Integrated Science Curric Curr Forms4 5

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REPUBLIC OF TRINIDAD AND TOBAGOMINISTRY OF EDUCATION

Secondary Education Modernization Programme

SECONDARY SCHOOL CURRICULUM

Forms 4 5

Integrated Science

Curriculum Planning and Development Division, Ministry of Education2009


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Ministry of Education

Published in 2009 by the

Curriculum Planning and Development Division

Ministry of Education

18 Alexandra Street

St. Clair

Port of Spain

Republic of Trinidad and Tobago

ISBN: 978-976-42-0010-9

Printed by Trinpad Limited, A Member of the Office Authority Group


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Table of Contents

Ministers Foreword iiiA Note to Teachers v

Acknowledgements vii

Part 1: The National Curriculum for Forms 4 and 5Background 1The Secondary Curriculum 2The Curriculum Underpinnings 3The Essential Learning Outcomes 4The Curriculum Design and Development Process 10Teaching of English Language across the Curriculum 13Education Policies that Impact on the Curriculum 14Curriculum Content and Learning Resources 16The Core Curriculum Subjects 16Curriculum Implementation 17References 20

Part 2: The Integrated Science Curriculum Forms 4 and 5 21Acknowledgements 23Vision Statement 25Rationale for Teaching and Learning Science 26General Intended Learning Outcomes 29Structure of the Curriculum Document 30Programme for Form Four 33Programme for Form Five 39

Module 1: Health and Wellness 43Module 2: Diseases 49Module 3: Science in Sports 55Module 4: Chemistry at Work 61Module 5: Industries in Trinidad and Tobago 69Module 6: Electricity at Work 77Module 7: Sound and Communication 85Module 8: Characteristics of Ecosystems 93Module 9: Concepts in Plant Science 101Module 10: Natural Phenomena and Disasters 111

Part 3: Teaching and Assessment Strategies 119Proposed Teaching and Learning Strategies 121Assessment in the Science Curriculum 123

Part 4: Glossary and References 125Glossary 127References 128


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A Note to Teachers

These Curriculum Guides have been developed by educators, including practising teachers, forteachers. They are intended to assist you to prepare students to meet the rapidly changingdemands of life in the 21st century, while ensuring that they acquire the core of generalknowledge and experience essential for later education and employment. The new curriculumthat they represent is designed to guide the adoption of a more student-centred approach toinstruction and the provision of learning opportunities that are relevant to todays students andinclusive of varied learning needs and interests.

Since the beginning of the curriculum development process, we have seen profound changes inthe use of technology in education and there is no doubt that similar shifts will take place in thecoming years. The challenge for us as educators is to find ways to make our approach toteaching flexible, progressive, and responsive, so that we embrace and motivate change where

it benefits learners. This entails becoming lifelong learners ourselves and creating environmentsthat provide necessary community support and foster professional development.

The Guides embody the culmination of seven years of development and revision activity. TheNational Curriculum will, however, be regularly reviewed to ensure that it continues to meetthe needs of all students and matches the goals of society. Your input in this process is vital andwe welcome and encourage your ongoing feedback.

Instructional decisions must be based on sound, contemporary educational theory, practice,

and research. These documents will serve as important guides for the development of instructional programmes to be implemented at the school and classroom levels. They areorganized in several parts. Part 1 is common to all and provides the general philosophy andaims in which every subject is anchored. Part 2 is specific to each subject and includes specificoutcomes and sample activities and strategies that may be used to achieve them. The rest of the document is designed to suit the particular needs of each subject area. All the Guidesinclude suggested assessment strategies and recommended resources.

We in the Curriculum Planning and Development Division are confident that the new NationalCurriculum Guides for Forms 4 and 5 will contribute significantly to enhanced teaching andlearning experiences in our secondary schools and, consequently, the achievement of personallearning and national educational goals.

Sharon Douglass-MangrooDirector of Curriculum DevelopmentAugust 2008


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Acknowledgements

The Ministry of Education wishes to express its sincere appreciation to all those whocontributed to the Curriculum development and revision processes from 2000 to the present.

The staff of the Coordinating Unit of the Secondary Education ModernizationProgramme (SEMPCU), past and present, provided technical assistance and planned,organized, and conducted the various exercises over the years. They include Mr.Maurice Chin Aleong, Mr. Lloyd Pujadas, Ms. Patricia Sealey, Mr. Arnott West, Dr.Stephen Joseph, Ms. Renee Figuera, and Ms. Roslyn Elias.

Mrs. Sharon Douglass-Mangroo, Director of Curriculum Development, led thecurriculum development sub-component and coordinated the curriculum developmentand revision activities.

Mrs. Dipwatee Maharaj, Director of Curriculum Planning and Development, whosupervised the completion of the curriculum development process.

Dr. Robert Sargent guided the early curriculum development process.

The Principals of the pilot schools generously contributed teachers and participated inregular meetings to provide valuable feedback on field tests.

The Principals of non-pilot schools kindly released teachers to take part in writingactivities.

The staff of the School Libraries Division actively joined in workshops, facilitatedresearch, and contributed to the infusion of information technology into the curriculum.

Editors, past and present: Ms. Avril Ross, Ms. Lynda Quamina-Aiyejina, and Ms. PatriciaWorrell devoted time, energy, and knowledge to editing the several versions of thedocuments.

The Administrative staff of the Curriculum Development Division spent long hourstyping and retyping the documents.

Officers of the Divisions of Educational Services, Schools Supervision, Student Support

Services, and Educational Research and Evaluation provided support as needed. Teachers throughout the secondary school system responded to requests for comments

and other forms of feedback.

The Curriculum Officers and members of the Curriculum Writing Teams brought theirknowledge, skills and practical experiences of teaching and learning to the curriculumdevelopment workshops and skillfully synthesized all to produce these documents.


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Part 1The National Curriculum for

Forms 4 and 5


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Background

From the Ministry of Educations Corporate Plan 20082012 (p. 4)

The Government of Trinidad and Tobago, in its Vision 2020 Draft National Strategic Plan , has

articulated a vision of a united, resilient, productive, innovative, and prosperous nation with adisciplined, caring, fun-loving society comprising healthy, happy and well-educated people andbuilt on the enduring attributes of self reliance, respect, tolerance, equity and integrity

Towards the achievement of this Vision, the Government has articulated five developmentalpillars:

Developing Innovative PeopleNurturing a Caring SocietyGoverning EffectivelyEnabling Competitive BusinessInvesting in Sound Infrastructure and Environment

The Ministry of Education has been identified as one of the champions for developinginnovative people. Central to the realization of this pillar is A highly skilled, well-educatedpeople aspiring to a local culture of excellence that is driven by equal access to learningopportunities.

In conjunction with other key Ministries, the Ministry of Education has been charged with therealization of the following goals:

The people of Trinidad and Tobago will be well known for excellence in innovation.Trinidad and Tobago will have a seamless, self-renewing, high-quality education system.

A highly skilled, talented and knowledgeable workforce will stimulate innovation drivengrowth and development.

The richness of our diverse culture will serve as a powerful engine to inspire innovation andcreativity.


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Nationally, the reform of the education system is driven by several local, regional andinternational perspectives. We are committed to a seamless, self-renewing, high-qualityeducation system underpinned by a National Model for Education. This National Model hasthree (3) foci as follows:

I. To ensure an alignment of the Education System to Governments Strategic PlanVision 2020 which mandates that the education system produces caring andinnovative citizens

II. To ensure that the Education System produces citizens with a sense of democracy,respect for the rights of others and elders and with the ability to contributemeaningfully to the social and economic development of the country

III. To build a strong sense of nationalism and patriotism in our citizens. (p. 7)

The Secondary Curriculum

In its commitment to comprehensive reform and expansion of the secondary school system, theGovernment of the Republic of Trinidad and Tobago, in 1996, adopted the report of theNational Task Force on Education as educational policy. The specific recommendations for theimprovement of secondary education led to discussions with the Inter-American Development

Bank (IDB) for loan funding arrangements for a programme, the Secondary EducationModernization Programme (SEMP), to modernize secondary education in Trinidad and Tobago.One of the intended outcomes of this programme was improved educational equity andquality .

The Curriculum Guides produced for Forms 4 and 5 in eight subject areas are among theproducts and contribute to this outcome.


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The Curriculum Underpinnings

The new Curriculum has been informed by a wealth of available curriculum theories and

processes.

The major forces that influence and shape the organization and content of the Curriculumoriginate from:

1. Educational philosophy and the nature of knowledge

2. Society and culture

3. The learner and learning process

4. The nature and structure of subject matter to be learned

5. Learning theories

Considerations of these areas represent the foundation on which the National Curriculum isbuilt. The philosophical concerns and educational goals that shaped the Curriculum also formedthe basis for the dialogue with stakeholders in which the Curriculum Development Divisionengaged, with the aim of developing a coherent, culturally focused, and dynamically evolvingCurriculum.

An internal analysis of the Education System, together with the research conducted ininternational forums, has shown that the curriculum is core to the development of innovativepeople. This Curriculum is aimed at attaining six Essential Learning Outcomes. The six Outcomesidentified help to define universally accepted goals that have been developed and underscoredby other educational jurisdictions and that have been agreed to be essential. The EssentialLearning Outcomes help to define standards of attainment for all secondary school students.


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The Essential Learning Outcomes

The learning outcomes deemed essential are in the areas of:

Aesthetic Expression

Citizenship

Communication

Personal Development

Problem Solving

Technological Competence

The achievement of these Essential Learning Outcomes by all students is the goal that everycore curriculum subject must facilitate. The core curriculum subjects; their content; and theteaching, learning, and assessment strategies are the means to fulfill this end.

It is expected that by the end of the third year of secondary school, students achievement in allsix areas will result in a solid foundation of knowledge, skills, and attitudes that will constitute aplatform for living in the Trinidad and Tobago society and making informed choices for furthersecondary education.

The Essential Learning Outcomes are described more fully below.

Aesthetic Expression

Students recognize that the arts represent an important facet of their development, and theyshould respond positively to its various forms. They demonstrate visual acuity and aestheticsensibilities and sensitivities in expressing themselves through the arts.


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Students, for example:

use various art forms as a means of formulating and expressing ideas, perceptions, and

feelings;

demonstrate understanding of the contribution of the arts to daily life, cultural identity, anddiversity;

demonstrate understanding of the economic role of the arts in the global village society;

demonstrate understanding of the ideas, perceptions, and feelings of others as expressed invarious art forms;

demonstrate understanding of the significance of cultural resources, such as museums,theatres, galleries, and other expressions of the multicultural reality of society.

Citizenship

Students situate themselves in a multicultural, multi-ethnic environment, and understandclearly the contribution they must make to social, cultural, economic, and environmentaldevelopment in the local and global context.


demonstrate understanding of sustainable development and its implications for theenvironment locally and globally;

demonstrate understanding of Trinidad and Tobagos political, social, and economicsystems in the global context;

demonstrate understanding of the social, political, and economic forces that have shapedthe past and present, and apply those understandings to the process of planning for thefuture;


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examine issues of human rights and recognize and react against forms of discrimination,violence and anti-social behaviours;

determine the principles and actions that characterize a just, peaceful, pluralistic and

democratic society, and act accordingly;

demonstrate understanding of their own cultural heritage and cultural identity, and that of others, as well as the contribution of the many peoples and cultures to society.

Communication

Students use their bodies, the symbols of the culture, language, tools and various other mediato demonstrate their deeper understandings of synergies inherent in the exchange of ideas and

information, and thus to communicate more effectively.


explore, reflect on, and express their own ideas, learning, perceptions, and feelings;

demonstrate understanding of facts and relationships presented through words, numbers,symbols, graphs, and charts;

demonstrate sensitivity and empathy where necessary in communicating various kinds of emotions and information;

present information and instructions clearly, logically, concisely, and accurately for a varietyof audiences;

interpret and evaluate data, and express their conclusions in everyday language;

critically reflect on and interpret ideas presented through a variety of media.


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Personal Development

Students grow from inside out, continually enlarging their knowledge base, expanding theirhorizons, and challenging themselves in the pursuit of a healthy and productive life.


demonstrate preparedness for the transition to work and further learning;

make appropriate decisions and take responsibility for those decisions;

work and study purposefully, both independently and in cooperative groups;

demonstrate an understanding of the relationship between health and lifestyle;

discriminate among a wide variety of career opportunities; demonstrate coping, management, and interpersonal skills;

display intellectual curiosity, an entrepreneurial spirit, and initiative;

reflect critically on ethical and other issues;

deal effectively with change and become agents for positive, effective change.


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Problem Solving

Students know problem solving strategies and apply them to situations they encounter. Theydemonstrate critical thinking and inquiry skills with which they process information to solve a

wide variety of problems.


acquire, process, and interpret information critically to make informed decisions;

use a variety of strategies and perspectives flexibly and creatively to solve problems;

formulate tentative ideas, and question their own assumptions and those of others;

solve problems individually and collaboratively;

identify, describe, formulate, and reformulate problems;

frame and test hypotheses;

ask questions, observe relationships, make inferences, and draw conclusions;

identify, describe, and interpret different points of view;

distinguish facts from opinions.


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Technological Competence

Students are technologically literate, understand and use various technologies, anddemonstrate an understanding of the role of technology in their lives, in society, and in the

world at large.


locate, evaluate, adapt, create, and share information using a variety of sources andtechnologies;

demonstrate understanding of and use existing and developing technologiesappropriately;

demonstrate understanding of the impact of technology on society;

demonstrate understanding of ethical issues related to the use of technology in localand global contexts.


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The Curriculum Design and Development Process

In order to achieve the outcomes defined by the underpinning philosophy and goals, the

Curriculum Development Division of the Ministry of Education embarked on a design anddevelopment programme consonant with accepted approaches to curriculum change andinnovation.

Curriculum Design

This Curriculum displays a learner-centered design. Its philosophical assumptions are mainlyconstructivist. Its major orientation is to curriculum as self-actualization. The Curriculum isstudent-centred and growth oriented. It seeks to provide personally satisfying experiences foreach student. As the student moves from one level to another, activities also expand to allowhim/her new insights and approaches to dealing with and integrating new knowledge.

Curriculum Development

The first stage of the curriculum development process consisted of consultations withstakeholders from a cross-section of the national community. Consultations were held withprimary and secondary school teachers; principals; members of denominational school boards;members of the business community; the executive of the Trinidad and Tobago UnifiedTeachers Association (TTUTA); representatives from The University of the West Indies (UWI),John S. Donaldson Technical Institute, San Fernando Technical Institute, Valsayn TeachersCollege and Caribbean Union College; parents; librarians; guidance counsellors; students;curriculum officers; and school supervisors. They were focused on the philosophy, goals, andlearning outcomes of education.


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The result of these consultations was agreement on:

the concept of a core, that is, Essential Learning Outcomes consisting of skills, knowledge,attitudes, and values that students must acquire at the end of five years of secondaryschooling;

the eight subjects to form the core;

the desirable outcomes of Secondary School Education in Trinidad and Tobago.

In Stage 2 of the process, the officers of the Curriculum Development Division studied thereports of the consultations, the Education Policy Paper, the reports of the Curriculum TaskForce and the Task Force for Removal of Common Entrance, as well as newspaper articles and

letters to the editor on education during the preceding five years. The School Libraries Divisionand the Division of School Supervision assisted the Curriculum Development Division in thistask. The result of the study was the identification and articulation of a set of desirableoutcomes and essential exit competencies to be possessed by all students on leaving school. Alllearning opportunities, all teaching and learning strategies, and all instructional plans are tocontribute to the realization of these outcomes and competencies.

At Stage 3, 10 existing schools were identified to pilot the new Curriculum. Teachers from eightsubject areas were drawn from these schools to form Curriculum Writing Teams for eachsubject. Teachers with specific subject or curriculum development skills from other schoolswere also included in the teams. The outputs of this phase included learning outcomes specificto each subject that contribute to the fulfillment of the national outcomes; subject content; andteaching, learning, and assessment strategies to support the outcomes.

The draft Curriculum Guides for Forms 1 and 2 were approved by Cabinet for introduction intoschools on a phased basis in September 2003. The draft guides for Form 3 were completed andintroduced in the following year. Introduction of the new guides was accompanied by

professional development and training for principals and teachers. The Ministry also began tosupply new and/or upgraded facilities for teaching and learning, and educational technology. Atthe same time, work began on a new assessment and certification system.


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Curriculum Revision

As implementation proceeded, feedback was received in the Curriculum Development Divisionthrough school visits, workshops, and reviews by UWI lecturers and other stakeholders. In 2007,

a survey was conducted among teachers, followed by focus group meetings, in order toconcretize feedback before embarking on the revision process. As in the original curriculumdevelopment exercise, revisionthe final stagewas carried out by teams of practising teachersled by officers of the Curriculum Development Division.


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Teaching of English Language across the Curriculum

Language is a uniquely human capacity. The development of language skills and the ability tounderstand and use language correctly, competently, and effectively is fundamental to the

learning outcomes expressed in the national curriculum. Three simultaneous kinds of learningare envisaged: students learn language, they learn through language, and they learn aboutlanguage.

The National Curriculum envisages that language development of students takes place acrossthe curriculum and is therefore to be addressed in all subject areas. Students will develop anduse patterns of language vital to understanding and expression in the different subjects thatmake up the Curriculum.

Language plays a major role in learning and occurs when students use the major modes of languagelistening, speaking, reading, and writingto achieve various purposes, among them:to communicate with others; to express personal beliefs, feelings, ideas, and so on; forcognitive development in various subjects of the curriculum; and to explore and gain insightinto and understanding of literature. Language is linked to the thinking process, and its useallows students to reflect on and clarify their own thought processes and, thus, their ownlearning.

The student of Trinidad and Tobago functions in a bidialectal context, that is, the naturallanguage of the student, the Creole, differs from the target language and the language of instruction, Internationally Acceptable English. Both languages are of equal value and worthand are to be respected. Students use their own language as a tool for interpreting the contentof the curriculum and for mastering it, and are to be taught to use the target language aseffectively and effortlessly as they would their natural language.

The exponential growth in information and the use of information and communicationtechnologies provide the opportunity for students to be critical users of information. Languagedevelopment and use in this context is also addressed in all subject areas.


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Education Policies that Impact on the Curriculum

There are several Ministry of Education policies that impact on the National SecondaryCurriculum, though some are still in the process of formalization. These include the National

Model for Primary and Secondary Education in Trinidad and Tobago, the ICT policy, Standardsfor the Operation of Schools, and Quality Standards. Copies of these documents may beobtained from the Ministry offices or the website at www.moe.gov.tt . Three policies that havedirect impact on the development and implementation of the Curriculum are discussed below.

National Curriculum Policy

A Draft National Curriculum Policy has been approved by Cabinet for consultation withstakeholders. The Policy statements are summarized as follows:

1. The Curriculum must articulate with the goals of national development and be supportive of the aspirations of individuals and their personal development. It must provide opportunitiesfor every student to be equipped with the knowledge, skills, attitudes, values, anddispositions necessary for functioning in an interactive, interdependent society.

2. The Curriculum must be so managed as to ensure the provision of a quality curriculumexperience for all students at all levels of the system.

3. At every level of the system, there must be equitable provision of requisite facilities,resources, services, and organizational structures that are conducive to and supportive of effective learning and teaching and healthy development.

4. Continuous quality management must support all curriculum and related activities at everylevel of the system.

5. Ongoing research and professional development activities must equip educationpractitioners for continued effective practice.

Though not yet formally accepted, these statements are worthy of consideration at all stages of the curriculum cycle.


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Inclusive Education Policy

The Ministry of Education is committed to support the delivery of inclusive education in allschools by providing support and services to all learners, and by taking appropriate steps to

make education available, accessible, acceptable and adaptable to all learners. An inclusivecurriculum is acknowledged to be the most important factor in achieving inclusive education. Inplanning and teaching the school curriculum, teachers are therefore required to give dueregard to the following principles:

The National Curriculum Guides set out what most students should be taught at lowersecondary school but teachers should teach the required knowledge and skills in ways thatsuit students interests and abilities. This means exercising flexibility and drawing fromcurricula for earlier or later class levels to provide learning opportunities that allow studentsto make progress and experience success. The degrees of differentiation exercised willdepend on the levels of student attainment.

Varied approaches to teaching, learning, and assessment should be planned to allow allstudents to participate fully and effectively. Account should be taken of diverse cultures,beliefs, strengths, and interests that exist in any classroom and that influence the waystudents learn.

Students with special needs shall receive additional instructional support in the context of the regular curriculum, not a different one. The guiding principle of equity is to supplystudents who need it with additional help to achieve set standards rather than to lower thestandards.

Continuous formative evaluation must be used to identify learning needs and to shapeinstruction, thus maximizing students opportunities for achieving success. Assessmentstrategies must be appropriate to the way the curriculum is designed and delivered, as wellas to each students individual learning profile and stage of development.

Suitable technology shall be used in instruction to facilitate learning and enhance success.

ICT in the Curriculum

The following statements are taken from the Ministry of Educations ICT in Education Policy (pp.2829) .


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Curriculum Content and Learning Resources

Curriculum and content must increasingly maximize the use of ICT.

ICT must be integrated into the development and delivery of the curriculum.

ICT integration and ICT competency measures across the curriculum shall be driven throughthe development and delivery of an ICT-infused curriculum.

The Core Curriculum Subjects

These are subjects for which every student is required to demonstrate achievement of thestated outcomes in Forms 4 and 5. Additional subjects that contribute to students holisticdevelopment and further their interests and aspirations may also be offered thereafter.

A minimum time allocation is recommended for each core subject. The Principal, asinstructional leader of the school, will make the final decision according to the needs of thestudents and the resources available at any given time.

The subjects and the time allocations are as follows:

Subject No. of Periods Subject No. of Periods

English/Language Arts 6 Mathematics 5

Science

4

Health and PhysicalEducation

2

Spanish4

Visual and PerformingArts

4

Social Studies 4

At the end of Form 5, students will be assessed for the National Certificate of SecondaryEducation (NCSE), Level 2.


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Curriculum Implementation

Implementation of the Curriculum is a dynamic process, requiring collaboration of thedevelopers (curriculum teams) and users (teachers). In implementation, teachers are expected

to use the formal curriculum, as described in the Curriculum Guides, to plan work and teach in amanner that accomplishes the objectives described. Teachers translate those objectives intounits of study, determining the appropriate sequence and time allocation according to thelearning needs of their students. The new Curriculum Guides provide sample teaching andassessment strategies but it is the role of the professional teacher to select and use soundteaching practices, continually assessing student learning, and systematically providingfeedback to the curriculum team for use in revising and improving the guides.

The Curriculum Development System advocated by the Ministry of Education involves

stakeholders, specialist Curriculum officers, Principals, Heads of Departments, and Teachers,each with specific roles and responsibilities. Some of these are outlined in the table below.

SYSTEM COMPONENT MEMBERS ROLENational CurriculumCouncil

Stakeholders Advise on curriculum policy, goals, andstandards

Curriculum Planning andDevelopment Division(Head Office and Districtbased)

CurriculumOfficers

Curriculum planning Provide leadership in identifying curriculum

goals and determining the process fordevelopment of curriculum materials

Lead writing teams (includes teachers) Monitor implementation Provide teacher support Advise on processes and materials for effective

implementation and student assessment Evaluate curriculum

School Curriculum Council Principal/VicePrincipal and

Heads of Departments

Make major decisions concerning the schoolcurriculum such as assigning resources

Provide guidelines for Instructional PlanningTeams


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SYSTEM COMPONENT MEMBERS ROLEInstructional PlanningTeams/SchoolInstructional Committees

Teachers Cooperate on tasks necessary for effectiveimplementation, such as:yearly work plans, units of study, developmentof materials to individualize the curriculum,

identification and development of learningmaterials, student assessment and evaluation.

Curriculum Implementation at School Level

The School Curriculum refers to all the learning and other experiences that the school plansfor its students. It includes the formal or written curriculum as well as all other learningactivities, such as those offered by student clubs, societies, and committees, as well as sportingorganizations (e.g., cricket team, debating society, Guides, Cadets).

The School Curriculum Council develops the School Curriculum in alignment with the NationalCurriculum. It consists of the Principal and/or Vice Principal and Heads of Department. Theduties of the Council include the development of school culture, goals, vision, and curriculum inalignment with the National Curriculum and culture. It also provides support for curriculumwork and performs evaluation functions.

In providing support for curriculum work, the Council:

encourages teachers to identify challenges and try new ideas;

timetables to allow for development of curriculum materials, for example, year plans, units,instructional materials;

ensures availability of learning materials;

provides instructional leadership;

ensures appropriate strategies for student success.


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In performing evaluation functions, the Council:

monitors the curriculum (observation, test scores, student books, talks);

assesses the hidden curriculum (discipline policies, fund allocation, physical environment);

evaluates the school programme of studies.

The roles of the instructional teams and the individual teacher are described in the followingtables:

Role of School Instructional Committees

Develop/Revise/Evaluate work programmesDetermine resource needsIdentify/Develop instructional materialsConduct classroom action researchIntegrate and align curriculumIdentify and develop appropriate assessment practicesDevelop reporting instruments and procedures (student and teacher performance)Keep records

Role of the Individual Teacher

Develop/Revise instructional programmeIndividualize curriculum to suit students needs and interestsDevelop/Evaluate/Revise unit plansDevelop/Select appropriate learning materialsSelect appropriate teaching strategies to facilitate student successIntegrate as far as possible and where appropriate

Select appropriate assessment strategiesMonitor/Assess student learning; Keep recordsEvaluate student performanceEvaluate classroom programmesConduct action researchCollaborate with colleagues


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References

Trinidad and Tobago. Ministry of Education . Draft policy for information and communicationstechnology in education ; Port of Spain, Trinidad, 2005

Trinidad and Tobago. Ministry of Education . Green paper for public comment: Draft quality standards for education in Trinidad and Tobago ; Port of Spain, Trinidad, 2005

Trinidad and Tobago. Ministry of Education . Quest for excellence: Quality standards for education in Trinidad and Tobago: A Ministry of Education Green Paper first revision ;Port of Spain, Trinidad, 2005

Trinidad and Tobago. Ministry of Education . Curriculum policy: pre-primary to secondary education. draft ; Port of Spain, Trinidad, 2006

Trinidad and Tobago. Ministry of Education . The national model for education in Trinidad and Tobago (Early childhood, primary and secondary). draft ; Port of Spain, Trinidad, 2007

Trinidad and Tobago. Ministry of Education . Draft corporate plan 20082012; Port of Spain,Trinidad, 2008

Trinidad and Tobago. National Task Force on Education . Education policy paper (1993-2003)(White paper) ; Port of Spain, Trinidad, 1994

Trinidad and Tobago. Ministry of Education. Report of the Task Force for the Removal of the Common Entrance Examination; Port of Spain, Trinidad, 1998


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Part 2The Integrated Science Curriculum

Forms 4 and 5


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Acknowledgements

The Ministry of Education wishes to express its sincere appreciation to all those who contributed

to the curriculum development process. The Inter-American Development Bank (IDB) and its staff

The staff of the Coordinating Unit of the Secondary Education ModernizationProgramme (SEMPCU), past and present, provided technical assistance and planned,organized and conducted the various exercises over the years.

Mrs. Sharon Douglass-Mangroo, then Director of Curriculum Development, led theCurriculum development sub-component and coordinated the Curriculum development.

Mrs. Dipwatee Maharaj, Director of Curriculum Development, led the completion of theCurriculum.

Dr. Edrick Gift, Curriculum Consultant, guided the entire curriculum development process.

Editor, Ms. Marie Abraham, devoted time, energy and knowledge to editing thedocument.

The Administrative staff of the Curriculum Development Division spent time typing thedocument

Officers of the Divisions of Educational Services, Schools Supervision, Student SupportServices and Educational Research and Evaluation provided support as needed.

The Curriculum Officers and members of the Curriculum Writing Teams brought their knowledge, skills and practical experiences of teaching and learning to the Curriculumdevelopment workshops and skillfully synthesized all to produce the document.

Dr. June George and a team from School of Education provided an evaluation of thedocument with suggestions.


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Members of the Curriculum Writing Team

Name School/Institution

Ms Cynthia Seepaul Fyzabad Anglican SecondaryMs. Myda Ramesar Carapichaima East Secondary SchoolMs. Haseena Mohammed Arima Secondary SchoolMs. Myrtle Creese East Mucurapo Secondary SchoolMs. Lucy Carter Presentation College San FernandoMs. Farishazad Nagir Curriculum Officer, ScienceMs. Claudette Ible Curriculum Coordinator, ScienceMr. Doltan Ramsubeik Curriculum Coordinator, Science

Members of the Review Panel

Mr. Doltan Ramsubeik Curriculum Coordinator, ScienceMr. Hollis Sankar Curriculum Coordinator, ScienceMr. Terrence Manwah Curriculum Officer, ScienceMs. Farishazad Nagir Curriculum Officer, ScienceMs. Anna Singh Curriculum Officer, ScienceMs. Annisha Hosein Curriculum Officer, ScienceMs. Claudette Ible Curriculum Officer, Science


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Vision Statement

The Science Curriculum will:

stimulate students' curiosity and creativity

develop competence in the use of the

knowledge and methods of Science

develop students' critical awareness of the role

of Science in everyday living.


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Rationale for Teaching and Learning Science

Science is the study of the biological and physical environment. It is a method of problem-solving which requires that all the necessary resources and skills be used to gather objectiveevidence, analyse and synthesize that evidence, then make inferences and draw conclusions.These activities require specific skills and habits of mind, such as accuracy, discipline, andintegrity in the application of scientific principles, which are fundamental to scientific activity.The Science Curriculum is designed to develop these skills and habits of mind.

A properly conceptualized and implemented Science programme is designed to enable studentsto:

1. develop personal strengths, which include the ability to read, write, and completemathematical operations; communication skills; interpersonal and intra-personal skills;

problem-solving skills; and positive attitudes to work. Students involved in Science activitiesmay have many of their social and psychological needs met, such as the need for recognition,affection, security, and belongingness;

2. demonstrate an awareness of social realities and natural phenomena. Students naturalcuriosity can be tapped and made the prime motivating device in inspiring them to learnabout Science;

3. appreciate Science as an enjoyable activity, which includes artistic experiences. Creating projects, carrying out investigations that they planned, taking part in Science games and

contests, and recognizing that recreational activities and sports such as basketball andswimming can be explained by using scientific concepts and principles, all make Sciencemore relevant for students;

4. recognize Science as a means of advising them on how to live healthy and safe lives. Scienceteaches us about the causes and prevention of disease. It can also introduce students to thereal, scientific reasons why they should avoid dangerous drugs and alcohol;

5. recognize vocational potentials. The future revolves around Science and technologicalcompetence. There is no vocation of the future that will not be influenced by Science andTechnology. A Science education helps us to induct our students into the technologicalsociety.

It is clear, therefore, that Science helps us to understand ourselves as well as our environment.That understanding can naturally transfer to the development of the healthy, safe, and successfulinterdependence of all people.


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At the upper secondary level, students experiences in Science will lead them to have aconceptual understanding of the natural world, of mans place in it, and of his responsibility tomaintain and preserve it. At the same time, Science education will equip students with scientificknowledge and skills for employment or for further education in Technology, in Science-relatedfields and in different trades.

Thus, greater emphasis is placed in this Curriculum on the outcomes of relating Science andTechnology to each other, and to the world outside the school, as well as on the need for sustainable development. The development of students understanding of the concept of sustainability is stressed in a variety of contexts (e.g., in the study of ecology). Communicationskills and the use of appropriate terminology are given greater emphasis, for example, studentsare expected to describe what they are doing by using the terminology associated with specificscientific and technological concepts.

This Science Curriculum also builds on and reinforces certain aspects of the Language andMathematics curricula. For example, it emphasizes the importance of clear, concisecommunication, and requires the use of various charts, tables, and graphs for communicatingobservations and measurements. It also includes other forms of communication, for example, theuse of SI metric units, and experimental reports. Care must be taken to ensure that expectationsinvolving SI metric units and other communication-related knowledge and skills are consistentwith the expectations in Language and Mathematics for the relevant year levels.

Characteristics of a Good Scientist

In this Curriculum , the study and practice of Science should support an individuals developmentin three important areas: attitudes, processes (methods), and products. To be a successfulscientist, one must first possess the right attitudes. Science helps us to develop a positive attitudeto nature and how it affects us, and to the environment. Other attitudes that will be useful to us aswe engage in Science activities are curiosity, open-mindedness, healthy scepticism,

perseverance, a positive approach to failure, cooperation, impartiality, humility, and tolerance.

A good scientist must also be able to apply certain processes in the study and practice of Science.Scientific ways of solving problems involve the application of special methodologies thatdemand different types of thinking and reasoning skills. These can be divided into two areas:

basic and integrated process skills. Basic process skills relate to enquiry skills such asobservation, classification, communication, measurement, estimation, prediction, and inference.Integrated process skills relate to conceptual understanding. For Science to make sense, it must

be placed in a familiar context and be relevant.


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General Intended Learning Outcomes

The following general Intended Learning Outcomes identify competencies expected of studentsupon completion of the study of Integrated Science in the upper secondary school:

1. Understanding of the nature of Science

2. Empowerment, attained through their knowledge of the role of Science in addressing thecomplex social issues related to the environment

3. Mastery of the skills and knowledge required for scientific enquiry

4. Willingness to acquire and apply scientific and technological knowledge to the mutual benefit of self, society and the environment.

These outcomes can best be arrived at through investigative approaches where students assumean active role in meaning-making. All instructional activities proposed within the CurriculumUnits prepare students for relevant assessment tasks by supporting the development of theconcepts and skills required for solving problems in society and their application to everydaylife.


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Structure of the Curriculum Document

The Integrated Science Curriculum is designed to incorporate topic areas from the separatesciences that must be integrated during the teaching/learning process. A spiral curriculum design

has been utilized to ensure that students progress smoothly as they develop knowledge and skillsin Science. The deliberate sequencing of the units in the Curriculum will allow them to developthe knowledge and skills required to complete the final end-of-year assessment tasks.

The Curriculum is intended to support the development of conceptual understanding.Conceptual understanding refers to the knowledge that students gain from their experiences inand out of the class setting while carrying out instructional activities identified in the document,such as investigations, discussions or the presentation of findings and interpretations. Conceptualunderstanding will be derived from the overarching concepts in the topics in Science that areidentified for each unit. Although the concepts remain the same, the expected outcomes should

change, depending on the age and developmental level of the student. Much of this conceptualunderstanding can best be assessed using the alternative forms of assessment proposed in thisCurriculum.

The following chart shows a suggested sequencing among the Units in the Curriculum,which may be adapted as deemed necessary by teachers.

NCSE LEVEL II

FORM FOUR MODULES

Health andWellness

Diseases Science inSports

Chemistryat work

Industries inTrinidad

and Tobago

Electricityat work


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FORM FIVE MODULES

Sound andCommunication

Characteristics of Ecosystems

Concepts inPlant Science

Natural Phenomenaand Disasters


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Programme for Form Four

Programme for Form Four


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PROGRAMME FOR FORM 4

Module Topics Sub-Topics

1. Health and Wellness Factors that Contribute Towards aHealthy Lifestyle

1. What is health?2. Making healthy food choices B3. Making healthy food choices M4. Exercise and physical fitness5. Wellness and Recreational activit

2. Diseases Diseases and You 1. Classes of diseases2. Causes, effects and treatment of d3. Use of technology in diagnosing

Immunity 1.

Immunization

Drugs 1. Classes of drugs2. Effects of drugs on the body

3. Science in Sports

Materials in Sports 1. Choosing appropriate materials f

Scientific Principles Involved in theMovement of Objects through Fluids

1. Movement and forces2. Movement through air

3. Movement through water

Safety in Sports 1. Sports-related injuries2. Simple First Aid treatment


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4. Chemistry at Work Common Chemical Reactions atHome

1. Neutralization reactions2. Decomposition reactions3. Redox reactions4. Use of metals and non-metals i5. Chemistry in food preservation

Safety 1. Safe handling, storage, and dis

5. Industries in Trinidadand Tobago

Chemical Process in Industries 1. Distillation2. Electrolysis

Machines in Industry 1. Types of machines and how th2. Choosing machines for a partic3. Industrial Safety

Industrial Safety 1. Working in a safe environment

2. Safe disposal of industrial mat


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6. Electricity at Work The Production and Transmission of Electricity

1. The production of electricity2. The transmission of electricity

Domestic Consumption of Electricity

1. Using electricity safely2. Power consumption of domest

devices3. How much does electricity cos


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Programme for Form Five

Programme for Form Five


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Module Topics Sub-Topic

7. Sound and CommunicationSound 1. Characteristics of sound

2. Classification of musical instru

3. Transmission and reception of 4. Noise pollution and its consequ

Communication Devices 1. Electromagnetic waves2. Communication devices

8. Characteristics of Ecosystems

Characteristics of an Ecosystem 1. The features of an ecosystem

Imbalance in Ecosystems:Pollution

1. Waste Disposal2. Air Pollution3. Water Pollution4. Misuse of an ecosystem

9. Concepts in Plant SciencePlant Nutrients 1. The role of nutrients in plant g

Soil 1. Components of soil2. Improvements and maintenanc

Methods of Plant Cultivation 1. Growing plants under controll2. Pest control

Production of New Plants 1. Sexual and asexual reproductio

Biotechnology in Agriculture 1. What is biotechnology

Safety 1. Safe use and storage of agricul


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10. Natural Phenomena andDisasters

Plate Tectonics 1. Structure of the earths c

Features Associated with PlateTectonics

1. Volcanoes2. Earthquakes

Climate 1. Storms, hurricanes and 2. Lightning


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MODULE 1: HEALTH AND WELLNESS

Overview

In this Module, students will be exposed to the various factors which contribute to Health and Wellness. Todays often result in the neglect of the importance of eating healthy foods and participating in activities which contribute

being of individuals.

This Module attempts to take students through the various aspects of Wellness, providing tangible experiences whencourage substantial efforts towards having a healthy lifestyle.

General Outcomes:

At the end of this module students will:

1. demonstrate knowledge of healthy lifestyle practices2. conduct investigations related to diet and fitness3. communicate information related to health, both orally and in writing4. make decisions related to maintaining health.

Standard: The maintenance of good health is a personal responsibility.

Module 1: Health and Wellness


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Topic 1 - Factors that Contribute Towards a Healthy LifestyleSub-topic 1: What is health?

Concepts Specific Outcomes Suggested Teaching Strategies Suggested A

Health is a state of

physical, social andmental well-being.

Students will: identify the relationship

between physical, socialand mental well-being.

Brainstorming of students ideas aboutwhat constitutes health

Sub-topic 2: Making healthy food choices balanced diet A balanced diet

provides adequatenutrients and energyfor the maintenance of good health.

Students will: discuss the components of

a balanced diet

relate dietary requirementsto individual needs

explain the terms DietaryReference Value (DRV)and reference DailyIntake (RDI).

evaluate fad diets.

Explore the various approaches todefining a balanced diet e.g. the multi-mix principle, consider vegetarianism,food pyramid.

Small group discussions and presentations on factors which influencethe energy requirements of an individuale.g. gender, age, height, weight, level of

physical activity, basal metabolic rate

Research using ICT the terms DRV andRDI as well as applicable standards

Research and discuss some fad dietsusing ICT.


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Sub-topic 3: Making healthy food choices malnutritionConcepts Specific Outcomes Suggested Teaching Strategies Sugges

Malnutrition can resultfrom over-nutrition or under-nutrition.

Many diseases candevelop as a result of unbalanced diets.

Eating disorders mayresult in malnutrition.

Students will: relate malnutrition to

unbalanced diet

identify diseases that resultfrom malnutrition andtheir causes

explain how thesedeficiency diseases can becorrected

evaluate eating patterns asthey relate to lifestylediseases e.g. obesity, Type2 diabetes, hypertension,coronary heart disease

among others

understand the health risksassociated with eatingdisorders e.g. anorexianervosa and bulimia.

Discussions on incidence of over-nutrition and under-nutrition.

Using photos and working in groups,allow students to match deficiencydiseases e.g. anemia, goitre, rickets,kwashiorkor and marasmus and their

causes

Using textbooks, suggest how they can be corrected.

Conduct research on lifestyle disease asa widespread problem in Trinidad andTobago.

Calculate Body Mass index (BMI) and

relate values to obesity.

Research on anorexia nervosa and bulimia and the physiological effects onthe body e.g., risk of heart failure.


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Sub-topic 4: Exercise and physical fitnessConcepts Specific Outcomes Suggested Teaching Strategies Sug

Exercise promotes physical well-being.

Resting pulse rate is

an indication of fitness.

Students will: distinguish between aerobic

and anaerobic respiration

define the term aerobicexercise

discuss the benefits associatedwith aerobic exercise

discuss muscle fatigue

discuss physical fitness

describe how fitness mightdiffer in different individuals

measure changes in pulse and breathing rates before andafter a simple exercise

embark on a programme toimprove their own physicalfitness.

Questioning/class discussion.

Using their own experiences,students can discuss the benefits of aerobic exercise e.g. cardiovascular and respiratory fitness, loss in weight,improved coordination etc.

Photos showing athletes with cramps. Theteacher can explain anaerobic respiration.

Photos of different individuals aredisplayed and students discuss their fitness.

Carry out exercises to measurechanges in pulse and breathing rates

before and after exercise of varyingintensity e.g. walking and jumping.

Students brainstorm and discuss with the physical education teacher a programmeto improve their own physical fitness.


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Sub-topic 5: Wellness and recreational activitiesConcepts Specific Outcomes Suggested Teaching Strategies Suggeste

Wellness is an attitudeto life where one isdetermined to strivefor better health.

Students will: discuss wellness

identify various recreational andleisure activities which cancontribute to wellness

develop a lifestyle whichdemonstrates an appreciation of

wellness.

Class discussion linking issues of diet, and exercise and physicalfitness to wellness

Students list their favouriteleisure activities and suggesthow these activities contributeto their wellness


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Resources

Food labels Nestls Nutrition and You leaflet Caribbean Food and Nutrition Institute Cajanus magazine ( Published by Caribbean Food and Nutrition Institute) Food and Nutrition texts www.nestlecaribbean.com www.who.com


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MODULE 2: DISEASES

Overview

The presence of diseases can have a great impact on the quality of life. At the individual level, it can prevent a peand providing for himself/herself and family. Widespread diseases can affect the economy of the country.

This Module looks at the various categories of diseases, their causes, effects and methods of treatment. Emphasisempowering students to prevent the spread of diseases. The use of technology and drugs in the treatment of diseaconsidered.

General Outcomes:


1. demonstrate a knowledge of causes, effects and treatment of common diseases2. assess the role of immunization in reducing the spread of diseases3. describe the effects of common drugs on the body.

Standard: Types, causes, effects and treatment of diseases

Module 2: Diseases


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Topic 1 Diseases and You Sub-topic 1: Classes of diseases

Concepts Specific Outcomes Suggested Teaching Strategies

There are differenttypes of diseases.

Students will:

classify common diseases inTrinidad and Tobago into thecategories; physical, infectious,deficiency, inherited,degenerative, mental andlifestyle.

Using the Internet, studentsresearch various diseases andclassify them accordingly.

Sub-topic 2: Causes, effects and treatment of diseasesConcepts Specific Outcomes Suggested Teaching Strategies Suggeste

Diseases are caused bya number of factors.

Different methods areused to treat diseases.

Students will: briefly describe the cause,

effects and treatment of common diseases.

Students research information ondiseases using pamphlets and

brochures from health centers.Diseases should include:HIV/AIDS, HPV, herpes,gonorrhoea, syphilis, denguefever, gastroenteritis,tuberculosis, cardiovascular diseases, diabetes, arthritis,hypertension, asthma,Alzheimersdisease and schizophrenia.


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Sub-topic 3: Use of technology in the diagnosis and treatment of diseasesConcepts Specific Outcomes Suggested Teaching Strategies Suggeste

Technology is used indiagnosing and treatingdiseases.

Students will: describe the role of medical

technology in diagnosis andtreatment of diseases.

Using ICT, students can researchtechnologies, e.g. CAT scan, MRI,X-Ray, ultrasound, laser, ECG,digital glucose testing, blood

pressure testing, mammography,dialysis and orthopedic braces.


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Topic 2 ImmunitySub-topic 1: Immunization

Concepts Specific Outcomes Suggested Teaching Strategies Sugges

Immunization protectsthe body against somediseases.

Students will: describe the process of

immunization

name common diseases for which immunization isavailable.

evaluate the role of immunization in maintaininghealth

A guest speaker from the HealthCenter can provide information on:

- immunization

- common diseases for whichimmunization is available

- role of immunization inmaintaining health

Class discussion on why it ismandatory to be immunized beforeentering primary school.


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Topic 3 DrugsSub-topic 1: Classes of drugs


A drug is a substancewhich, when taken intothe body, may modifyone or more of its

physical or mentalfunctions.

Drugs may beclassified according totheir effects on the

body.

Students will: define the term drug

classify drugs into the followingcategories: stimulants,depressants, narcotics,hallucinogens, analgesics

explain the meaning of the termdrug dependency

explore treatment available for drug dependency.

Class discussion to arrive at adefinition of the term drug, anddrug dependency

Students investigate theavailability of drug treatmentcenters and collectinformation on methods of treatment.

Sub-topic 2: Effects of drugs on the body


Some drugs affect the body in negative ways.

Students will: discuss the short and long term

effects on the body of the

following drugs: marijuana,cocaine, caffeine, solvents

describe the implications of theimproper use of antibiotics.

Class discussion and use of information from various sourcesobtained from the Internet

Students research the use of antibiotics for the treatment of bacterial infections using ICT andthe improper use of antibiotics.


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Resources

Biology textbooks Community Health Workers Guest Speaker from HIV/AIDS Foundation Pumpkinvine: Magazine of Alcoholics Anonymous Specialist from the Ministry of Health Video clips with relevant information NADAPP


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MODULE 3: SCIENCE IN SPORTS

Overview

Sport is increasingly viewed as essential to the holistic development of human beings. Participation in sports iand health reasons. It helps to develop team spirit and contributes to the general health and well-being oimportant for students to understand the basic scientific principles involved in various aspects of sports e.g., seequipment and playing surfaces, developing correct techniques and having knowledge of safety procedures. empower students to use the scientific principles involved for improved and safe performance when participating

General Outcomes:

At the end of this module students will:1. critically evaluate sporting equipment and play surfaces2. understand how certain concepts can enhance the execution of sporting skills particularly in aquatics 3. understand that safety concerns must be addressed in the planning and execution of sporting activitie4. select First Aid techniques appropriate to identified sports-related injuries.

Standard: The application of scientific principles to the enhancement of sporting activities

Module 3: Science in Sports


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Topic 1- Materials in SportsSub-topic 1: Choosing appropriate materials for sporting equipment


Materials used insporting equipmenthave specific physical

properties.

Students will: identify and discuss common

mechanical properties of matter

list types of materialscommonly used in theconstruction of equipment andindicate the relevantmechanical properties of each

state and explain the reasonsfor selecting a particular playsurface in terms of its

properties.

Lectures by the Physical Educationteacher to assess the mechanical

properties of sporting equipment.

Refer to elasticity, strength, durability, buoyancy, density in equipment suchas a wooden cricket bat, a leather football, net of tennis racquet, a polefor pole vault.

Students develop and test hypotheses based on how well different types of balls bounce on different surfaces.


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Topic 2- Scientific Principles involved in movement of object through fluidsSub-topic 1: Movement and forces

Concepts Specific Outcomes Suggested Teaching Strategies Sug

The application of force can cause anobject to travel in alinear, circular or

parabolic pathway.

Students will: apply Newtons Laws of

Motion to an object movingthrough water

understand the concept of centripetal force in relation tothe hammer throw and discus

explain the motion of projectiles.

Students watch video of a swimmer andidentify the stages at which NewtonsLaws are applied.

Students critically look at video of sporting activities of the hammer throw,discus and javelin and discuss thescience involved.

Investigate how the angle at which a

ball/arrow/dart/discus is projectedaffects its range using a paper projectileand a rubber band.


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Sub-topic 2: Movement through airConcepts Specific Outcomes Suggested Teaching Strategies Suggested

Various factors affectmovement of an objectthrough air.

Students will: explain how the motion of

an object through air isaffected by resistance

evaluate the ways in whichtrack and field athletesattempt to reduce the effectsof air resistance

explain how smoothness of the surface of a ball can causevariation of its motion.

Practical activity to determine thedistance traveled by an object whenthrown through the air e.g. ball,

javelin, discus

Class discussion on the types of clothing athletes wear

Invite professional ball player todemonstrate and explain the spin of a ball.

Class athletes share experiences infootball, cricket, basketball.

Sub-topic 3: Movement through water Various factors affectmovement of an object

through water.

Students will: describe factors that affect

movement of objects throughwater.

By critically looking at video clips,students can identify drag, upthrust,

streamlining, buoyancy andaction/reaction forces. Students canalso explore methods to makemovement through water moreefficient.


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Topic 3 Safety in SportsSub-topic 1: Sports related injuries


Injuries can occur during sportingactivities.

Students will: explain how some

common types of sportsinjuries arise, usingscientific principles

compare strategies used to prepare for and recover from selected sportingactivities.

Students research the following using ICT:sprains, strains, fractures torn ligaments,cramps, heat exhaustion, dehydration, shinsplints, rotator cup damage and concussion.Students suggest ways of alleviating them.

The Physical education teacher can discussthe benefits of warming up at the start andcooling down at the end of exercise for some activities such as jogging, track andfield events, football and swimming.

Sub-topic 2: Simple First Aid treatment of sports-related injuries Simple treatments can

be used in thetreatment of sports-related injuries.

Students will: explain the scientific

principles underlyingsimple First Aid treatmentof sports-related injuries

execute basic techniquesin First Aid.

Lecture and training in First Aid conducted by St. Johns Ambulance Brigade or RedCross personnel. Lecture will include:- use of ice to constrict blood vessels

and slow down blood flow- application of heat to prevent blood

clots- supports used for fractures, strains,

sprains.

Lecture and training in First Aid conducted by St. Johns Ambulance Brigade or RedCross personnel


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Resources

Videos of sporting events St. Johns Ambulance Brigade Physical Education teachers Physics textbooks Relevant Internet sites


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MODULE 4: CHEMISTRY AT WORK

Overview

Many common activities in the home and workplace involve the use of chemicals and chemical reactions. In thiswill identify simple chemical reactions used in everyday life.They will also explore the relationship between the use of metals and non-metals and their physical and chemical Safety aspects associated with the use and disposal of chemicals will also be investigated.

General Outcomes:


1.

demonstrate an understanding of chemical reactions encountered in everyday life and their practical appliin the workplace2. recognize the importance of common chemical substances used at home and in the workplace3. relate the use of metals and non-metals to their physical and chemical properties4. demonstrate an understanding of general safety procedures as they apply to materials in the home.

Standard: Understand the importance of chemical reactions in everyday activities

Module 4: Chemistry at Work


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Topic 1 Common Chemical Reactions in the HomeSub-topic 1: Neutralization reactions

Concepts Specific Outcomes Suggested Teaching Strategies Suggested As

Neutralization is thereaction between anacid and a base toform a salt and water.

Students will: explain the process of

neutralization

relate neutralization tocommon householdactivities

explain neutralization interms of pH.

Investigate neutralization betweendilute hydrochloric acid andsodium hydroxide (use wordequation).

Demonstration to showneutralization reactions, for example, fruit and tea stainremoval, use of toothpaste,removal of rust stains with salt and

lime juice. Discussion of treatmentof insect bites and indigestion

Practical activity to monitor thechanges of pH in a neutralizationactivity

Lab pra

Crecomand

Wri


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Sub-topic 2: Decomposition reactionsConcepts Specific Outcomes Suggested Teaching Strategies Suggested

Decompositionis the breakdown of a substance to formtwo or moresubstances.


chemical decomposition

state the products of decomposition of baking soda

describe a chemical test usedto identify carbon dioxide

relate decomposition tocommon household activities.

Investigate decomposition usingan acid and baking soda.

Investigate the decomposition of baking soda and perform a test toidentify carbon dioxide in the

products

The Home Economics teacher willdiscuss the use of baking powder/soda as a raising agent and

browning of sugar to stew meats.


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Sub-topic 3: Redox reactionsConcepts Specific Outcomes Suggested Teaching Strategies Suggested

A redox reaction is onetype of chemicalreaction.

Students will: explain the term redox

reactions.

describe some commonhousehold reactions asredox reactions

explain the process of bleaching fabrics.

Using models, the teacher candiscuss the term redox reactions.

Project on dyeing of hair, whiteningof teeth, rusting, browning of localfoods when exposed to air e.g.,green figs, yams

Students investigate methods of preventing browning e.g., use of

lime juice; covering with water.

Students design an experiment todetermine the optimum pH whichwould prevent the browning of green figs or yams.

Using demonstrations, includingstain and dye removal from fabrics,discuss bleaching.

Wr

Or

Wo

b p

Lt

P pt


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Sub-topic 4: Use of metals and non-metals in everyday lifeConcepts Specific Outcomes Suggested Teaching Strategies Sugges

Physical and chemical properties of metalsand non-metalsdetermine their use ineveryday life.

An alloy is amixture of a metal

and one or moreother elements.

Students will: list the physical properties

of metals and non-metals

list chemical properties of metals

relate physical andchemical properties of substances to their use.

define the term alloy.

discuss how alloyingimproves the properties of metals.

Through observation and simple activities,students can determine the following

physical properties of metals and non-metals:appearance, density, melting and boiling

points, hardness, conductivity,malleability.

Carry out simple experiments to comparereactivity of metals with water, steam,acids, oxygen.

Students conduct a survey of the use of metals and non-metals in the environment,for example, the use of copper in electricalwires, helium in balloons, silver/gold

jewellery, aluminum/iron in pots, plasticsin food containers, steel drums in the

production of steel pans.

Class project on the nature of alloysreferring to brass, steel (including

stainless) solder.

Using textbooks or ICT, research andcompare the properties of alloys with their corresponding pure metals.


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Sub-topic 5: Chemistry in food preservationConcepts Specific Outcomes Suggested Teaching Strategies Suggested

Chemicals and

chemical reactions areinvolved in the processof food preservation.

Students will:

discuss the role of micro-organisms in foodspoilage

discuss common methodsof food preservation

explain the principle behind each preservationmethod

determine the bestmethod for preserving a

particular food

Students research the topic and make presentations to the class.

Research, using ICT, on salting, sugaring,drying, freezing, pickling and use of

preservatives e.g. sodium benzoate.

The home economics teacher will discussthe following:- Salting and sugaring to remove water

from micro-organisms- Drying removes water from the foodso micro-organisms cannot thrive

- Pickling provides pH which isinappropriate for the survival of micro- organisms.

Working in groups, students carry outlaboratory activities using different

preservation methods to preserve thesame food.


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Topic 2 - Safety

Sub-topic 1: Safe handling, storage and disposal of chemicalConcepts Specific Outcomes Suggested Teaching Strategies Suggested

Household chemicalsmay be hazardousand should behandled and storedsafely.

Students will: identify some common

safety symbols

describe methods for thesafe disposal of householdmaterials

evaluate practices used inthe handling, storage anddisposal of householdmaterials and chemicals.

Students conduct a survey of labels onhousehold chemicals and identifysafety symbols and safety information.

Students research disposal methodsused locally e.g., dumping, burning,

burying and their consequent effectse.g., water pollution, air pollution etc.

Talk by specialist from the SolidWaste Management Company on the

proper methods of disposal of waste.

Students describe appropriate safety procedures for handling and storing of everyday chemicals e.g.,

pharmaceuticals, insecticides, bleachand oven cleaners


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Resources

Help tips on stain removal from the Internet Safety signs and symbols from chemical labels and packaging Video clip on safety in the home Chemistry textbooks


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MODULE 5: INDUSTRIES IN TRINIDADAND TOBAGO

Overview

These are many large scale industries which contribute to the economy of Trinidad and Tobago. Many industrial on scientific processes. In this Module, students will consider some of these processes, the machinery used to do effects of industrial activity on the environment. The need for safe practices will also be explored.

General Outcomes:

At the end of this module students will: 1. demonstrate an understanding of the scientific principles involved in certain industrial processes2. demonstrate an understanding of the use and maintenance of simple machines3. conduct investigations on processes and machines in industries4. recognize the role of Science and Technology in the manufacture of products5. demonstrate an understanding of the need for safe practices in industries

Standard: Understand the different types of chemical processes in industries

Module 5: Industries in Trinidad and Tobago


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Topic 1 Chemical Processes in IndustriesSub-topic 1: Distillation

Concepts Specific Outcomes Suggested Teaching Strategies Suggested A

Distillation is based onthe difference in

boiling points of components in amixture.


distillation

carry out a simpledistillation process

list some uses of distillation

explain fractionaldistillation.

Investigate through practical work the use of evaporation andcondensation to separate a pureliquid from a mixture.

Practical activity to separate purewater from seawater

Research using the Internet to discuss

the use of simple distillation in thealcohol and dry cleaning industriesand in desalination

Using drawings of fractionaldistillation column in the petroleumindustry, the teacher discusses thefractions produced

Dtd

Sl

Ssf

p p


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Sub-topic 2: ElectrolysisConcepts Specific Outcomes Suggested Teaching Strategies Suggested Assessm

Electrolysis involves

passing an electriccurrent through asubstance causing it todecompose.

Students will: describe the process of

electrolysis

investigate the large-scaleuse of electrolysis inindustry

describe the process of electroplating

evaluate the benefits of electroplating.

Demonstration of electrolysis with

students identifying anode, cathode,electrolyte, products using copper sulphate solution

Discussion using newspaper articles,on the establishment of an aluminumsmelter in Trinidad and Tobago

Observation of electrolysis where ametal is deposited on a cathode

Research the advantages of electroplating, e.g., chroming of steel pans, gold plating of jewellery,galvanizing.

Dr

ele

Deassof Tri

Plafor


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Topic 2 Machines in Industry Sub-topic 1: Types of machines and how they work

Concepts Specific Outcomes Suggested Teaching Strategies Suggested

Identify a machine asany device by means of which a force appliedat one point can beused to overcome aforce at some other

point.

Several machines/

operations in industryare controlled bycomputers.

Students will: explain the definition of a

machine and classify simplemachines

examine the role of thecomputer in the operation of machinery in industrial

plants.

Students carry out practicalactivities to investigate theworking of pulleys, wheels, gears,inclined planes and levers.

Students research use of

computer-controlled processes inlocal industries e.g., petroleumrefining, electricity generationetc.

Visit to an industrial site where possible.

C1

L pr

S


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Sub-topic 2: Choosing machines for a particular jobConcepts Specific Outcomes Suggested Teaching Strategies Suggested Asses

Machines do specific

jobs.

Students will: evaluate machines according

to their efficiency

assess the suitability of a particular machine for performing a given task.

Calculate the efficiency of thedifferent types of machines listed.

Use a guest speaker fromindustry. Discussion shouldinclude suitability, cost- benefits,environmental effects, pollutionand availability of humanresources.

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Machines may losetheir efficiency.

discuss how machines become inefficient

identify ways of reducinginefficiencies in machines

Review of relevant literature to:- consider the effects of

friction, rusting, wear andtear, lack of lubrication ascontributing factors.

- explore different methodsof reducing friction inmachines.

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Topic 3 Industrial SafetySub-topic 1 : Working in a safe environment

Concepts Specific Outcomes Suggested Teaching Strategies Suggested As Safety is important in

the workingenvironment.

Students will: identify common industrial

safety signs

evaluate the importance of safety gear in industries

identify conditions necessaryto start a fire

describe methods of extinguishing fires includingchemical and electrical fires

select the best type of fireextinguisher for givencircumstances.

With reference to the OSHAdocument, students will obtaininformation on safety signs for thefollowing: Explosion/Release of Pressure, Danger, Hard Hat area,Falling Objects, High Voltage,Hazardous Materials, ChemicalSplash area, Emergency Stop.

Students discuss hazards whichcould be alleviated by the use of

protective gear such as helmets, boots, harness, goggles, coats,gloves and gas masks.

Based on experiences, studentsdiscuss components needed to startand maintain a fire i.e. fuel, heat andoxygen.

Students research different types of fire extinguishers and their

suitability for different types of firese.g., electrical and oil fires.


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Sub-topic 2 : Safe disposal of industrial materialsConcepts Specific Outcomes Suggested Teaching Strategies Suggeste

Industrial waste must

be disposed of safely.

Students will:

describe the safe disposalof various classes of material

discuss pollution andhealth hazardsassociated with improper waste disposal.

Students do research using ICT, on the

proper disposal of the following:- liquids chemicals, oils, hotwater

- medical waste- waste from food processing plants- nuclear waste- gases

and consider burning, burying andstoring in drums as some methods of waste disposal.

Using video clips, students discuss:- pollution of rivers and the effecton aquatic organisms

- health hazards posed by exposureto infected waste

- dangers associated with exposureto radioactive material.

Students evaluate facilities availablelocally for disposal of high-risk waste.


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Resources

Chemistry texts Industrial manuals Laboratory manuals Physics texts Safety manuals from industries Specialist person from the Ministry of Labour OSHA document


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MODULE 6: ELECTRICITY AT WORK

Overview

Electricity has transformed the world into a rapidly advancing technological society and is mainlymechanization of work. It is used to power appliances in the home as well as in major industries. It is thstudents understand the principles behind its use in the home, as well as the safety and economic implication

In this Module, students will look at issues related to the harnessing of electrical energy for domestic purpoempowered to make informed decisions on safety and sustainability in the use of electricity .

General Outcomes At the end of the module students will:1. examine issues of sustainability, efficiency and wastage in relation to the production, transmission and co

electricity in the Caribbean2. assess consumer information related to the domestic use of electricity3

Documents

Integrated Science Curric Curr Forms4 5