!plans!in!response!to!learners!

• show!themselves!as!learners!!Content/#topics#that#are#likely#to:#

• be!or!become!interesting!to!students!

• relate!to!the!culture!(e.g.!Falcon!training)!

• draw!on!science!contexts!that!relate!to!things!that!are!happening!in!the!local!and!global!community!

• relate!to!students!existing!knowledge!and!experiences!

• broaden!students!competencies!!Resources#that#are#likely#to:#

• come!from!a!range!of!sources,!local!and!global!

• draw!on!diverse!perspectives!

• include!a!range!of!media!

• be!sourced!by!others!than!just!the!teacher!(i.e!students,!parents!)!!Activities#that#are#likely#to:#

• be!for!individuals!and!groups!

• take!students!into!real!contexts!

• lead!to!and!generate!other!activities!

• be!aligned!to!important!outcomes!

• be!flexible!and!adaptable!!A#classroom#culture#that#is#likely#to:#

• focus!on!learning!

• embrace!flexibility!

• encourage!questions,!suggestions,!risk!taking!

• feel!like!a!place!where!students!have!a!say!

• encourage!the!‘joy!of!learning’!and!fun.!!!Attitudes#that#are#likely#to:#

• reflect!school!values!

• focus!attention!on!the!key!competencies!

!!!!!



8

Effective!Pedagogy!Teacher!actions!promoting!student!learning!!!!!!!!!!Teaching!and!Learning!Strategies!that!Assimilate!Key!Competencies!into!our!Science!Curriculum!!1. Cooperative!Learning!And!Assessment!(COLA)!!COLA!is!a!teaching!and!learning!strategy!designed!to!improve!student!attitudes!and!outcomes!achieved!through!the!students!doing!the!bulk!of!their!class!work!and!assessment!in!cooperative!groups!with!the!common!goals!of!increased!enjoyment,!improved!understanding,!greater!confidence!and!improved!grades.!!The!strategy!encourages!students!to!work!towards!achieving!a!common!goal,!and!to!take!more!responsibility!for!their!own!learning.!Inquiry!science!is!encouraged!as!part!of!the!strategy.!All!science!teachers!will!have!access!to!the!COLA!strategies!and!accompanying!implementation!notes!for!more!details.!!TeamUbased!Differentiated!Learning!!Students!within!a!regular!science!classroom!will!have!different!abilities.!!The!teacher!needs!to!establish!the!level!of!each!individual!student.!!This!could!be!done!using!a!variety!of!methods!that!provide!a!simple!‘snapshot’,!such!as!a!diagnostic!test!based!on!selected!questions!from!EMSA,!end!of!year!exams,!results!from!previous!continuous!assessment.!!!One!of!the!strategies!that!support!differentiated!learning!is!team!based.!!Research!has!shown!that!students!in!self?selected!teams!often!work!at!the!same!level.!!This!means!that!team!tasks!can!be!structured!to!suit!the!ability!level!of!the!group.!!Less!able!teams!tend!to!need!more!scaffolding!and!support!while!more!able!teams!will!be!encouraged!to!produce!work!of!greater!depth!and!a!wider!scope.!!With!ten!or!fewer!teams!within!the!classroom!the!teacher!can!effectively!monitor!the!progress!of!each!team!and!provide!appropriate!support.!!Key!points!summary!for!teams:!!

Team!Functioning! Team!Roles!Teams!self?selected! Manager:!Organises!the!team!No!more!than!3!students!per!team! Technician:!!Does!the!practical!or!uses!ICT!Suitable!seating! Recorder/Reporter:!Responsible!for!these!Most!assessments!are!team!based! These#roles#are#changed#on#regular#basis.#If#there#

are#only#2#present#combine#roles.#Students!have!fun!working!as!a!team!Effective!teams!should!remain!unchanged!!

!

Cooperative!Learning!and!Assessment!

!!!!!!!!InquiryUbased!!!!!!!!............!!!!Learning!

Gradual!Release!

eLearning!

Student!Centred!



9

Classroom!Physical!Environment!!If!students!are!to!work!in!teams!using!modern!pedagogy.!!The!physical!environment!of!the!classroom!and!associated!ICTs!is!crucial.!!Following!is!an!outline!of!a!desirable!classroom.!!

• Classrooms!need!to!be!‘teacher?based’!to!be!effective!

• Good!acoustics!in!the!classroom!to!enable!effective!cooperative!team!discussion!

• Access!to!ICT!is!essential!(wireless!and!computers!on!wheels!good!in!the!classroom)!

• Desks!should!be!setup!to!enable!students!to!have!face?to?face!interaction!and!work!together.!!Numbering!desks!is!also!helpful!

• Student!work!should!be!displayed!in!the!classroom!

• Resources!should!be!readily!available!for!students!to!support!their!independent!work!!2. InquiryUbased!Learning!!“Education#is#the#kindling#of#a#flame,#not#the#filling#of#a#vessel”.#Socrates#quotes#(Ancient#Greek#Philosopher,#470#BCB399#BC)##“I#never#teach#my#pupils#I#only#provide#the#conditions#in#which#they#can#learn”#Albert#Einstein#1946#!Why!Inquiry!Learning?!!"Wisdom#begins#in#wonder"#Socrates!!The!inquiry!style!of!teaching!and!learning!engages!learners,!gets!them!excited!about!science,!connects!concepts!to!real!life,!and!builds!a!wide!range!of!skills!and!competencies!in!addition!to!understanding!content.!Inquiry!learning!helps!to!develop:!!

• Working!Scientifically!

• Higher?order!thinking!

• Scientific!literacy!

• Critical!questioning!

• Cooperation!

• Enjoyment!of!learning!

• Intellectual!engagement!

• Independence!!

• Responsibility!

What!is!Inquiry!Learning?!

“Inquiry!is!a!systematic!investigation!or!study!into!a!worthy!question,!issue,!problem!or!idea.”!!

The!Inquiry!classroom!seeks!to!engage!all!students!in!learning!by!using!small!collaborative!learning!teams!

who!work!on!specially!designed!activities!that!promote!mastery!of!discipline!content!and!the!

development!of!skills!in!the!processes!of!learning,!thinking,!problem!solving,!communication,!teamwork,!

management,!and!assessment.!!

“Students! take! on! greater! responsibility! for! their! education;! they! learn! to! rely! on! thinking! skills!

rather! than!memorisation;! they! improve! performance! skills! while! learning! subject! content;! and!

they!develop!positive!relationships!with!other!students”.!

(POGIL!Instructor's!Guide:!www.pogil.org)!

!



10

!

A!foundation!of!skills!must!be!created!and!reinforced!from!the!start!of!inquiry!development.!!The!teacher!

must! assess! the!base! skill! level! of! the! students! and!build! up! from!where! the! students! are! at.! ! This! skill!

foundation!scaffolds!higher!level!thinking!and!skill!capability.!!Some!basic!foundation!skills!are!as!simple!as!

reading!comprehension!and!scientific!writing!skills.! ! If! these!are!not!developed!students!will!not!get!the!

most!out!of!high!levels!of!inquiries?!therefore!it!is!highly!recommended!to!start!at!a!lower!level!of!inquiry!

building!a!strong!skill!foundation!and!then!to!progress!through!the!various!levels!of!inquiry.!!

Note:!1. Inquiry#encourages#student#to#become#lifelong#learners#and#interested#in#the#world#around#them.#2. The#teacher#acts#as#a#facilitator#of# learning.#During#the#student# learning#process,#the#teacher#should#

not#provide#answers#for#students#but#encourage#students#to#find#answers#for#themselves.#!How?!!There!is!general!format!for!conducting!a!successful!inquiry.!!There!is!a!simple!formula,!the!three!E’s!Engage,!Explore!and!Explain!(some!literature!adds!two!more!Elaborate!and!Evaluate!which!become!part!of!explain).!!The!Inquiry!is!the!learning!process!and!assessment!at!any!time!during!an!inquiry!will!help!with!the!learning!(assessment!for!learning).!!See!skills!and!continuous!assessment!section.!!The!Big!Question!

• Open!?!there!are!several!different!or!competing!answers!

• Rich!?!Cannot!be!answered!without!careful!and!lengthy!research.!Usually!able!to!be!broken!into!subsidiary!questions!

• Practical!?!Is!able!to!be!researched!given!the!available!resources!

• Connected!?!relevant!to!the!learners.!!Their!experiences!culture,!interests!and!current!issues!!Example!1:!“Is#life#better#now#or#in#your#grandparent’s#time?”!Numerous!sub!questions!and!resources!e.g.!the!grandparents!Example!2:!current!issues!

!Gathering!Knowledge!!Students!gather!relevant!information!from!a!variety!of!sources,!the!library,!textbooks,!the!Internet,!people!(scientists,!industrial!and!many!other!possibilities),!media!and!other!publications.!!They!will!often!do!relevant!experiments!to!gain!more!relevant!knowledge.!!When!possible!they!can!undertake!field!trips!outside!the!school!to!gather!more!knowledge!through!their!own!experience.!!They!need!to!learn!to!acknowledge!and!reference!all!sources!of!information.!!!!!!

The intent of this curriculum is to engage students in real life and meaningful learning experiences. With this in mind any significant events occurring locally, nationally or globally of significance must be included in the programme of learning. Events such as the Japanese and New Zealand Earthquakes, Tsunamis, satellite launch for the UAE, Chilean mining disaster scheduled events such sport, UAE Football team and the Olympics. These attract media attention and are of interest to students. The learning outcomes from any of the strands can be linked to any such guided inquiry. They need not be covered again during the course of the year. Special events such as the Abu Dhabi Science Festival are also possible opportunities to further engage students.



11

!Process!skills!!The!students!organise!and!apply!the!gathered!knowledge!and!through!careful!planning.!The!analysis!can!be!done!through!the!use!of!mind!maps!and!charts.!!Sheets!of!A3!paper,!white!boards!and!some!software!programs!are!often!helpful.!Deep!thinking!skills!involve!the!linking!of!acquired!knowledge!to!the!big!question.!!Biggs!SOLO!Taxonomy:!http://www.learningandteaching.info/learning/solo.htm!!Presentation!This!is!how!students!demonstrate!an!understanding!of!the!‘big!question’!through!their!presentation.!!The!presentation!can!take!any!format,!depending!on!the!nature!of!the!inquiry,!PowerPoint,!video,!posters,!brochures,!pamphlets,!websites,!journals,!plays,!formal!reports!etc.!!The!students!normally!choose!what!they!like.!!Summary!!Good!teams!share!ideas,!workload!and!enjoy!working!together!

!Gradual!Release:!Levels!of!Inquiry!!There!are!different!levels!of!inquiry!ranging!from!a!directed!(closed/limited)!inquiry!to!a!full!open!inquiry.!!It!is!strongly!recommended!that!the!transitioning!process,!from!directed!inquiries!to!full!open!inquiries,!be!taken!gradually!and!purposefully,!where!the!focus!is!on!developing!the!learning!process!skills!of!the!students.!!Teachers!should!develop!their!capacity!to!plan!for!increasing!levels!of!inquiry!as!well!as!to!increase!a!student’s!ability!to!cope!with!these!processes.!!Problem?based!learning,!a!type!of!guided!inquiry!has!been!shown!to!be!very!useful!for!cycle!2!learners.!!

INQUIRY!FRAMEWORK:!LEVELS!OF!STUDENT!OWNERSHIP!

Inquiry!mode! Research!question!

Study!system!and!methods!

Data!collection! Analysis!and!presentation!!

Learning!goal!of!the!activity!

Directed/!Closed/!Limited!inquiry!

Supplied!by!the!Teacher!




Teach!existing!knowledge!by!showing!or!guiding!students!to!it!

Structured!inquiry!



Teacher/student!Student!

generated!

Part!unit!Guided!inquiry!

Teacher/student! Teacher/student! Student!generated!Student!

generated!Teach!the!student!process!of!knowledge!

Full!Unit!Guided!inquiry!

Teacher/student!Student!

generated!Student!generated!

Student!generated!

Open!inquiry! Student!generated!

Student!generated!

Student!generated!Student!

generated!

Source:!CfBT!Inquiry!manual!2012!(available!through!ADEC)!

'Big!Question'!to!guide!inquiry!

!

Research!to!gather!

knowledge!Analyse!and!apply!gathered!knowledge!

Presentation!(Demonstration!of!understanding)!



12

!It!is!suggested!that!teachers!who!are!new!to!this!method!start!with!simple!short!inquiries!and!build!the!students’!understanding!of!the!process!skills!and!other!related!skill!sets!required!before!developing!longer!more!involved!inquiries.!!4.! eLearning!!The!extensive!use!of!ICT!in!the!modern!classroom!is!paramount,!21st!century!students!need!to!be!connected!and!use!the!appropriate!ICT!to!enable!them!to,!explore!and!explain!their!findings!to!an!audience.!!!

Opportunities!Enrichment!activities!for!all!!There!is!a!huge!range!of!exciting!and!enjoyable!opportunities!for!the!youth!of!the!UAE!available.!!Many!of!these!opportunities!have!yet!to!be!explored!by!many!of!the!schools.!!All!students!love!to!be!actively!involved!in!their!learning.#!Environmental!!In!April!2005!Sheikh!Zayed!was!posthumously!awarded!a!major!world!environmental!prize!for!his!environmental!work!in!Abu!Dhabi.!!!Quote:!!"On#land#and#in#the#sea,#our#forefathers#lived#and#survived#in#this#environment.#They#were#able#to#do#so#because#they#recognised#the#need#to#conserve#it,#to#take#from#it#only#what#they#needed#to#live,#and#to#preserve#it#for#succeeding#generations."#!Some!opportunities:!

!The!UAE!has!a!unique!and!diverse!blend!of!wildlife!and!some!of!these!are!endangered.!!A!good!environmental!education!program!is!essential!for!the!region.!!There!are!a!number!possible!experiences!and!education!opportunities!for!students.!!!

• The!Environment!Agency!Abu!Dhabi(www.ead.ae.en)!has!played!a!major!role!in!the!promotion!of!environmental!issues!through!very!popular!initiatives!such!as!SSI!the!‘Sustainable!schools!Initiative’!(https://sustainableschools.ead.ae)!with!nearly!400!schools!and!17!universities!participating!in!competitions,!green!audits!and!field!trips.!!Their!website!is!full!of!fantastic!resources!such!as!videos.!

• There!are!low!impact!Eco!tours!of!the!mangroves!in!Kayaks!available!following!a!3E’s!Motto,!Environment,!Exercise!and!Education.!!Increasing!numbers!of!schools!are!taking!up!these!opportunities..!

• Al!Ain!Zoo!and!Wild!Life!Reserve!along!some!of!the!universities!are!doing!some!fantastic!work!on!endangered!animals!such!as!the!Sand!Cat!with!special!in!vitro!breeding!programs.!(http://www.awpr.ae)!

• Energy!production!and!energy!saving!have!huge!environmental!implications!with!Solar!programs,!Nuclear!energy!proposals!and!other!initiatives!all!under!consideration.!!They!are!very!proactive!on!

the!education!front!and!should!be!used!by!schools!where!possible.!(www.enec.gov.ae)!• World!future!sustainability!through!initiatives!such!as!Biosphere!2,!Mars!on!Earth,!Vertical!farms!and!

the!World!voyage!on!sustainability!(2!years!time)!http://pangaeon.com/!!! !



13

!Science!Fair!and!student!research!!Student!research!in!Science!&!Technology!projects!can!be!a!very!rewarding!experience!and!students!have!enjoyed!displaying!these!at!local!science!and!technology!fairs.!!Teachers!who!supervise!these!projects!need!to!help!keep!students!on!track!through!project!logbooks!and!ensuring!appropriate!methodology!such!as:!!A!feasible!project,!fair!testing,!suitable!hypothesis!and!some!assistance!with!getting!willing!scientists!to!act!as!consultants!where!appropriate.!!A!graduated!school!based!program!working!through!some!of!the!popular!‘Science!Clubs’!is!one!way!to!achieve!this.!!Students!need!to!experience!simple!guided!research!as!part!of!the!regular!science!course!before!they!embark!on!more!ambitious!projects!with!research!questions!they!have!generated!themselves.!!!!Gifted!and!Talented!!A!21st!century!scientist!does!not!work!in!isolation.!!They!will!often!work!in!global!teams!with!different!areas!of!expertise!addressed!through!the!initial!selection!of!the!team.!!They!are!connected!through!ICTs.!!They!will!meet!face!to!face!at!conferences!and!organised!activities!where!ever!appropriate.!Our!top!students!need!to!gain!experience!with!this!type!of!work.!!!Top!students!could:!!

• Be!a!member!of!a!team!representing!their!school!as!part!of!a!‘cyber!science!class’!of!perhaps!8!such!teams!from!other!schools.!!The!team!would!use!the!Inquiry?based!(Problem?based)!approach!solving!relevant!real!world!issues!using!ICTs,!some!face?to?face!camps/trips!at!venues!with!interesting!activities.!

• Participate!in!Science!Olympiad!teams!

• Extended!research!projects!supported!by!tertiary!institutes/companies.!

• The!Jason!Project:!www.jason.org!

• NASA!education!groups!

• Discovery!Science!programmes.!

• International!science!fair!competition!www.google.com/events/sciencefair!!Assessment!for!Learning!!Skills!based!assessment!!Teachers!are!required!to!consider!skill!development,!and!collaborative!learning!in!small!purposeful!teams.!!All!continuous!assessment!is!now!based!on!7!skill!areas:!

• Creating!

• Evaluating/!reflecting!

• Understanding/!analyzing!

• Handling/!researching!

• Inquiring/!experimenting!

• Participating!

• Remembering!

!

Each!skill!area!is!broken!down!into!sub?skills!and!each!sub?skill!is!assessed!by!using!a!rubric.!!

Blooms Level



14

!The!assessment!framework!reflects!the!use!of!teamwork!in!the!curriculum!pedagogy.!!The!framework!includes!the!following!types!of!assessments:!!!

• A!Team!and!individual!test!

• A!Guided!Inquiry!

• An!Experimental!Task!

• An!Investigation!(Fair!testing!activities)!

• An!Extended!Research!(student!research/science!fair)!

The!emphasis!is!on!skills!as!well!as!team!learning!and!requires!the!teacher!to!develop!and!monitor!team!based!skills.!!!These!assessments!are!unique!in!that!specific!skills!are!associated!with!them!as!indicated!above!and!are!marked!using!a!given!rubric.!!Additionally,!as!they!are!team?based!assessments,!each!team!member!gets!the!same!mark.!!

• Each!skill?based!assessment!requires!teacher!to!observe!and!collect!data!on!student!team!progress,!which!also!requires!that!all!assessments!be!completed!in!the!presence!of!the!teacher!during!class!time.!!

• Thetypesofassessmentsrequiredvarydependingontheyearlevel,thesubject!and!the!stream.!The!teacher!is!required!to!set!the!level!of!the!skill!for!each!grade.!!

• Immediate!written!feedback!to!students!is!very!helpful!for!the!student!and!provides!a!record!for!the!teacher.!!

• Tests!and!the!current!external!examinations!have!a!maximum!of!only!25%!‘remembering’;!the!rest!is!based!on!the!other!skills!listed!above!such!as!‘creating’,!‘evaluating’!and!understanding.!

Assessment!for!learning!!With!the!shift!to!skills!based!assessment!teachers!need!to!view!assessment!as!part!of!the!learning!process!not!a!summative!activity!at!the!end!of!given!task.!!The!inquiry!process!for!example!is!a!learning!process!and!assessment!of!appropriate!skills!can!take!place!at!any!time!during!an!inquiry.!!The!skills!are!developed!during!the!course!of!the!year,!and!from!previous!years!and!cannot!be!remembered!by!rote.!!!!!!!!!!!!!!!!!!!! !



15

!!

!Planning!Programming!and!Assessing!

!

!NOTE:!!It!is!the!intent!of!this!curriculum!to!have!teacher!focus!on!the!content!rather!than!just!‘learning!outcomes’!or!‘suggested!learning!outcomes’!!!!!!!!!



16

!The!intent!of!this!curriculum:!!Learning!through!student!centred!inquiry,!exploration!and!investigation!of!the!real!world.!

!STRANDS:!describe!the!four!curriculum!organisers.!!The!four!strands!relate!broadly!to!the!science!disciplines!of!Chemistry,!Physics,!Biology!and!Geology/Astronomy!!INDICATORS:!describe!the!knowledge,!skills!and!understanding!that!students!will!demonstrate!when!they!have!achieved!the!standards!for!each!grade.!!CONTENT:!Broad!overview!of!what!is!to!be!taught!in!each!grade.!

!Matter#

An!understanding!of!the!physical!and!chemical!properties!of!matter!has!applications!in!all!disciplines!of!Science,!from!the!chemical!reactions!that!keep!us!alive!to!those!taking!place!within!stars.!This!Strand!is!concerned!with!the!composition!and!structure!of!elements,!molecules,!compounds!and!mixtures,!and!their!use!in!the!21st!century.!Students!need!to!know!and!understand!chemistry!in!order!to!be!able!to!monitor,!understand!and!improve!the!quality!of!the!environment!and!to!develop!new!technologies!that!will!improve!our!quality!of!life.!

Physical#world#An!understanding!of!the!different!forms!and!uses!of!energy!is!a!central!theme!of!this!Strand.!It!provides!a!basis!for!understanding!the!Universe!and!the!fundamental!physical!processes!occurring!within!the!Universe.!The!physical!world!spans!an!enormous!range!of!phenomena,!from!large?scale!movement!of!planets!to!the!emission!of!nuclei!in!radioactive!materials.!

Living#world#This!Strand!covers!the!study!of!life!in!all!its!forms,!from!microscopic!to!macroscopic,!and!the!processes!that!take!place!within!and!between!living!things.!This!includes!the!interactions!between!different!species,!human!impact!on!the!environment,!management!of!the!environment,!conserving!threatened!species,!and!studying!microbes!that!cause!disease.!

Earth#and#space#This!Strand!examines!the!nature!of!geologic!processes!and!physical!features!on!Earth.!It!examines!features!and!processes!occurring!on!other!planets!of!the!Solar!System,!and!beyond.!It!examines!the!impact!of!natural!disasters!such!as!earthquakes!and!volcanic!eruptions!that!shape!the!world!we!live!in.!It!also!looks!at!the!relationships!between!the!celestial!bodies!and!how!they!influence!each!other.!

!LEARNING!OUTCOMES:!Used!as!framework!to!establish!the!content!level,!teaching!and!learning!strategies!in!the!classroom!and!assessment.!!The!action!verbs!determine!possible!approaches!but!should!not!restrict!other!possibilities.!!!!!!!!!!



17

!

GRADE!6!SCIENCE!SKILLS!FRAMEWORK!Indicator:!

By!the!end!of!the!grade,!students!will!be!able!to:!

Content:!Students!learn!to:!

Learning!Outcomes:!Students(should(be(able(to:(

• plan!investigations!with!some!guidance,!identify!variables,!select!appropriate!equipment!and!accurately!gather!and!record!first9hand!data.!!

!• suggest!improvements!to!

their!investigation!and!use!safe!work!practices!in!the!laboratory.!

• demonstrate!the!use!of!safe!and!hygienic!work!practices!including!the!correct!use!of!safety!equipment.!

• describe!ways!to!reduce!the!risk!to!themselves!and!others!when!working!in!the!laboratory!or!field!

• safely!and!efficiently!construct,!assemble!and!manipulate!identified!equipment!

S1!work!safely!and!hygienically!in!the!laboratory!or!field!according!to!standard!laboratory!rules!S2!use!a!range!of!scientific!equipment!to!accurately!carry!out!simple!measurements!(measuring!cylinders,!thermometers,!balances,!stopwatches,!rulers!etc.)!S3!set!up!equipment!efficiently!and!safely,!with!guidance!S4!identify!safety!equipment!in!the!lab!and!understand!its!intended!use!S5!recognise!International!chemical!and!safety!symbols!and!their!applications!

• select!and!use!an!appropriate!medium!to!present!data!and!information!

• select!appropriate!equipment!(including!appropriate!safety!equipment)!and/or!resources!to!perform!tasks!

• describe!a!logical!procedure!for!undertaking!a!simple!or!controlled!experiment!

• undertake!first9hand!investigations!!

S6!conduct!investigations!in!team!where!each!student!has!an!assigned!role!S7!conduct!an!experiment!using!Scientific!Method!S8!identify!appropriate!equipment!necessary!to!carry!out!an!experiment!S9!write!a!report!using!scientific!method!S10!explain!which!variables!should!be!changed,!measured!or!kept!the!same!to!ensure!fair!test!S11!present!data!appropriately!and!clearly!in!a!variety!of!ways!(graphs,!tables,!pictures,!scientific!diagrams,!videos)!S12!analyse!experimental!results!and!reflect!on!the!procedure!!!

!! !



18

GRADE!6!MATTER!Indicator:!




• describe!the!properties!of!and!changes!of!state!in!solids,!liquids!and!gases!in!terms!of!the!arrangement!and!movement!of!particles!!

!

• recognise!pure!substances!called!elements!!!

• research!the!uses!of!common!elements!in!society!

M1!!identify!pure!substances!called!elements!and!research!the!uses!of!common!elements!in!society!(No!detail!required!about!properties)!M2!!describe!the!properties!of!solids,!liquids!and!gases!in!terms!of!arrangement!and!movement!of!particles!!!!

• use!separation!techniques!appropriate!for!a!range!of!different!mixtures!

• identify!a!range!of!different!mixtures!consisting!of!combinations!of!solids,!liquids!and/or!gases!

!• conduct!investigations!using!the!properties!of!

solids,!liquids!and!gases!to!separate!different!mixtures!

!• identify!common!place!applications!of!

separation!techniques!!

• determine!the!relative!density!of!different!solids!and!liquids!and!identify!everyday!applications!of!density!

!• investigate!the!relationship!between!flotation!

of!solids!and!liquids!and!their!density!

M3!!use!examples!to!explain!that!mixtures!could!contain!any!combination!of!the!states!of!matter!(solids!liquids!or!gases)!M2!!outline!that!substances!have!different!properties!(e.g.!solubility,!density,!melting/boiling,!magnetic!properties)!that!can!be!used!to!separate!them!in!mixtures!!!M5!!!conduct!experiments!to!investigate!the!processes/methods!of!separating!the!components!in!mixtures:!filtration,!use!of!magnetism,!chromatography,!evaporation,!crystallisation,!distillation!and!decanting!M6!!given!a!mixture!of!2!components,!identify!and!explain!an!appropriate!technique(s)!to!separate!the!components!of!the!mixture!M7!!identify!common!place!applications!of!separation!techniques!M8!!conduct!investigations!to!determine!the!density!of!liquids!and!regular!and!irregular!solids!M9!!conduct!investigations!to!determine!the!relationship!between!density!of!solids/liquids!and!their!ability!to!float!M10!!apply!the!knowledge!of!density!using!examples!!

!! !



19

GRADE!6!PHYSICAL!WORLD!Indicator:!




• describe!the!impact!on!everyday!life!of!contact!forces!and!forces!that!act!at!a!distance!!

• identify!contact!and!non9contact!forces!!

• describe!everyday!examples!of!forces!in!action!

P1!!investigate!a!range!of!contact!and!non9contact!forces!(including!friction,!air/water!resistance,!gravitational,!electrostatic!and!magnetic!P2!!research!the!impact!of!forces!on!everyday!life,!e.g.!car!crashes,!car!seats!for!babies!

• describe!energy!transfer!and!transformation!in!a!range!of!systems!

• discuss!the!transfer!of!heat!energy!in!manmade!and!natural!systems.!

!• analyse!the!transfer!and!transformation!of!

energy!in!everyday!appliances!and!applications.!

!

P3!!investigate!and!explain!how!heat!is!transferred!by!conduction,!convection!and!radiation!in!different!mediums!P4!!outline!examples!of!how!each!method!of!heat!transfer!is!utilised!in!a!manmade!and!natural!system!(examples,!how!humans!and!animals!keep!warm/cool;!building!temperature!control,!past!and!present;!astronauts!and!weather!systems)!P5!!identify!the!two!forms!of!energy,!active!(Kinetic)!and!stored!(Potential)!P6!!investigate!types!of!energy!and!classify!as!kinetic!and!potential!P7!!conduct!experiments!and!recognise!energy!transformations!in!common!devices/appliances!P8!research!the!energy!efficiency!of!a!device!to!deduce!that!no!device!transforms!100%!of!energy!to!the!desired!form!(Law!of!conservation!of!energy)!P9!!compare!and!contrast!the!use!of!renewable!and!non9renewable!energy!sources!in!the!UAE!

!! !



20

GRADE!6!LIVING!WORLD!Indicator:!




• identify!the!cellular!nature!of!living!things!and!features!that!distinguish!living!from!non9living!things!

• use!technologies!such!as!the!microscope!to!identify!the!cellular!nature!of!living!things!

!• apply!classification!schemes!to!a!broad!range!of!

living!things!!

• use!keys!to!identify!a!range!of!living!things!!

L1!!!outline!the!historical!development!of!the!microscope!and!its!impact!on!science!L2!!use!the!microscope!through!the!observation!of!a!range!of!non9microscopic!living!things!L3!!draw!and!describe!observations!of!plant!and!animal!cells!from!student9prepared!microscope!slides!L4!!!understand!that!the!cell!and!its!functions,!distinguish!living!things!from!non9living!things!L5!!identify!the!functions!performed!by!cells!to!sustain!a!living!organism:!division!to!produce!new/more!cells,!!take!in!nutrients,!release!waste,!use!energy,!produce!materials!the!organism!needs!L6!!!investigate!the!diversity!of!life!(special!focus!on!animals!and!plants)!L7!!develop!a!simple!classification!scheme!(key)!for!common!objects!L8!!!use!a!given!key!to!classify!given!animals!or!plants!

• describe!the!relationships!between!and!adaptations!of!producers,!consumers!and!decomposers!in!ecosystems!

• investigate!a!local!ecosystem!and!measure!the!biotic!and!abiotic!factors!that!affect!the!organisms!in!that!ecosystem!!!!

!• describe!the!flow!of!energy!from!producers!to!

consumers!in!an!ecosystem!!

• identify!the!adaptations!of!organisms;!producers,!consumers!and!decomposers!present!in!the!ecosystem!

!• discuss!the!human!impact!on!natural!

ecosystems!and!the!possible!long!term!consequences!of!this!impact!

!• propose!ways!to!reduce!human!impact!on!

natural!ecosystems!

L9!!!conduct!an!investigation!of!a!local!ecosystem!and!measure!abiotic!and!biotic!factors!e.g.!mangroves,!the!Jebel!Hafeet!area!L10!!explain!the!effect!of!interaction!between!abiotic!and!biotic!factors!on!some!organisms!in!the!ecosystem!L11!!construct!a!food!web!of!organisms!in!their!investigated!local!ecosystem!L12!!describe,!with!the!aid!of!diagrams,!the!flow!of!energy!from!producers!to!consumers!in!a!food!chain!derived!from!an!investigation!of!a!local!ecosystem!L13!!suggest!the!impact!on!members!of!a!food!web,!if!one!or!more!organisms!are!removed!or!introduced!L14!!research!adaptations!of!local!flora!and!fauna!L15!!show!and!describe!how!a!chosen!organism!from!the!present!or!past!might!adapt!to!a!given!ecosystem.!L16!!outline!the!general!impact!humans!have!had!on!both!terrestrial!and!aquatic!ecosystems!L17!!discuss!the!long!term!consequences!if!human!activities!continue!to!impact!ecosystems!L18!!discuss!ways!humans!can!reduce!their!impact!on!the!environment!including!local!initiatives!!

!



21

!!

GRADE!6!EARTH!AND!SPACE!Indicator:!




• use!the!Newtonian!model!of!the!Solar!System!to!explain!day!and!night,!and!to!compare!a!year!on!Earth!with!a!year!on!one!other!planet!

• apply!understanding!of!the!Newtonian!model!of!the!Solar!System!to!explain!day!and!night!

!• compare!a!year!on!Earth!with!a!year!on!

other!planets!in!our!Solar!System!!

• describe!the!motion!of!the!Moon!relative!to!the!Earth!and!Sun!

!• identify!scientific!tools!used!to!increase!our!

understanding!of!features!within!and!beyond!our!Solar!System!

E1!!state!that!the!Earth!completes!one!rotation!every!24!hours!!E2!!explain!that!as!the!Earth!rotates,!any!place!on!its!surface!will!sometimes!face!the!sun!(day)!and!other!times!face!away!towards!dark!space!(night)!E3!!use!diagrams!to!describe!the!cause!and!length!of!one!Earth!year!E4!!compare!the!length!of!a!year!on!Earth!and!the!length!of!a!year!on!other!planets!in!our!solar!system!E5!!use!models!and!diagrams!to!explain!the!phases!of!the!moon!!E6!!outline!that!the!moon!orbits!the!Earth!every!28!days!(lunar!month)!E7!!outline!how!commonly!used!scientific!tools!(e.g.!satellites,!telescopes)!have!increased!our!understanding!of!our!solar!system!

• identify!features!and!processes!occurring!in!the!lithosphere,!hydrosphere!and!atmosphere!

• describe!the!features!and!processes!occurring!in!the!lithosphere,!!hydrosphere!and!atmosphere!

!• discuss!the!impact!of!these!features!and!

processes!on!humans!and!the!environment!!

• describe!differences!in!atmospheric!pressure!and!the!relationship!of!atmospheric!pressure!to!weather!

!• recognise!Earth’s!resources!and!develop!an!

understanding!that!these!resources!are!limited!

E8!!identify!features!of!the!lithosphere,!hydrosphere!and!atmosphere!E9!!identify!the!main!processes!occurring!in!the!lithosphere!E10!investigate!the!water!cycle!and!its!impact!on!the!weather!and!environment!E11!!investigate!the!changes!in!composition!of!the!atmosphere!and!its!effect!on!human!activities,!sea!level!and!the!ozone!hole!E12!!explain!the!movement!of!air!due!to!differences!in!atmospheric!pressure!and!its!effect!on!our!weather!E13!!identify!the!Earth’s!resources!such!as!water,!air,!rocks,!soils!and!life!forms!E14!!research!how!a!variety!of!resources!are!being!used!and!recycled!and!what!reserves!remain!

!



22

!





• predict!results!and!evaluate!the!relevance!of!data!from!their!investigations!and!draw!conclusions!based!on!available!information.!!!!

!• recognise!limitations!in!

their!investigation!procedures!and!suggest!modifications!to!improve!the!reliability!of!future!investigations.!

• demonstrate!the!use!of!safe!and!hygienic!work!practices!including!the!correct!use!of!safety!equipment!



S1!!work!safely!and!hygienically!in!the!laboratory!or!field!according!to!standard!laboratory!rules!S2!!use!a!range!of!scientific!equipment!to!accurately!carry!out!simple!measurements!(measuring!cylinders,!thermometers,!balances,!stopwatches,!rulers!etc.)!S3!!set!up!equipment!efficiently!and!safely!with!limited!guidance!S4!!identify!the!main!risks!involved!in!an!experiment!S5!!identify!situations!that!may!endanger!self!or!others!

• describe!a!problem,!hypothesis!or!question!that!can!be!tested!or!researched!

• make!and!record!observations!and!measurements!accurately!over!a!number!of!trials!and!evaluate!results!to!draw!a!conclusion!

• evaluate!and!modify!experimental!procedures!to!improve!reliability!

S6!!conduct!investigations!in!teams!where!each!student!has!an!assigned!role!S7!!suggest!an!aim/purpose!for!an!experiment!which!could!be!in!the!form!of!a!problem,!hypothesis!or!question!S8!!suggest!ideas!to!make!tests!fair,!by!identifying!different!types!of!variable!with!guidance!!S9!!conduct!more!than!1!trial!to!improve!reliability!S10!!predict!outcomes!to!experiments!S11!!write!up!an!experiment!using!scientific!method!as!a!template!S12!!represent!laboratory!equipment!using!correct!scientific!diagrams!S13!!record!results!by!hand!and!ICT!S14!!identify!a!pattern/trend!from!the!results!which!relates!to!the!aim!S15!!make!comments!on!the!positive!and!negative!aspects!of!the!experiment!and!possible!improvements!

!! !



23





• recognise!common!!elements!from!their!symbols!and!describe!the!organisation!of!elements!in!the!Periodic!Table!

• describe!the!organisation!of!the!elements!in!the!Periodic!Table!and!recognise!common!elements!from!their!symbols!

!• investigate!the!physical!and!!chemical!

properties!of!metals!and!non9metals!!

• distinguish!between!elements,!mixtures!and!compounds!

!• distinguish!between!physical!and!chemical!

changes!

M1!!describe!the!organisation!of!elements!in!the!Periodic!Table!as!groups!and!periods;!metals!and!non9metals!M2!!use!the!Periodic!Table!provided!to!identify!the!symbol,!when!given!the!name!of!common!elements!!!!!M3!!research!and!justify!the!use!of!a!common!metal!and/or!non9metal!in!a!particular!application!M4!!investigate!the!physical!and!chemical!properties!of!common!metals!and!non9metals!M5!!distinguish!between!element,!mixture!and!compound!M6!!analyse!simple!models!that!represent!elements,!mixtures!and!compounds!M7!!conduct!investigations!to!compare!and!contrast!physical!and!!chemical!changes!!

• describe!the!effects!of!heating!and!cooling!on!solids,!liquids!and!gases!

• use!the!particle!theory!of!matter!to!explain!the!properties!of!solids,!liquids!and!gases!

!• investigate!the!effects!of!heating!and!cooling!

on!the!three!states!of!matter!!!

• research!the!use!of!alloys!in!society!based!on!their!unique!properties!

M8!!explain!the!properties!of!solids,!liquids!and!gases!using!the!particle!theory!of!matter!M9!!draw!and!recognise!diagrams!illustrating!the!arrangement!and!movement!of!particles!in!solids,!liquids!and!gases!M10!!use!the!particle!theory!of!matter!to!explain!change!of!state!of!matter:!!melting/freezing,!boiling/condensing,!!sublimation/re!sublimation!M11!!conduct!experiments!to!investigate!that!most!matter!expands!when!heated!and!contracts!when!cooled!M12!!research!examples!of!where!expansion/contraction!need!to!be!considered!in!applications!in!society!!M13!!define!alloy!M14!!identify!a!small!number!of!examples!of!alloys!and!relate!their!uses!to!their!properties!!

!! !



24





• construct,!draw!and!interpret!simple!electrical!circuits!

• construct!and!draw!simple!circuits!incorporating!globes!(lamps),!switches,!batteries,!ammeters!and!voltmeters!

!• undertake!investigations!to!demonstrate!

the!advantages!and!disadvantages!of!circuits!in!parallel!and!series!

!• discuss!everyday!applications!of!series!and!

parallel!circuits!

P1!!construct!and!draw!series!and!parallel!circuits!using!internationally!recognised!symbols!for!globes!(lamp),!cell/!battery,!switch!(open!and!closed),!ammeter!and!voltmeter!P2!!conduct!investigations!to!compare!and!contrast!series!and!parallel!circuits!used!in!everyday!applications!P3!!design!and!construct!circuit!models!to!perform!simple!functions!!

• describe!applications!of!Newton’s!First!Law!of!Motion!

• investigate!the!relationship!between!speed,!distance!and!time!

!• investigate!Newton’s!First!Law!of!Motion!

and!its!applications!

P4!!research!the!history!of!distance!measurement!P5!!define!speed!as!distance!moved!in!a!given!time!P6!!design!and!conduct!experiments!to!determine,!calculate!and!relate!speed,!distance!and!time!P7!!analyse!constant!speed!investigations!using!distance!time!graphs!P8!!plan,!undertake!and!analyse!a!journey!in!terms!of!speed!distance!and!time!P9!!outline!Newton's!First!Law!of!Motion!!P10!!explain!the!role!of!this!law!in!applications!such!as!seat!belts,!head!rests,!airbags!and!child!restraints!

!! !



25





• relate!organelles!in!plant!cells!and!animal!cells!to!their!function!

• describe!the!role!of!organelles,!including!chloroplasts,!cell!membrane,!mitochondria!and!nucleus,!in!plant!and!animal!cells!

!• identify!the!role!of!different!cells!in!animals!

and!plants!!

• relate!tissues!and!organs!in!multi9cellular!organisms!to!their!function!

!• research!replacement!body!parts!and!

techniques!and!processes!used!to!maintain!human!structure!and!function!

L1!!analyse!generalised!diagrams!of!plant!and!animal!cells!to!explain!the!difference!in!structure!including!the!organelle!function!L2!!compare!survival!features!of!plants!from!2!diverse!environments!including!the!UAE!(water!management,!reproduction,!photosynthesis/respiration,!and!other!structures)!L3!!investigate!stem!cell!research!to!develop!and!understanding!of!specialised!cells!and!their!function!L4!!conduct!an!inquiry!into!the!maximisation!of!human!potential!for!sport!or!recreation.!!Consider!the!relationship!between!body!systems!that!make!a!top!athlete!L5!!research!developments!in!the!use!of!replacement!body!parts.!!

• describe!the!processes!and!roles!of!osmosis!and!diffusion!in!cells!

• conduct!investigations!that!demonstrate!osmosis!

!• perform!experiments!to!understand!the!

concept!of!diffusion!!

• investigate!the!processes!of!respiration!and!photosynthesis!and!their!relationship!to!living!things!and!to!the!carbon9oxygen!cycle!!

!• identify!the!role!of!microflora!on!and!in!our!

body!and!the!environment,!and!describe!their!beneficial!or!harmful!effects!

!

L6!!conduct!experiments!to!understand!and!relate!the!process!of!osmosis!to!different!biological!situations!L7!!conduct!experiments!to!demonstrate!the!process!of!diffusion!L8!!investigate!some!common!examples!of!diffusion!in!different!states!of!matter!L9!!design!an!inquiry!to!investigate!life!processes!that!enable!organisms!to!survive!in!a!biosphere.!!The!inquiry!will!include!investigation!of!photosynthesis!and!respiration!through!experimentation!and!the!carbon9oxygen!cycle,!microbes!and!energy!through!research!

!! !



26





• describe!the!distinguishing!features!of!planets!and!other!bodies!within!and!outside!our!Solar!System!

• describe!how!solar!and!lunar!eclipses!occur!!

• explain!the!distinguishing!features!of!planets!in!our!Solar!System!

!• identify!some!bodies!from!outside!our!Solar!

System!and!their!common!characteristics!

E1!!describe!how!lunar!and!solar!eclipses!occur!with!the!use!of!diagrams!E2!!explain!how!characteristics!of!planets!are!influenced!by!their!mass,!their!distance!from!the!Sun!and!their!orbits!E3!!research!common!characteristics!of!bodies!outside!our!solar!system!

• describe!and!sequence!the!events!and!processes!!in!the!rock!cycle!

• describe!and!sequence!the!events!and!processes!in!the!rock!cycle!

!• research!the!uses!of!different!rock!types!

and!relate!the!uses!to!their!characteristics!

E4!!investigate!landforms!in!the!U.A.E!and!other!parts!of!the!world!through!an!understanding!of!the!rock!cycle!E5!!research!the!origin/formation!of!igneous,!metamorphic!and!sedimentary!rocks!E6!!identify!one!use!of!each!rock!type,!relating!the!use!to!the!characteristics!of!the!rock!

!! !



27





• use!cause9and9effect!relationships!to!explain!ideas,!predict!outcomes!and!generate!plausible!explanations!related!to!their!data.!They!identify!potential!hazards!in!investigations!and!justify!their!conclusions.!

• demonstrate!the!use!of!safe!and!hygienic!work!practices!including!the!correct!use!of!safety!equipment.!



• undertake!first!hand!investigations!with!safety!and!competence!!

!

S1!!work!safely!and!hygienically!in!a!laboratory!or!the!field!according!to!standard!laboratory!rules!S2!!use!a!range!of!scientific!equipment!to!accurately!carry!out!simple!measurements!(measuring!cylinders,!thermometers,!balances,!stopwatches,!rulers!etc.)!S3!!set!up!equipment!efficiently,!safely!and!independently!S4!!identify!some!risks!involved!in!an!experiment!and!apply!preventative!measures!S5!!identify!situations!that!may!endanger!self!or!others!

• clarify!the!purpose!of!an!investigation!and!with!guidance!produce!a!plan!to!investigate!a!problem!


• evaluate!and!modifies!experimental!procedures!to!improve!reliability!!

S6!!conduct!investigations!in!teams!where!each!student!has!an!assigned!role!S7!!design!an!investigation!applying!scientific!method!S8!!conduct!an!experiment/investigation!that!is!a!fair!test!(variables,!multiple!measurements,!repeat!experiments)!S9!!predict!outcomes!to!experiments!using!experience,!previous!knowledge!and!scientific!research!to!justify!your!prediction!S10!!record!and!process!information!clearly!and!appropriately,!including!ICT!S11!!deduce!a!conclusion!from!their!results!S12!!modify!and!improve!experimental!methods!based!on!an!evaluation!of!the!results!

!! !



28





• construct!models!of!atoms,!molecules!and!compounds!

• identify!the!components!of!atoms!!

• use!a!model!of!the!atom!to!explain!the!arrangement!of!elements!in!the!Periodic!Table!!

!• construct!models!of!atoms,!molecules!and!

compounds!!

• develop!a!timeline!to!show!how!atomic!theory!has!changed!over!time!

M1!!describe!the!structure!of!an!atom!and!explain!the!arrangement!of!elements!in!the!Periodic!Table!using!atomic!number!and!mass!number!!!M2!!construct!simple!models!of!atoms,!molecules!and!compounds!M3!!!outline!that!electrons!are!organised!into!shells!(no!details)!and!that!element!chemistry!is!determined!by!the!electron!arrangement!M4!!explain!that!elements!are!arranged!vertically!in!groups!according!to!the!number!of!electrons!(1!to!8)!in!the!outer!shell!M5!!explain!that!periods!are!rows!which!begin!with!elements!with!one!outer!shell!electron!and!end!with!elements!with!a!full!outer!shell!of!electrons!M6!!construct!a!simple!timeline!to!show!how!the!theory!of!atomic!structure!has!changed!over!time,!as!new!knowledge!has!been!gained!with!more!advanced!technology!!

• discuss!domestic!and!commercial!uses!of!acids!and!bases!

• investigate!the!physical!and!chemical!properties!of!acids!and!bases!

!• use!indicators!to!determine!the!pH!of!solutions!

of!chemicals!used!in!the!home!!

• research!domestic!and!commercial!uses!of!acids!and!bases!

!• investigate!a!range!of!common!acid/base!

reactions!(neutralisation),!!including!acids!on!metals!and!acids!on!carbonates!(write!word!equations)!

!

M7!outline!simple!chemical!and!physical!properties!of!alkaline!solutions!e.g.!bitter!taste,!react!with!fats!and!oils!M8!outline!simple!chemical!and!physical!properties!of!acidic!solutions!e.g.!vinegar,!lemons!M9!!explain!that!the!pH!scale!(0914)!is!used!to!indicate!the!strength!of!acidic!solutions!(<7),!alkaline!solutions!(>7)!and!neutral!solutions!(=7)!M10!!outline!how!pH!indicators!work!M11!!conduct!experiments!to!determine!the!pH!of!three!household!chemicals!by!using!a!range!of!pH!indicators!M12!!outline!two!domestic!and!two!commercial!uses!of!acids!M13!!outline!two!domestic!and!two!commercial!uses!of!bases!M14!!conduct!experiments!to!investigate!reactions!between!acids!and!bases,!acids!and!carbonates!and!acids!and!metals.!Write!word!equations!to!describe!the!reactions!M15!!outline!tests!for!hydrogen!and!carbon!dioxide!

!! !



29





• describe!electricity!in!a!circuit!in!terms!of!voltage,!current!and!resistance!

• describe!the!flow!of!electricity!through!a!simple!circuit!in!terms!of!voltage,!resistance!and!current!

!!

P1!!use!models!to!describe!current!and!voltage!P2!!!conduct!experiments!to!measure!current!and!voltage!in!circuits!and!applications!P3!!!investigate!factors!that!affect!the!flow!of!current!and!voltage!in!a!circuit!(e.g.!length!of!wire,!diameter!and!material)!P4!!illustrate!the!relationship!between!voltage,!current!and!resistance!using!graphs!!

• discuss!the!properties,!!uses!and!effects!on!humans!of!radiation!in!the!Electromagnetic!Spectrum!

• identify!the!properties!of!radiation!in!the!Electromagnetic!Spectrum!

!• describe!applications!of!electro9magnetic!

radiation!in!medicine!and!communication!!

• conduct!investigations!to!explore!the!properties!of!light!(refraction,!reflection,!absorption!and!dispersion)!

!• relate!the!properties!of!light!to!their!

applications!in!society!!

• describe!the!uses!of!laser!light!in!industry,!medicine!and!communication!

P5!!define!wavelength,!frequency!and!relate!them!to!the!components!of!the!Electromagnetic!Spectrum!P6!!outline!the!uses!and!hazards!of!the!different!parts!of!the!Electromagnetic!Spectrum!P7!!research!in!detail!uses!of!the!Electromagnetic!Spectrum!in!one!aspect!of!society,!e.g.!hospitals,!transport,!homes!or!astronomy!and!space!travel!P8!!conduct!investigations!to!explore!refraction,!reflection,!absorption!and!dispersion!P9!!research!and!relate!the!properties!of!light!to!applications!in!society.!(e.g.!cameras,!microscopes,!car!lights,!eyes,!glasses,!contact!lenses,!solar!heating,!periscopes!and!others)!P10!!describe!how!lasers!are!used,!giving!one!application!each!in:!industry!(e.g.!cutting/welding!materials,!making!holograms,!judging!distances,!surveying,!printing),!!medicine!(e.g.!surgical!removal!of!tumours,!cauterising!tissue),!communication!(e.g.!making/reading!DVD/CDs,!fibre!optics,!barcode!scanning)! !

!! !



30





• describe!the!importance!of!mitosis!and!meiosis!in!living!things!

• describe!the!process!of!mitosis!and!cell!differentiation!for!the!growth,!repair!and!replacement!of!cells!and!tissues!!

!• research!forms!of!asexual!and!sexual!

reproduction!in!plants!and!animals!!

• explain!the!role!of!meiosis!in!sexual!reproduction!

!• research!internal!and!external!fertilisation,!

in!relation!to!the!number!of!ova!and!sperm!produced,!the!success!of!fertilisation,!parental!care!and!survival!of!the!offspring!

L1!!explain!the!need!for!the!reproduction!of!cells!of!an!organism!L2!!investigate!different!methods!of!reproduction!in!organisms!using!examples!and!discuss!the!advantages!and!disadvantages!of!each!method!(Key!idea:!!Transfer!of!genetic!information!(chromosomes!and!genes!only))!L3!!investigate!regeneration!and!or!cancer!in!animals!L4!!research!and!submit!a!presentation!on!external!versus!internal!fertilisation!in!animals!!

• describe!causes!of!infectious!and!non!infectious!diseases!and!how!diseases!can!be!prevented!

• describe!the!cause!of!infectious!and!non9infectious!diseases!and!the!body’s!responses!to!the!diseases!

!• investigate!local!vaccination!programs!and!

the!diseases!they!control!!

• describe!how!the!nervous!and!endocrine!systems!work!to!maintain!humans!as!functioning!organisms!

!

L5!!investigate!the!causes,!the!body’s!response!to,!the!treatment!of!and!control!of!some!infectious!and!non9infectious!diseases!both!in!the!UAE!and!in!the!wider!global!community!L6!!discus!how!the!risk!of!developing!infectious/non9infectious!diseases!is!minimised!in!screening!and!vaccination!programmes!L7!!investigate!the!voluntary!and!involuntary!transmission!of!messages!in!the!nervous!system!L8!!assess!the!role!of!hormones!in!growth!and!development!L9!!explain!using!examples!the!interdependent!relationship!between!!the!endocrine!system!and!the!nervous!system!by!investigating!the!regulation!of!body!temperature,!blood!sugar!levels,!and!blood!pressure!

!! !



31





• use!the!theory!of!plate!tectonics!to!explain!the!dynamic!nature!of!the!lithosphere!and!the!Earth’s!internal!structure!

• plot!the!location!of!earthquakes!and!active!volcanoes!on!a!world!map!and!identify!the!volcanic!and!earthquake!belts!

!• use!the!theory!of!plate!tectonics!to!explain!

earthquake!and!volcanic!activity!and!the!formation!of!mountains!

!• research!the!relationship!between!

earthquake!waves!and!the!internal!structure!of!the!Earth!

!• identify!methods!to!minimise!the!impact!of!

natural!events!on!humans,!including!volcanic!eruptions!and!earthquakes!!

E1!!!compare!the!location!of!volcanic!and!earthquake!belts!to!plate!boundaries!on!a!world!map!E2!!!use!the!theory!of!plate!tectonics!to!explain!why!earthquakes!happen,!volcanoes!exist!and!how!mountains!are!formed!E3!!!explain!why!volcanoes!are!unlikely!to!exist!in!the!UAE!E4!!investigate!the!use!of!seismic!waves!by!geologists!to!study!the!internal!structure!of!the!Earth!E5!!research!methods!of!minimising!the!impact!of!natural!events!on!humans,!including!volcanic!eruptions!and!earthquakes!

• describe!the!different!forms!of!fossils!and!the!conditions!under!which!they!form!

• investigate!the!conditions!under!which!different!fossils!may!form!

!• describe!how!fossils!and!rock!strata!can!

assist!our!interpretation!of!geological/evolutionary!history!

!

E!6!!investigate!where!fossils!are!found!and!the!reasons!why!they!are!found!there!E!7!!describe!the!process!of!fossilisation!E!8!!examine!rock!strata!and!fossil!evidence!to!make!inferences!about!geological/evolutionary!history!

!! !



32





• students!independently!plan,!conduct,!process!and!evaluate!investigations.!They!distinguish!an!aim!from!a!hypothesis,!justify!their!use!of!equipment,!present!data!in!graphical!form,!and!describe!the!importance!of!controlling!variables!to!provide!a!reliable!and!valid!conclusion.!

• demonstrate!the!use!of!safe!and!hygienic!work!practices!including!the!correct!use!of!safety!equipment!



S1!!work!safely!and!hygienically!in!a!laboratory!or!the!field!according!to!standard!laboratory!rules!S2!!use!a!range!of!scientific!equipment!to!accurately!carry!out!simple!measurements!(measuring!cylinders,!thermometers,!balances,!stopwatches,!rulers!etc.)!S3!!set!up!equipment!efficiently,!safely!and!independently!S4!!identify!some!risks!involved!in!an!experiment!and!apply!preventative!measures!

• identify!a!problem!and!independently!produce!an!appropriate!investigation!plan!

• propose!possible!sources!of!data!and/or!information!relevant!to!the!investigation!

• specify!the!dependent!and!independent!variables!in!planning!controlled!experiments!


• evaluate!and!modify!experimental!procedures!to!improve!reliability!

• select!and!use!an!appropriate!method!to!acknowledge!sources!of!information!

S5!!conduct!investigations!in!teams!where!each!student!has!an!assigned!role!S6!!design!an!investigation!applying!scientific!method!S7!!conduct!sufficient!trials!to!ensure!reliability!S8!!predict!outcomes!to!experiments!following!investigative!research!!S9!!record!and!process!results!systematically!S10!!deduce!a!conclusion!from!their!results!S11!!critically!evaluate!results!by!identifying!possible!sources!of!error!and!suggest!improvements!!!!S12!!suggest!further!questions!based!on!findings!of!the!investigation!S13!!apply!newly!acquired!knowledge!from!investigations!to!new!and!existing!situations!S14!!use!the!correct!referencing!protocols!

!! !



33





• name!a!range!of!compounds!based!on!their!chemical!composition!

• use!atomic!structure!to!identify!trends!and!patterns!in!the!elements!in!the!Periodic!Table!and!in!the!formation!of!compounds!and!molecules!

!

M1!!apply!an!understanding!of!electron!arrangement!to!identify!trends!and!patterns!of!element!properties!in!the!Periodic!Table!whether!down!a!group!or!across!a!period!e.g.!a!trend!in!metallic!character,!atomic!radius,!density,!melting!point!and!boiling!point!M2!!state!the!name,!charge!and!formulae!of!ion!elements!1920!using!the!Periodic!Table!M3!!outline!the!formation!of!ionic!and!covalent!bonds!using!examples!

• write!balanced!chemical!equations!for!a!range!of!common!reactions!using!internationally!recognized!symbols!

• recognise!atoms,!molecules!and!compounds!from!their!symbols!and!formulae!

!

• use!internationally!recognised!symbols!to!write!formulae!for!common!compounds!

!

• name!a!range!of!compounds!from!their!chemical!formulae/composition!

!

• recognise!the!distinguishing!features!of!a!chemical!reaction!and!relate!this!to!the!re9organisation!of!atoms!

!

• use!the!Law!of!Conservation!of!Matter!to!balance!a!range!of!common!chemical!reactions!

!

• conduct!investigations!to!demonstrate!the!following!types!of!chemical!reactions:!combustion,!corrosion!

!

• write!equations!representing!common!reaction!types!

M4!!construct!formulae!of!ionic!compounds!given!the!ions!and!the!following!compound!ions:!CO329,!SO429,!NO39,!OH9,!PO439,!NH4+!M5!!research!chemical!names!and!properties!of!common!household!substances!M6!!identify!the!reactants!and!products!in!a!chemical!reaction!M7!!recognise!evidence!that!indicates!a!chemical!reaction!M8!!outline!that!chemical!reactions!involve!rearrangement!of!atoms!and!the!release!or!absorption!of!energy!M9!!explain!that!the!Law!of!Conservation!of!Matter!simply!means!that!in!a!chemical!equation!the!number!and!types!of!atoms!for!the!reactants!and!products!must!be!the!same!M10!!distinguish!between!balanced!and!unbalanced!equations!M11!!construct!balanced!equations!given!the!reactants!and!products!of!an!equation!M12!!conduct!experiments!to!investigate!the!following!types!of!reaction:!combustion,!corrosion!(including!factors!affecting!rate!of!corrosion),!decomposition!(including!thermal,!electrolytic!and!catalytic),!!M13!outline!the!test!for!Oxygen!M14!!construct!word!and!symbol!equations!for!one!example!of!each!of!the!above!types!of!reaction!!

!! !



34





• use!a!model!of!the!atom!to!describe!radioactive!particles!

• identify!the!different!forms!of!nuclear!radiation!!

!• identify!sources!of!background!radiation!

and!its!measurement!!

• study!the!impact!of!radioactive!substances!on!society!

P1!!carry!out!a!comparison!of!nuclei!to!describe!isotopes!and!radioisotopes!P2!!!identify!three!forms!of!nuclear!radiation!as!α!(alpha),!β!(beta)!and!γ!(gamma)!P3!!investigate/simulate!radioactivity!to!determine!the!properties!of!α,!β!and!γ!particles!P4!!list!some!sources!of!background!radiation!P5!!prepare!a!case!study!to!evaluate!the!use!of!nuclear!power!and!implications!for!its!citizens!and!the!environment!

• use!Newton’s!Laws!of!Motion!to!solve!problems!involving!force,!mass,!acceleration!and!inertia!

• explain!the!relationship!between!mass!and!weight!under!different!circumstances!

!• investigate!Newton’s!2nd!and!3rd!Laws!of!

Motion!!

• apply!Newton’s!Laws!of!Motion!to!rides!in!amusement!parks,!travelling!in!a!car!and!space!exploration!

!• plan,!design!and!conduct!an!investigation!to!

show!the!relationship!between!distance,!time,!speed!and!acceleration!

P6!!explain!using!examples!the!relationship!between!mass!and!weight!P7!!describe!similarities!and!differences!in!mass!and!weight!at!different!points!in!the!solar!system!P8!!conduct!investigations!to!examine!Newton’s!2nd!Law!in!terms!of!mass,!acceleration!and!force!P9!!analyse!investigations!to!graphically!show!the!relationship!between!force!and!acceleration!P10!!carry!out!experiments!to!illustrate!Newton’s!3rd!Law,!e.g.!balloon!rockets,!students!on!skateboards/frictionless!surfaces!P11!!research!the!application!of!Newton’s!three!laws!of!motion!to!describe!and!explain!any!familiar!situation.!Examples:!free!fall,!roller!coaster!rides!in!amusement!parks,!seatbelts!in!a!car!crash,!motion!of!astronauts!on!a!spacewalk!or!any!recreational!sport!P12!!plan!and!conduct!experiments!to!investigate!speed,!time!and!acceleration!for!linear!motion!P13!!construct!and!analyse!speed!vs.!time!graphs!(constant!acceleration!only)!P14!!construct!and!analyse!an!acceleration!vs.!time!graph!(constant!acceleration!only)!

!! !



35





• construct!and!use!a!model!of!the!DNA!molecule!and!a!human!karyotype!to!describe!inheritance!

• relate!the!Watson9Crick!model!of!DNA!to!the!structure!of!chromosomes,!genes,!mutations!and!modern!applications!arising!from!DNA!Technology!

!

• research!the!effects!of!mutations!that!occur!in!body!cells!and!in!gametes!

!

• construct!a!pedigree!showing!an!inherited!trait!

L1!!describe!the!relationship!between!DNA,!chromosomes!and!genes!using!the!Watson9Crick!DNA!model!L2!!research!examples!of!DNA!mutations!caused!by:!replication!errors,!radiation,!carcinogens!and!normal!mixing!up!of!chromosomes!in!meiosis!(use!human!karyotype)!L3!!distinguish!between!recessive!and!dominant!traits!using!examples!L4!!!construct!and!analyse!simple!pedigrees!showing!dominant!or!recessive!traits!L5!investigate!modern!applications!of!DNA!technology,!eg.!Forensic!science!!

• use!the!theory!of!evolution!by!natural!selection!to!explain!the!origin!of!new!species!

• describe!the!theory!of!evolution!by!natural!selection!

!

• describe!evidence!that!suggests!that!present!day!species!have!evolved!from!previous!species!

!

• develop!a!timeline!to!reflect!the!major!evolutionary!changes!in!life!forms!

!

• identify!species!of!plants!and!animals!that!are!at!risk!of!extinction!due!to!human!activities!

!

• examine!ways!to!protect!and!conserve!native!plants!and!animals!that!are!at!risk!

!

• describe!the!nitrogen!cycle!and!the!importance!of!this!cycle!to!the!survival!of!organisms!in!ecosystems!

L6!!investigate!examples!of!natural!selection!(the!peppered!moth,!finches!in!the!Galapagos!Islands,!drug!resistance!in!bacteria!etc.)!Key!Ideas:!Variations!in!the!population!caused!by!mutations,!!survival!of!the!fittest,!!favourable!variation!inherited!by!offspring!L7!!analyse!the!evidence!for!evolution!that!includes!fossil!records,!comparative!anatomy,!biochemistry!and!biogeography!L8!!research!major!evolutionary!changes!in!life!forms!from!approximately!4.5!billion!years!ago!and!map!these!events!on!a!simple!timeline!L9!!investigate!some!endangered!species!of!plants!and!animals!in!the!UAE!and!present!a!report!in!a!suitable!format.!!Key!Ideas:!!Clearly!explain!why!these!species!have!become!endangered,!!explain!the!need!for!the!protection!of!these!species!in!terms!of!world!biodiversity,!outline!the!role!of!local!agencies!in!and!the!effectiveness!of!their!programmes!to!date!L10!!discuss!the!importance!of!the!nitrogen!cycle!in!maintaining!the!balance!of!organisms!in!an!ecosystem!

!! !



36





• describe!natural!events!and!cycles!that!lead!to!extinctions!and!the!evolution!of!new!life!forms!

• describe!how!catastrophic!events!known!as!mass!extinctions!have!occurred!during!the!evolution!of!life!on!Earth!

!• explain!possible!causes!of!future!mass!

extinctions!

E1!!inquire!about!the!different!mass!extinctions!on!our!planet!(Discuss!evidence!of!mass!extinctions!and!new!evolutionary!pathways)!E2!!evaluate!evidence!to!support!different!theories!of!mass!extinctions!E3!!discuss!how!catastrophic!events!could!lead!to!very!difficult!living!conditions!for!humans!

• describe!recent!developments!in!our!understanding!of!our!Solar!System!and!the!universe!gained!from!our!use!of!technologies!

• describe!the!life!cycle!of!a!star!!

• describe!geostationary!satellites!in!relation!to!their!position!and!uses!

!• describe!the!uses!in!everyday!life!of!

materials,!technology!and!products!that!were!invented!as!part!of!the!space!program!

E4!!construct!a!timeline!showing!the!main!features!of!the!formation!of!the!universe!E5!!construct!a!model!to!explain!a!star’s!life!cycle!E6!!investigate!geostationary!satellites!and!some!of!their!uses!E7!!research!products!(and!their!uses)!that!were!invented!due!to!the!space!program:!e.g.!the!TV!satellite!dish,!Teflon,!MRI!scanning!equipment,!fire!fighting!equipment,!smoke!detectors!and!cordless!tools!E8!!outline!some!benefits!of!the!space!programme!to!society!

!!!!!!!!!!!!!!!!!!

Documents

0'1*$'231*4' 2/5-3./+$/1'67$/8#'69:';*9-' !##$%&'(( )#*'+, · Accuracy!and! precision! Language! and!Literacy! Demonstrating! and! reconstructing! Perseverance! Persistence! ... (POGIL!Instructor's!Guide:!)!!

0'1$'2314' 2/5-3./+$/1'67$/8#'69:';9-' !##$%&'(( )#'+, · Accuracy!and! precision! Language! and!Literacy! Demonstrating! and! reconstructing! Perseverance! Persistence! ... (POGIL!Instructor's!Guide:!)!!