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NATIONAL STANDARDS CURRICULUM

GRADE 6 SCIENCE

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Introduction to the Science Curriculum

The New Standards Curriculum (NSC) is predicated on the science process skills and science practices. It is designed so that students develop these skills
while learning the prescribed content. The process skills and science practices are addressed each year, with a particular focus at each grade level. Students
use the process skills and practices of science to develop an understanding of the scientific concepts (see figure 1). The scientific attitudes and practices
enable students to work like scientists.

Process
Skills &
Science
Practices

SCIENCE

Concepts Attitudes

Figure 1: Elements of Science

The NSC design is based on education of the whole child and provides a well-rounded and enriching experience. Since science is about asking questions and
finding answers to questions, the Process skills are actually the same skills that we all use in our daily lives as we try to figure out everyday questions. These
skills include:

 Observing  Predicting  Formulating hypotheses

 Communicating  Inferring  Interpreting data
 Measuring  Identifying and controlling variables  Experimenting
 Classifying  Define operationally  Creating models

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When we teach students to use these skills in science, we are also teaching them skills that they will use in the future in every area of their lives.

Content is easy to forget but the process skills remain forever/for longer periods.

Scientific competences do not develop incidentally - they must be deliberately and systematically included in students’ educational experiences.
Laboratory/practical activities positively influence the development of process skills.

The NSC emphasizes the teaching of science using process/inquiry skills in order that students:

 acquire content
 develop the ability to recognise problems
 think critically about how to solve problems
 follow logical, sequential and analytical steps in arriving at solutions

These are achieved in the NSC through the use of student-centred approaches such as inquiry-based, project-based, and problem-based learning, which are
utilised in the integrative STEM/STEAM approach. From these, the science and engineering practices are fostered. The science and engineering practices, as
identified by the Next Generation Science Standards (NGSS), are:

 Asking Questions or Defining Problems

 Developing and Using Models
 Planning and Carrying Out Investigations
 Analysing and Interpreting Data
 Using Mathematics and Computational Thinking
 Constructing Explanations or Designing Solutions
 Engaging in Argument From Evidence
 Obtaining, Evaluating, and Communicating Information

Activities in the NSC are investigative in nature and encourage the exploration of the natural environment. Emphases on real-world applications foster the
development of the key 21st century skills commonly called the 4Cs (critical thinking, creativity, collaboration and communication) as well as scientific
attitudes such as curiosity, objectivity, critical mindedness, open mindedness, inventiveness, intellectual honesty, humility and perseverance.

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Assessment in the Science Curriculum

In the science learner-centred classroom, assessment is done by the teachers and students. The key aim of science at this stage, in addition to garnering
knowledge and understanding about certain science phenomena considered crucial for students at this level, is to enable children to develop twenty-first
century competencies through active and real life experiences which train them to ‘work scientifically’ and solve problems through inquiry and the
engineering design process. Such an aim cannot be effectively achieved by the administration of external written tests.

Explicit links between what is intended to be learned and what is assessed have been created in the science teaching and learning units. Each science unit
within a grade level outlines the assessment criteria to be used in determining the skills, knowledge and understanding students are expected to achieve,
after their learning encounters within that unit. However, the teacher has the liberty to select the learner-centred assessment strategies and tools that will
be most effective in measuring the targeted learning outcomes. Scientific vocabulary and factual knowledge can be assessed by using well-structured short
open-ended and multiple choice tests or quizzes given at appropriate times.

Assessment of students’ achievements gathered within the school is used for two main purposes.

1. Formative assessment (assessment for learning - to assist learning). These assessment activities are:
 aligned with the learning objectives of the science curriculum;
 realistic and manageable for pupils and teachers, with cited time demands;
 for ascertaining and reporting the achievement of individual pupils, information is gathered by use of a variety of learner-centred strategies
and tools; and
 promote the active engagement of pupils in their learning and its assessment.

2. Summative assessment (assessment of learning - to summarize and report on what has been learned, at the end of each unit or at the end of each
term).

Assessment should not be an after-thought, but is an integral part of the delivery of instruction.

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SCOPE AND SEQUENCE

TERM 1 TERM 2 TERM 3

GRADE 4  Introduction to Science  Sense Organs  Water and Air

Science & How scientists work Relating sense organs to senses Investigating properties and forms of water
Functions and differences in sense organs in Importance of water to life
 Living Things humans and other animals Sources of water
Characteristics of living things Investigating the senses Modelling the water cycle
Classifying things as living and non-living Basic structure and drawing of sense organs Sources and ways of reducing water pollution
Identifying plants and animals Functions of selected parts and detection of Simple methods of purifying water
Survival needs of plants and animals stimuli by sense organs Constructing water filters
Investigating needs of plants Limitations of the senses Ways of conserving water
Designing fair tests Instruments used to extend senses Identifying common water-borne diseases
Constructing green/ shade houses Caring and protecting sense organs Investigating properties of air
Adapting to loss/ limitation of sense organs Components of air and their uses
 Plants and Animals Sensitivity to sensory disabilities Sources and ways of reducing air pollution
Identifying and naming common plants Constructing air filters
Drawing main parts of the plant  Materials: Introduction Identifying common air-borne diseases
Functions of main parts of the plant Simple properties of materials
Investigating functions of plant parts Investigating material properties
Comparing types of flowering plants Classification of materials based on properties
Drawing main parts of the flower and uses
Functions of the flower Grouping solids, liquids and gases
Types and features of root systems using observable characteristics
Classifying plants based on root systems Investigating properties of solids, liquids and
Functions of root system gases
Basic structure of animals Constructing toys from everyday
Functions of external features of Materials
animals
Vertebrates and invertebrates
Characteristics of vertebrates

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GRADE 5  Forces and Work  Nutrition  Simple and Complex Machines

Investigating effects of forces Basic food groups Definitions of machines and simple machines
Relating amount of force needed to Types of food nutrients Classification of simple machines
mass of object Importance of each nutrient Every day examples of simple machines
Classifying forces as push, pull and turn Relating foods to particular nutrient How simple machines work
Determining when work is done Performing food tests to identify fats and Defining load, fulcrum and effort
Identifying types of forces starch Types of levers
Constructing devices that apply force Defining a balanced diet Technological advances in machinery
Investigating effects of friction Formulating meal plans to reflect a balanced Differentiating simple and complex machines
Ways of reducing friction diet Human Body as a complex machine
Assessing nutritional information on food Impacts of machines on society and the
 Energy Forms products environment
Sun as main energy source Importance of plants in food chains Designing a machine for a specific need
Importance of energy Importance of light energy (Sun) to plants
Defining energy Constructing food chains  Weather Instruments
Sources of energy and the Interdependence of plants and animals in Relate weather instruments to the elements of
corresponding energy forms food chains weather
Changing energy forms from one form Ways of preserving and protecting plants Functions of selected weather instruments
to the next Design and construct functional models of
Use of energy resources  Ways Food are Grown weather instruments
Simple ways of conserving energy Issue of food scarcity Collect information on observable elements of
Methods of heat transfer Varied food production methods weather for a specified period
Investigations of heat transfer Nature of organic and non-organic methods Analyse samples of weather data for patterns
Comparing conductors and insulators Advantages and disadvantages of food and trends
Application of conductors and insulators production methods Make predictions (weather forecasts) based on
in everyday life Effects on health and the environment trends
Design and implementation of selected food Compare predictions to national weather
production methods forecasts

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GRADE 6  Environment  Materials: Properties and Uses  Diet and Drugs

Defining the environment Properties and uses of selected materials Consequences of unbalanced diets
Investigating features/ soils of different Relate properties to uses Causes of obesity, diabetes and malnutrition
environments Classifying materials based on properties Measures to prevent life style diseases
Conserving the natural environment Storage, handling and disposal of materials Importance of eating healthy
Effects of human activities on the Environmental impact of improper disposal Examples of nutritional diseases
environment Designing materials for specific functions Defining ‘drugs’
Adaptations of organisms to their based on properties Classifying drugs
environment Reversible and Irreversible changes Distinguishing ‘over the counter’ and
Defining climate change Investigating processes that lead to reversible ‘prescription’ drugs
Evidence of climate change and irreversible changes Examining information provided on medicinal
Causes and effects of climate change Investigating changes of state through heating drugs
Ways of reducing factors causing and cooling Beneficial and harmful drugs
climate change Every day examples of reversible and Effects of drugs on the body
Solid waste disposal practices irreversible changes
Defining and reducing solid waste
pollution  Human Body Systems
Effects of improper solid waste disposal Defining ‘systems’
Causes and ways of preventing soil Identification and functions of organ systems
degradation Importance of systems working together
Effects of environmental problems on Identifying selected organs in each system
humans Path travelled by food in digestive system
Investigating movement
 Energy: Light and Sound Modelling human body systems
Distinguishing luminous and non-
luminous objects  Mixtures
Investigating properties of light Investigating mixtures
Interactions of light with different Defining mixtures
materials, lenses, mirrors Classifying mixtures as solutions, suspensions
Reflection/ refraction in daily life and colloids
Investigating properties of sound Properties of materials used in separating
Relating sound to type of material used mixtures
Effects of loud sounds Simple separation techniques
Sources and ways of reducing noise
pollution
Conducting fair tests

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SCIENCE UNITS OF WORK GRADE 6 TERM 1 UNIT 1: THE ENVIRONMENT

About the Unit

In this Unit, students will learn about climate change, its effects and ways of stemming it. They will explore the nature of solid waste pollution,
and identify ways in which this problem can be alleviated. In addition, they will study the causes of soil degradation, the methods of preventing
soil degradation, and appreciate the importance of caring for the environment.

Range of Content

 The environment is all the physical surroundings on the Earth, including all living and non-living things, and which affects life on earth. Deserts,
forests, wetlands, grasslands, marine, freshwater and tundra are examples of environments which differ in vegetation, animal life, soil and terrain
and climate.
 Conserving the environment means trying to preserve natural resources so they will still be around in the future.
 The activities of people may affect the environment in good and bad ways. Human activities have caused serious environmental problems which
have changed the earth and its climate, and have impacted the health of many living things.
 Climate change is a change in Earth’s overall average weather. Climate change is caused by an increase in the average temperature of the earth’s
atmosphere due to the trapping of heat energy in the atmosphere.
Climate change has several detrimental effects including: harsher weather conditions (e.g. droughts), increased flooding (due to rising sea levels),
distortion of the natural habitats and lives of many plants and animals.
 The effects of climate change may be mitigated through several practices such as: conserving energy, conserving water, recycling, and planting
trees.
 Pollution is anything that damages or contaminates the environment. Solid waste is unwanted solid materials such as garbage, paper, plastics,
metals, and wood. Solid waste is produced in homes, schools, and businesses (e.g. factories, farms, mines).
 Solid waste pollution is a threat to public health and the environment, and is a contributor to climate change.
 To minimise consequences of solid waste pollution on humans and the environment, solid waste should be properly managed. This includes its
collection and transport to landfills (areas where garbage is buried) for processing or disposal, and monitoring of waste materials.

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 The production of solid waste can be reduced through several methods including: recycling, proper disposal of garbage, composting.

Soil degradation is the weakening of the quality of soil as a result of human behaviour or severe weather conditions. Drought, flooding and human
activities, such as deforestation, poor agricultural practices and urbanization, can all put pressures on fertile land, causing the soil to become degraded or
polluted.

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Prior Learning
Check that students:
 Understand that there are interactions among living
things and with their environment.

Focus Question 1: Why is it important to care for the environment?

THEME: Living things, Life Processes and the Environment Objectives:
 Formulate a definition of environment.
Attainment Target(s):  Justify the importance of conserving the natural environment
 Recognise the variety of living things, their interdependence and their  Outline the effects of human activities on the environment
inter-relationship with the environment.  Investigate features/ soils of different environments
 Gain an understanding of and apply the engineering design process.  Recognise the need for and importance of conserving living things
 Gain an understanding of and apply aspects of the scientific method. and the environment to sustain the balance in the ecosystem.
 Begin to appreciate the influence and limitations of science.  Show concern for the impact of humans on the environment
 Demonstrate a positive attitude towards the use of scientific language.  Be aware of their responsibility to preserve the environment
 Demonstrate positive interpersonal skills in order to foster good  Value individual effort and teamwork
working relationships.  Observe, collect and record information regarding the interacting
factors within an environment
Benchmarks:
 Be aware of some environmental problems (climate change, solid
waste disposal, soil degradation) and how to mitigate against them.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Show responsibility in food choices.

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 Show sensitivity to others who make unhealthy eating choices.

 Show concern by being respectful and responsible towards the
environment and the organisms living in it.
 Display curiosity, objectivity and perseverance in their approach to
activities.

Duration: 3 weeks/ 6 Hours

ICT Attainment Targets:
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING - Students use digital tools to design and
develop creative products to demonstrate their learning and
understanding of basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Students use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Students will:
Explore their school or a nearby environment and record their observations,  Communicate, think critically  Observations appropriately
including temperature and light conditions. View pictures/ videos of different (compare, define recorded
types of environments e.g. deserts, marine, freshwater, forests, grassland, operationally), collaborate,  Physical features and
tundra (polar region) and wetlands. In groups, compare the physical features of organisms in each environment
Observe,
the different environments, including their own. Identify and record the typical correctly identified

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

features associated with each environment (terrain, weather, vegetation,  Acceptable definition of
animals). Compile a short list of animals and plants observed in each environment
environment. Share their findings with the class in a variety of ways. As a class,
develop a simple working definition of the term ‘environment’.

Visit and examine soil samples collected from different environments e.g.  Description contains accurate
beach, wetland, forest, garden. Examine the soil particles, how they feel  Collaborate, manipulate, information and differentiates
(texture) and the size of the particles. Pass samples through a sieve. Arrange communicate, observe, think among soils
soils in order of particle size. Write a brief description of the soil samples critically – analyse, draw
showing their differences. Identify the soil types in the different environments. conclusions

In groups, investigate the water-holding capacity of the soil samples collected.  Correct time and volume
Cork a plastic funnel with cotton wool and add a fixed mass of each soil sample  Collaborate, manipulate, measurements taken
measure, observe,  Correct calculations done
to separate funnels. Fit the end of the funnel over a measuring cylinder or
communicate, think critically  Logical conclusions drawn
beaker. Add a known volume of water to each soil sample. Measure the time – analyse, interpret, predict,
taken for the water to pass through and the volume of water that passed draw conclusions
through the soil and funnel. Compare the volumes of water before and after.
Answer the questions, “Which soil held the most water?”, “What does this
suggest about the water-holding capacity of the soil?” Predict which soil would
be best for seed germination/ plant growth.

As a class, discuss how animals and plants are suited for their environments.  Collaborate, think critically  Correct information presented
Identify how selected organisms from the list compiled are suited to their on how particular features of
(make inferences),
environment. Make a scrapbook/ collage with the information garnered. In the selected organisms make
communicate, create them suited for the
groups, suggest possible environmental changes (e.g. increased/decreased
temperature, droughts, floods and urbanisation) and the effects of these on environment in which they live.
the animals and plants. As a class, summarize the information and present in a
variety of ways.
Create, communicate, think
Research (online/off-line) ways of conserving the environment and develop a  Correct information presented

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

scrap book/poster/digital story to illustrate these. Compose a song/poem critically (research, apply, on ways to conserve the
about the importance of conserving the environment. Make a presentation to synthesize) environment.
the class.  Song/poem contains correct
information and is creative.
As a class, identify an area in their community that is not cared for. Visit the
Observe, collaborate, create,
area and gather evidence, such as photographs sketches etc. In groups,  Plans contain measures that
develop a plan to restore the area; plans should include the specific problem think critically (analyse, plan can address the problem.
being addressed, required resources and limitations. Present and critique and design, develop criteria
plans based on criteria developed by the class. Make modifications to the plans for evaluation, evaluate),
where necessary. As a class, evaluate all the plans and select the best one (i.e. communicate,
most feasible). If possible, implement the selected plan.
 Podcast/ public service
In groups, use electronic/non-electronic stimulus materials (newspaper articles, announcement contain correct
videos, magazines etc.) to identify ways in which the activities of humans affect Collaborate, communicate,
information on how human
the environment, e.g. slash and burn, improper dumping/burning of garbage, create, think critically activities impact the
over-fishing. Record and summarise the information in a variety of ways, and (analyse, evaluate) environment.
share with the class. As a class, assess practices that cause destruction of
selected natural environments, e.g. coral reefs and mangrove swamps. Develop
a podcast/ public service announcement to sensitise the school community to
the negative effects of such practices.

Learning Outcomes
Students who demonstrate understanding can:
 Explain the meaning of environment and describe the features of different environments
 Develop a logical argument in support of conserving the natural environment
 Demonstrate good stewardship in their efforts to preserve/protect/conserve/(care for) their environment
 Work individually and as members of a team
 Use selected ICT tools to browse and search for information, and to produce multimedia presentations for communicating information

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Points to Note Extended Learning

Relate environmental problems to Jamaica and the Caribbean. Field trips to wetlands (mangrove swamps) and coral reefs (Marine
Cross-curricular links: Social Studies (AT1 – climate, grades 4-6) Parks in Discovery Bay and Montego Bay).
Follow guidelines to promote healthy use of ICT tools

Resources Key vocabulary

Videos/slideshow, cardboard, paper, paste, scissors, books, computer Environment, conservation, urbanization, environmental change,
with software to make digital presentations, multimedia projector, physical features, preservation, adaptation, slash and burn, over-
Internet, image/video recording device(e.g., camera) and any other fishing, coral reefs, mangrove swamps
available technologies

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Prior Learning
Check that students:
 Understand what is climate.

Focus Question 2: How do environmental problems affect us?

THEME: Living things, Life Processes and the Environment Objectives:
 Formulate a simple working definition of climate change
Attainment Target(s):  Use evidence from everyday local/regional/international situations
 Recognise the variety of living things, their interdependence and their to explain the effects of climate change on humans
inter-relationship with the environment.  Explore ways of reducing factors that cause climate change
 Gain an understanding of and apply the engineering design process.  Propose measures to reduce/eliminate selected sources of solid
 Gain an understanding of and apply aspects of the scientific method. waste pollution
 Begin to appreciate the influence and limitations of science.  Describe the factors that cause soil degradation
 Demonstrate a positive attitude towards the use of scientific language.  Explain how soil degradation can be prevented
 Demonstrate positive interpersonal skills in order to foster good  Show concern for the impact of environmental problems on
working relationships. humans
 Be aware of their responsibility to carry out good environmental
Benchmarks: practices
 Be aware of some environmental problems (climate change, solid  Value individual effort and teamwork
waste disposal, soil degradation) and how to mitigate against them.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Show responsibility in food choices.
 Show sensitivity to others who make unhealthy eating choices.
 Show concern by being respectful and responsible towards the
environment and the organisms living in it.
 Display curiosity, objectivity and perseverance in their approach to
activities.

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Duration: 4 weeks/ 8 Hours

ICT Attainment Targets:
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING - Students use digital tools to design and
develop creative products to demonstrate their learning and
understanding of basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Students use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

Students will:
 In groups, examine simple data on climate change issues (e.g. tables,  Think critically (analyse),  Main issues associated with
graphs, pictures, reports) to identify trends. Summarize the main findings communicate climate change presented
from the data and share with the class. Collaborate

 In groups, brainstorm the term ‘climate change’. Write a simple working  Think critically (Define  Acceptable simple working
definition of climate change and report to the class. (Teacher will guide operationally), collaborate, definition of climate change
students in formulating definition for climate change)

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

View a video on the effects of climate change (e.g. “Take Aim at Climate  Relevant information on
Change”; See Resource CD/DVD or visit effects of climate change
https://www.youtube.com/watch?v=08z-Hw7s54E). From video, observe recorded and presented.
and record information that will be used to answer the following questions:
What causes climate change; how does climate change affect man,
animals, plants and the environment; what can we do to  Think critically (analyse,
prevent/reduce/eliminate climate change. Summarise findings and evaluate), communicate
present to the class in a variety of ways.

 In groups, discuss how climate change affects our island, Jamaica and other  Creative presentations with
countries. Research and debate ways of reducing factors that cause correct information on the
climate change. Video tape the debate sessions to post on their class wiki  Collaborate, communicate, impact of climate change on
or blog OR make presentations on climate change in a variety of ways (dub think critically (analyse), Jamaica/the Caribbean.
poems, songs, digital story/mini-documentary, cartoon, models etc.) create

 View video clip on solid waste disposal. List various sources of solid waste  Think critically (analyse,  Sources of solid waste
pollution observed, their effects, and determine through discussion how pollution listed correctly
evaluate), communicate
these can be alleviated.

 Investigate how improper disposal of solid waste can lead to the spread of  Correct information presented
 Think critically (analyse,
diseases (e.g. vector borne and water borne) and the measures which can on measures to prevent the
evaluate), communicate,
be taken to prevent these. Dramatize a scenario that depicts proper solid creative thinking spread of disease through
waste disposal and/ or the harmful effects of improper disposal. improper waste disposal.
 create, manipulate,
 In groups, research (online/ offline) the causes of soil degradation  Information presented in
(overgrazing, deforestation, slash and burn, soil exhaustion, chemical collaborate, communicate,
displays is relevant and
fertilizer and pesticide use, soil erosion, climate change) and measures that think critically (research for
accurate.
can be taken to reduce the effects. Use the findings to generate class information), creative  Displays depict creativity
displays in a variety of ways. thinking
 browse and search teacher-reviewed websites and other information

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

sources on climate change in order to answer the following questions:

o How does climate change affects Jamaica and other countries?
o What are some of the ways of reducing factors that cause climate  Download files
change?
Include a multimedia presentation and or video on findings to enhance display.

 Research the importance of soils to living organisms and the environment.  Models/ drawings represent
View pictures or videos of landslides and soil erosion. Discuss the dangers  Research, communicate,
the conservation method
of soil erosion and suggest ways of conserving soils. Construct create, think critically –  Presentations are informative
drawings/models or collect pictures of different soil conservation methods. analyse and accurate
Present to the class, explaining how the method helps to conserve/ protect
soils.

Learning Outcomes
Students who demonstrate understanding can:
 Cite evidence about how climate change affects us
 Apply the concept of climate change to explain its occurrence in other contexts
 Practice proper solid waste management
 Explain how human activities can cause or prevent soil degradation
 Use selected ICT tools to browse and search for information, and to produce multimedia presentations for communicating information

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Points to Note Extended Learning

Use opportunity to mention other forms of pollution covered Invite resource persons to speak on:
previously: air and water. 1. Soil Degradation (e.g. farmer/RADA/4H/Forestry Department)
Relate these environmental problems to Jamaica. 2. Solid waste disposal (e.g National Solid Waste Management
Cross-curricular links: Social Studies (AT1 – climate, grades 4-6) Association)
Follow guidelines to promote healthy use of ICT tools 3. Climate Change (e.g. UWI Physics Department, Met Service)
Resources Key vocabulary
Videos/slideshow, cardboard, paper, paste, scissors, books, computer Climate change, soil degradation, exhaustion, deforestation, slash and
with software to make digital presentations, multimedia projector, burn, overgrazing, pesticide, chemical, erosion, solid waste, vector and
Internet, image/video recording device(e.g., camera) and any other water borne diseases, reforestation, crop rotation, terracing, organic
available technologies agriculture, soil erosion, soil conservation

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SCIENCE UNITS OF WORK GRADE 6 TERM 1 UNIT 2: LIGHT AND SOUND

About the Unit

In this unit, students will investigate the nature of light and sound energy, and how they interact with various materials. They will identify sources of noise
pollution, note the harmful effects on humans and be aware of mitigation strategies.

Range of Content

 Light is the form of energy which is detected with the eyes and enables vision
 All objects are either transparent, or translucent, or opaque
 Objects emit or reflect light, that is they are luminous or non-luminous
 Different materials may cause light to behave in a variety of ways
 Light travels in straight lines in all directions from a source (i.e. they radiate)
 Sound travels in all directions from a source
 The pitch of a sound is dependent on the length of the vibrating medium
 Sound travels fastest through solids and slowest through gases
 Excessive sound in an area can result in noise pollution
 Loud noise can have harmful effects

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Prior Learning
Check that students:
Know that light is a form of energy and that light enables
vision.

Focus Question 1: How does light behave?

THEME: Energy, Forces and Matter Objectives:
 Distinguish between luminous and non-luminous
Attainment Target(s): objects/organisms
 Recognise the importance of energy to life processes, everyday life,  Investigate the properties of light
and the relationship between energy and matter.  Investigate the interaction of light with materials that are shiny,
 Gain an understanding of and apply the engineering design process. dull, transparent, translucent and opaque
 Gain an understanding of and apply aspects of the scientific method.  Investigate the interaction of light with lenses/mirrors
 Begin to appreciate the influence and limitations of science.  Investigate some effects of reflection/refraction in everyday life
 Demonstrate a positive attitude towards the use of scientific language.  Carry out fair tests in conducting investigations on the properties of
 Demonstrate positive interpersonal skills in order to foster good light
working relationships.  Show objectivity by using data and information to validate
observations and explanations about light
Benchmark(s):  Value individual effort and team work
 Explore the properties of light and sound, and how different materials
affect their behaviour.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.

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 Display curiosity, objectivity and perseverance in their approach to

activities.

Duration: 4 weeks/ 8 Hours

ICT Attainment Targets:
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING - Students use digital tools to design and
develop creative products to demonstrate their learning and
understanding of basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Students use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Students will:
 As a class, and discuss what they know about light. (Teacher should lead  communicate  Correct information about light
discussion in order to review that light is a form of energy, and light enables given.
vision.)

 in groups, be given various objects/organisms (or pictures) to group into  collaborate, communicate,  Objects/organisms correctly
those that produce light and those that do not. Tabulate the information classify classified in table
(digital/non-digital) and present it to the class. (Teacher should introduce
the terms luminous and non-luminous/illuminated.)

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

 in groups, use a straight straw to look at an object, then bend the straw at  Investigate, communicate,  Report contains accurate
a slight angle (less than 45o), and check whether the object can still be think critically (analyse, infer), information on the
seen. (Teacher should emphasize fair testing by ensuring students use the manipulate, record, observe, investigation.
same straw at the same distance from the object being viewed). Discuss collaborate  Correct inference made that
their findings, giving reasons for their observations (e.g., explain why the light travels in straight lines
object was/was not seen) and record findings. Punch identical holes in the
centre of three cardboard sheets of similar size (roughly 10 cm by 10 cm).
Arrange the boards so that they are 15 cm apart from each other and the
holes are aligned. Place a light source (e.g. flashlight) at one end and view it
from the other end through the holes in the cardboard. Record their
observations. While looking through the hole, slightly shift the middle
cardboard so that the holes are no longer aligned. Record and explain their
observations in a simple report (digital/non-digital), outlining the steps of
the investigations.

 In groups, use a light source (e.g. a lamp, the Sun) and various types of  collaborate, investigate,  Correct suggestions made for
materials (transparent/non-transparent) of different sizes and shapes to observe, communicate, think the formation of shadows.
explore the formation of shadows. Record their observations in drawing critically (analyse, infer),
and writing. Discuss and suggest reasons for the formation of the shadows manipulate, record
and share with the class in a variety of ways (electronic/non-electronic).

 In groups, turn on a flashlight and vary its distance from a flat surface.  Investigate, record,  Acceptable
Record their observations in drawing and writing. Offer simple explanations manipulate, observe, think explanations/suggestions given
for their observations. Observe a light bulb or lit candle and suggest the critically (analyse, infer), for observations.
direction in which the light travels. Share their ideas with the class. communicate

 Use a light source to shine light from the same distance on objects made  Investigate, manipulate,  Objects correctly classified.
from different materials (e.g. rubber, regular glass, frosted glass, plastic, observe, record, classify,
metal etc.). Record their observations and sort the objects into one of communicate, think critically
three groups corresponding to – most of the light coming through (analyse)
(transparent), no light coming through (opaque) or some light coming

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

through (translucent). Share and discuss their findings with the class.

 use a lens/mirror and a light source (e.g. flashlight), to explore how the  Investigate, observe, record,  Drawings clearly indicate the
direction of light may be changed. Record the steps they took and their manipulate, communicate, path of light.
observations (direction of the light rays) in drawing and writing. Share their think critically (analyse,  Path of light rays correctly
findings with the class. Engage in a teacher-led discussion to arrive at develop explanations) represented.
simple explanations for the terms reflection and refraction.

 In groups, use a flexible, flat, smooth, shiny piece of metal sheet (such as
aluminium or zinc), or a flexible mirror to make observations about the  Investigate, observe, record,  Observations appropriately
images seen of themselves. View their images with the metal/mirror in manipulate, collaborate, recorded.
different positions, e.g. flat, curved inwards, curved outwards. Record their communicate, think critically
observations in a variety of ways. Share and discuss their findings with the (evaluate)
class. (NB: Metal edges should be rounded or covered to prevent injury).

 In groups, place a pencil in an empty transparent container and make

observations. Fill the container half-way with water, view from various  Collaborate, manipulate,  Acceptable explanations
angles and make more observations. Record their observations in writing observe, record offered for observations.
and drawing. Suggest simple explanations for their observations. Share and communicate, think critically
discuss their ideas with the class. (analyse, develop
explanations)
Learning Outcomes
Students who demonstrate understanding can:
 Illustrate some properties of light
 explain some everyday observations in terms of the behaviour of light
 apply words and phrases related to light
 make and record observations and present information in drawing and writing
 Use selected ICT tools to create KWL chart , record observation and to communicate information

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Points to Note Extended Learning

 Teacher should clarify all misconceptions regarding luminous and Research how shadows can be used to tell the approximate time of
non-luminous objects, e.g. the misconception that the moon is day.
luminous.
 Exercise care in choice of light sources as some may be hazardous
to the eyes. Monitor students and ensure that they do not shine
light into their/others’ eyes.
 Help students to represent the path of light using straight lines
with arrows.
 Guide students in the use of word processing software,
incorporating organisational features such as columns and tables,
to plan and record observation from activities
Resources Key vocabulary
Magnifying glass, lenses and/or mirrors Light, reflect, refract, luminous, non-luminous, shiny, dull, lens, mirror,
Props for performance piece/materials for the display source
Sample objects/materials for the activities, Light source
Straws, Piece of metal for mirror
Transparent containers, Water
Multi-media materials on luminous & non-luminous sources of light
Computer database e.g. from Internet (where possible)
Objects/materials for sound activities
Light and sources
computer, multimedia projector, word processing software and any
other available technologies

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Focus Question 2: How does sound behave?

THEME: Energy, Forces and Matter Objectives:
 Investigate some properties of sound
Attainment Target(s):  Explain why sounds may be interpreted as pleasant/unpleasant
 Recognise the importance of energy to life processes, everyday life,  Identify sources of noise pollution, and ways to eliminate them
and the relationship between energy and matter.  Explain why loud sounds can be harmful
 Gain an understanding of and apply the engineering design process.  Formulate hypotheses when conducting investigations into the
 Gain an understanding of and apply aspects of the scientific method. properties of sound
 Begin to appreciate the influence and limitations of science.  Describe sounds using appropriate scientific language
 Demonstrate a positive attitude towards the use of scientific language.  Show curiosity in investigating the property of sounds
 Demonstrate positive interpersonal skills in order to foster good  Work cooperatively in groups
working relationships.

Benchmark(s):
 Explore the properties of light and sound, and how different materials
affect their behaviour.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Display curiosity, objectivity and perseverance in their approach to
activities.

Duration: 3 weeks/ 6 Hours

ICT Attainment Targets:
 COMMUNICATION AND COLLABORATION - use technology to
communicate ideas and information, and work collaboratively
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - use appropriate digital tools and resources to plan and
conduct research, aid critical thinking, manage projects, solve

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problems and make informed decisions.

 DESIGNING AND PRODUCING - use digital tools to design and develop
creative products to demonstrate their learning and understanding of
basic technology operations.
 DIGITAL CITIZENSHIP - recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

Students will:
 In groups, fix one end of a plastic ruler to a table and allow the other end to  Collaborate, investigate,  Relationship between length of
hang over the edge. Measure the distance from the edge of the table to manipulate, measure, think the ruler and pitch of sound,
the tip of the hanging end of the ruler. Make the ruler vibrate by critically (analyse, evaluate, and length of the ruler and
plucking/flicking the hanging edge, and record their observations in a table infer), record, communicate, speed of vibrations, correctly
as in the example shown below. Repeat the steps with the ruler at varying conduct fair tests, observe identified.
lengths hanging over the edge, each time trying to flick/pluck the ruler with
the same force. Record their observations.

Example:
Place a tick () in the relevant box

Table showing the speed and pitch of a vibrating ruler

Length of Speed Pitch
Ruler/cm fast medium slow high medium low
25  

Discuss their results to ascertain any patterns/relationships between the

length of the ruler and the speed and pitch of the vibrations. Share and
discuss their ideas with the class.

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

In groups, repeat the activity above using rulers made from different  Investigate, observe,  Relationship between the type
materials, e.g. a wooden ruler and a metal ruler. Compare the results from manipulate, record, conduct of material and the sound
all the investigations and make suggestions about the relationship between fair tests, collaborate, think produced, correctly identified.
the type of material and the sound produced. (Teachers should emphasise critically (analyse, draw
fair testing.) conclusions), communicate

 In groups, be provided with at least five (5) empty glass bottles. Keep one  Investigate, observe, record,
bottle empty (full of air) and fill one with water. Pour different volumes of manipulate, think critically  Conclusions drawn consistent
water in each of the other bottles. Knock the top edge and/or blow over (analyse, infer), with data.
the mouth of each bottle, with the same force. Record their observations communicate, collaborate
and draw conclusions. Share and discuss their conclusions with the class.

 Half-fill a drinking glass with water. Use a metal spoon/fork to knock the  Investigate, observe,  Acceptable explanations
side of the glass above the water level, then below the water level. Record record, manipulate, think offered for their observations.
and offer simple explanations for their observations. Identify the vibrating critically (analyse, infer),  Vibrating medium correctly
medium (air/water) in each case. Share and discuss their observations with communicate identified.
the class.

 In groups, pluck a variety of rubbers elastic bands of various thicknesses  Investigate, observe, record,
and lengths. Note and discuss their observations. Formulate a statement communicate, think critically  Testable hypothesis
suggesting the reasons/ideas for their observations. Share and discuss their (analyse, infer, clarify formulated
reasons/ideas with the class. In a teacher-led discussion, arrive at a class conclusions), make  Investigation reflects a fair test.
consensus regarding statements that can be tested (hypotheses). (Teacher predictions, hypothesise, plan
should introduce the term hypothesis as a part of the scientific method.) and design, conduct fair tests,
In groups, plan, design and carry out an investigation to test their communicate
hypothesis. Record their results in a variety of ways. Discuss their results
and determine if they supported their hypothesis. Share and discuss their
plans and findings with the class.

 Have some members of the class form a circle then blindfold them. Place a  Observe, collaborate, think  Acceptable suggestions offered
source of sound, e.g. a radio, cd player, ipod etc., in the centre of the circle. critically (develop for how sound travels.

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

Ask blindfolded classmates to indicate the direction of the sound. As a explanations, analyse),
class, discuss the responses of their blindfolded classmates and make communicate
suggestions about how sound travels. (Teacher should assist the students in
coming to the realisation that sound travels in all directions from its
source.)

 Stand at a distance of about 100 m from a wall. Clap two pieces of hard
board together and record their observations. Repeat with different  Investigate, think critically  Acceptable suggestions offered
number of claps in quick succession, each time recording their (infer, develop explanations), for observations.
observations. Suggest reasons for their observations and record these. record, observe,
Share and discuss their observations and suggestions with the class. communicate
(Teacher should ensure that students recognise that echoes are reflected
sounds.)

 Listen to a selection of sounds of different volumes and pitches  Observe, classify, think  Acceptable justification offered
(frequencies), then group each sound as being pleasant/unpleasant, giving critically (justify choices), for classifications.
reasons for each choice. Share and discuss groupings and reasons with the communicate
class.

 In groups, list examples of noise pollution (sources), giving reasons for  Logical suggestions made for
examples stated. Suggest how they can eliminate/reduce unwanted  Collaborate, think critically the reduction/elimination of
sounds. (Note: noise is unwanted sound; noise pollution is harmful or (analyse, evaluate), plan and unwanted sound.
annoying levels of noise continuously released into the environment.) Be design, conduct fair tests,  Investigation reflects a fair test.
given a range of materials (such as bubble wrap, blanket material, foam investigate, communicate,  Conclusions supported by
sheeting etc.) to determine which would be the best for muffling a sound draw conclusions results.
(i.e. acoustic insulation). Plan and design their investigation paying
attention to how they will make fair comparisons of whether the sound is
muffled, what they will use as a sound source, what they will vary (e.g.
material, number of layers, area of material). Present plans to class for
discussion. Based on the feedback, decide on and make adjustments to
their plans, where necessary. Execute final plans and record their results in

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

a variety of ways. Present and discuss findings with the class.

 As a class, discuss whether loudness is a factor in noise pollution. Suggest  Collaborate, communicate,  Letter contains accurate
other factors that may contribute to noise pollution (e.g. repetition of think critically (analyse, information about noise
sound over long periods, frequency etc.). Provide supporting reasons for evaluate, infer) pollution.
their ideas. Suggest and discuss possible harmful effects of noise pollution.
Write a letter to a friend about noise pollution, its impact on society and
ways of reduction.
Learning Outcomes
Students who demonstrate understanding can:
 carry out activities to show the properties of sound
 explain some everyday observations in terms of the behaviour of sound
 classify sounds as pleasant/unpleasant
 appreciate that loud sounds can be harmful
 create devices to reduce noise pollution
 Use selected ICT tools to browse and search for information, and to demonstrate safe, respectful, responsible and clear online communication

Points to Note Extended Learning

Sound should be dealt with in a qualitative manner ONLY; no Research ways in which the reflection of sound is used.
measurement of decibels required. Design and create an earmuff to reduce noise pollution entering the
Monitor children with the use of rubber bands. When stretched, they ear.
can become harmful missiles.
Children should exercise care in handling glass bottles.

Resources Key vocabulary

Audio- or videotape of selection of sounds of different volumes & Sound, vibration, volume, pitch, frequency, noise pollution, acoustic
frequencies, sample objects/materials for the activities, Light and insulation
sound sources. Computer, internet access, multimedia projector,
audio/playing device and any other available technologies

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SCIENCE UNITS OF WORK GRADE 6 TERM 2 UNIT 1: MATERIALS – PROPERTIES AND USES
About the Unit

In this unit, students continue to learn about the names, properties and uses of everyday materials begun at the lower grades, are clear about safety at all
times, and recognise that materials are handled, stored and disposed of in different ways depending on their properties. Students will plan investigations;
including controlling variables where appropriate e.g. fair tests.

Students will differentiate between reversible and irreversible changes. They will evaluate, through investigations, whether or not particular changes are
reversible. They will assess the usefulness of some reversible and irreversible changes in everyday situations.

Range of Content

 Materials exist as solids, liquids or gases.

 Materials/objects have different properties, such as transparency, absorbency, strength, magnetic property, and heat conductivity, which
determine their everyday use.
 Improper disposal of some materials can affect the environment.
 Materials can undergo reversible or irreversible changes.
 Irreversible changes cannot be undone and form new materials.
 Reversible changes can be undone.
 Reversible and irreversible changes can be useful in everyday life.
 Substances can change their state by heating and cooling.
 Melting, freezing, evaporation and condensation can cause materials to change state.

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Prior Learning
Check that students:
Classify materials based on their properties and uses.

Focus Question 1: What are some properties of common materials and their everyday uses?

THEME: Energy, Forces and Matter Objectives:

 Identify correct and safe ways of using, storing and disposing of
Attainment Target(s): materials and household items.
 Recognise the importance of energy to life processes, everyday life,  Examine a selection of materials/objects to determine the
and the relationship between energy and matter. transparency, absorbency, strength, magnetic property, and heat
 Gain an understanding of and apply the engineering design process.
conductivity of materials in everyday use.
 Gain an understanding of and apply aspects of the scientific method.
 List some properties of materials that determine the choice of
 Begin to appreciate the influence and limitations of science.
 Demonstrate a positive attitude towards the use of scientific language. objects for specific purpose in everyday life.
 Demonstrate positive interpersonal skills in order to foster good  Evaluate how the disposal of selected materials affect the
working relationships. environment
 Assess the impact of different materials on the society
Benchmark(s):  Generate predictions of material properties based on observations
 Know how to safely use, store and dispose of everyday materials, and and experience.
how their properties determine their uses.
 Work cooperatively in groups
 Make predictions of what will happen based on scientific knowledge
 Accept the ideas of others
and understanding. Suggest and communicate how to test these
predictions. Interpret data and decide whether results support  Be willing to change their minds if what they find is not what they
predictions, and are sufficient to draw conclusions. had believed
 Generate and compare possible solutions to a problem based on how
well each is likely to meet the criteria and limitations of the problem.
 Show concern for man’s impact on the environment.
 Show concern for the need to conserve energy usage in our everyday
life.
 Display curiosity, objectivity and perseverance in their approach to

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activities.

Duration: 2 weeks/ 4 Hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - use technology to

communicate ideas and information, and work collaboratively
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - use appropriate digital tools and resources to plan and
conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DESIGNING AND PRODUCING - use digital tools to design and develop
creative products to demonstrate their learning and understanding of
basic technology operations.
 DIGITAL CITIZENSHIP - recognise the human, ethical, social, cultural and
legal issues and implications surrounding the use of technology and
practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Students will:
 Collect a variety of labels from household items and examine them for  Communicate, create, think  Checklist has all the required
instructions for use, warning signs (hazard symbols), expiration date, critically criteria.
ingredients, storage and disposal. Prepare a checklist and record the
information on the different types of products. Discuss the importance of
each type of information, paying special attention to use, storage and
disposal.  Correct information displayed
 Use research skills to determine how the disposal of some materials (eg.  Research, record, create in table
cell phones, plastic, batteries etc.) may affect the environment. Make a table, communicate, think  Creative presentations contain
table to show what effect each material has on the environment/ or human critically (evaluate, apply, accurate information
health. Share findings with the class in creative ways (multimedia draw conclusions)  Logical conclusions drawn
presentation, drama, orally etc). Suggest safe disposal practices for each  Plausible disposal practices

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

material identified or ways the materials can be recycled. suggested

 Develop criteria and use it to evaluate selected products for safety and  create, compare, think  Product safety and compliance
compliance. Compare their criteria with the relevant standards from the critically accurately assessed based on
Bureau of Standards Jamaica website. criteria.

 In groups, be given sets of identical materials to investigate an assigned  collaborate, communicate,  Designed investigation reflects
property: transparency, absorbency, strength, magnetic property, and heat think critically, manipulate, a fair test.
conductivity (each groups should be assigned one of the properties listed). create
Plan, design and execute the investigation, paying special attention to fair
testing. Record observations in a table.

PROPERTY: (e.g. Strength)

MATERIAL
Weak Fair Strong
(e.g. ply wood) 

Report on how they carried out the investigation and their findings to the
class. Discuss and collate the results of each group. Create a class display of
the compiled findings.
 Completed worksheet with
 In groups, complete a worksheet on Properties and Uses of Materials. Use  Record, observe, collaborate, accurate information
materials found in the home/ school and Complete a table showing name think critically (analyse, make
of material, what it is used for/ made from, why the material is a good conclusions)
choice and the property of the material (eg. Transparent, absorbent,
conductor etc.)
 Conclusions supported by
 Make predictions on the most suitable materials for use in specific  plan, design, manipulate, findings.
everyday situations, e.g. which material is best for making a garbage bin. communicate, think critically
Plan, design and carry out simple investigations to test their predictions. (analyse, predict, draw

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Record findings and draw conclusions. Share and discuss findings with the conclusions)
class.

 As a class, identify a problem in the classroom. In groups, plan and design a  communicate, plan, design,  Solution addresses the
solution to the problem using recycled materials. Peer-assess the plans of collaborate, think critically problem in some way.
each group and arrive at a class consensus as to the best solution. (analyse, apply, synthesize)

Learning Outcomes
Students who demonstrate understanding can:
 Recognize correct and safe ways of using, storing and disposing of materials and household items
 Sort a selection of materials/objects to determine the transparency, absorbency, strength, magnetic property, and heat conductivity of materials
in everyday use.
 Describe some properties of materials that determine the choice of objects for specific purpose in everyday life.
 Make predictions based on observations and experience

Points to Note Extended Learning

Select materials that will not pose any danger to Research some ‘new’ materials that are used
students. for everyday purposes
Resources Key vocabulary
Wood, metals, plastic, straw, paper, household transparency, absorbency, strength, magnetic
labels, food labels property, and heat conductivity

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Prior Learning
Check that students:
Know that matter exists in three forms.

Focus Question 2: what changes are reversible and irreversible?

THEME: Energy, Forces and Matter Objectives:

 Conduct an investigation to illustrate that some changes result in
Attainment Target(s): the formation of new materials and others do not.
 Recognise the importance of energy to life processes, everyday life,  Distinguish between reversible and irreversible changes
and the relationship between energy and matter.  Classify some changes as reversible and others as irreversible;
 Gain an understanding of and apply the engineering design process.
 infer that some materials can change from one state to another
 Gain an understanding of and apply aspects of the scientific method.
(solid, liquid and gas)
 Begin to appreciate the influence and limitations of science.
 Demonstrate a positive attitude towards the use of scientific language.  Identify the processes involved when materials change from one
 Demonstrate positive interpersonal skills in order to foster good state to another (freezing, melting, evaporating, condensing)
working relationships.  make careful observations of reversible and irreversible changes,
record and explain these using suitable scientific language
Benchmark(s):  accept the ideas of others
 Recognise that some changes are irreversible and others are  be willing to change their minds if what they find is not what they
reversible.
had believed
 Understand the processes involved when a solid changes to liquid (and
 Work cooperatively in groups
vice-versa) and a liquid changes to gas (and vice-versa).
 Make predictions of what will happen based on scientific knowledge  Predict the effect of heat on selected materials
and understanding. Suggest and communicate how to test these  Predict whether a change will be reversible or irreversible
predictions. Interpret data and decide whether results support  Test predictions of changes with actual observations
predictions, and are sufficient to draw conclusions.
 Generate and compare possible solutions to a problem based on how
well each is likely to meet the criteria and limitations of the problem.
 Show concern for man’s impact on the environment.
 Show concern for the need to conserve energy usage in our everyday

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life.
 Display curiosity, objectivity and perseverance in their approach to
activities.

Duration: 3 weeks/ 6 Hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - use technology to communicate ideas

and information, and work collaboratively to support individual needs and
contribute to the learning of others.
 DESIGNING AND PRODUCING – use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve problems and
make informed decisions.
 DIGITAL CITIZENSHIP- recognise the human, ethical, social, cultural and legal issues
and implications surrounding the use of technology and practice online safety and
ethical behaviour

Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

Students will:
 observe and record what happens when they or the teacher:  Make observations, record,  Observations accurately
‒ gently heat(s) a square of butter in a hot water bath then allows collaborate, communicate, recorded.
the butter to cool; manipulate, investigate
‒ inflate(s) then deflate(s) a balloon;
‒ cut(s) a sheet of paper into four pieces then put it back together;
‒ boil(s) water and place a mirror (or other cold surface) directly
above the steam.

As a class, discuss the changes that occurred in each case and state  Communicate, think critically  Participated in discussions
whether any new materials have been formed. (In discussions teacher (analyse, draw conclusions,  Acceptable description given
should introduce the term reversible to describe changes in which no new define operationally) for the term ‘reversible
materials are formed.) Write a simple description of the meaning of the change’.

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

term ‘reversible change’. Share their descriptions with the class.

ICT Integration: Capture images of each investigation and insert them

under the heading “before” and “after” on slides or a page in appropriate  capture image using image
software. Use pictures to aid the discussion of the results. capturing device.
 Insert pictures

 observe and record what happens when the teacher:  Observations accurately
‒ cracks and heats a raw egg, then allows the heated egg to cool;  observe, record recorded.
‒ burns paper;
‒ mixes vinegar and baking soda

Discuss the changes that occurred in each case and state whether any new  communicate, think critically  Acceptable description given
materials have been formed. (In discussions teacher should introduce the (analyse, draw conclusions, for the term ‘irreversible
term irreversible to describe changes in which new materials are formed.) define operationally) change’.
Write a simple description of the meaning of the term ‘irreversible
change’. Share their descriptions with the class.

ICT Integration: Capture images of each investigation and insert them

under the heading “before” and “after” on slides or a page in appropriate
software. Use pictures to aid the discussion of the results.

 In groups discuss and predict whether some simple activities will result in  collaborate, communicate,  Accurate classification of
reversible or irreversible changes (e.g. mixing sand and water, striking a observe, investigate, think changes as reversible or
match and letting it burn etc.) In groups, carry out or make observations as critically (make predictions, irreversible.
the teacher demonstrates the activities, and record their observations in a make comparisons, classify)
variety of ways. Discuss findings with the class and compare their
predictions with the class consensus. (Teacher should encourage the use of
appropriate scientific language in discussions.)

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

 Brainstorm how water may be changed from one state to the another.  think critically, observe,  Accurate observations
Record observations as teacher demonstrates: communicate, record recorded.
(1) the melting of ice through heating;
(2) the evaporation of water through boiling;
(3) the condensation of water vapour through cooling.

 View videos/pictures of materials changing state, including the freezing of  collaborate, communicate,  Flow diagrams reflect correct
water. Discuss the causes of the changes of state, that is, the heating (gain create diagrams state change and related heat
of heat) and cooling (loss of heat) of the materials. Represent the changes flow.
of state on a heat flow diagram. E.g.

 In groups, write brief descriptions of how materials observed were made to  collaborate, communicate,  Acceptable descriptions given
change from one state to another. think critically (analyse, make of how materials change state.
inferences)
 In groups, be given four cards, each with one of the following words:
freezing, melting, evaporation and condensation. Paste each word card at
the appropriate place on the heat flow diagram.  collaborate, think critically,  Processes correctly identified
communicate on flow diagram.

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

 Presentation contains correct

 collaborate, create, information on heat flow and
 in groups, develop a digital/non-digital presentation to illustrate the four communicate, think critically state changes.
processes and the associated heat flow, that occur when materials change  Presentations creative
from one state to another.

Learning Outcomes
Students who demonstrate understanding can:
 Differentiate between reversible and irreversible changes
 Carry out simple activities to demonstrate reversible and irreversible changes
 Illustrate how materials may change from one state to another
 Summarise the processes involved when materials change from one state to another
 Conduct Internet research and navigate and manipulate digital content
 Work collaboratively to use selected ICT tools to complete task and communicate information on reversible and irreversible changes of matter.

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Points to Note Extended Learning

 Teacher should NOT introduce the terms ‘chemical change’ and Explore how reversible and irreversible changes may be used in
‘physical change’. everyday situations.
 Various everyday materials should be used to demonstrate reversible
and irreversible changes, e.g. cake mixture, dough, chocolate.
 Exercise caution when using heated materials.
 Follow guidelines to promote healthy use of ICT tools
 Recognise and acknowledge the owners or creators of digital materials
and
 Encourage students to observe safety rules when browsing online.

Resources Key vocabulary

Butter, egg, water, ice heat source (e.g. electric burner/heater), suitable Reversible, irreversible, freeze, melt, evaporate, condense, solid,
containers for heating, liquid, gas, materials, state of matter
Computer, Internet multimedia projector, pictures and videos showing
changes of state and the processes involved.

image capturing device, computer and any other available technologies,

Internet access, multimedia projector

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SCIENCE UNITS OF WORK GRADE 6 TERM 2 UNIT 2: HUMAN BODY SYSTEMS

About the Unit

In this Unit, students will learn about selected human body systems. Through observations, demonstration and research they will identify the
organs associated with each system and state their functions.

Range of Content

 The main structures and functions of selected human body systems

 Circulatory system (Heart, blood, blood vessels). The main job of the circulatory system is the transporting materials throughout the body. It
carries nutrients, oxygen and water to different parts of the body and removes waste.
 Digestive system (mouth, oesophagus, stomach, small intestine, large intestine). The digestive system helps to break down food into a form
that the body can find useful.
 Excretory system (kidney, bladder, skin, lungs). Substances that may be harmful to the body are removed through the excretory system.
 Nervous system (brain, spinal cord, nerves). The nervous system controls the body's actions.
 Reproductive system (penis, testes, vagina, ovary, uterus/womb). The reproductive system is responsible for producing offspring.
 Respiratory system (nose, trachea, lungs). The respiratory system produces energy from food.
 Skeletal and muscular systems (muscles, bones, joints). The muscular and skeletal systems work together to help the body to move. The
skeletal system also protects major organs throughout the body.

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Prior Learning
Check that students can:
identify some parts of the human body, internal and
external

Focus Question 1: What are some of the systems in my body and how do they work?
THEME: Living things, Life Processes and the Environment Objectives:
 Explain what is meant by the term ‘system’
Attainment Target(s):  Identify the organ systems and state their functions in humans
 Gain an understanding of some life processes in plants and animals,  Recognise the integration of the different organ systems in
and how lifestyle choices impact health and well-being in humans. carrying out life processes
 Gain an understanding of and apply the engineering design process.  Identify selected organs in the human digestive system (mouth,
 Gain an understanding of and apply aspects of the scientific method. oesophagus, stomach, small intestine, large intestine) and outline
 Begin to appreciate the influence and limitations of science. the path food travels from mouth to anus
 Demonstrate a positive attitude towards the use of scientific language.  Describe how the bones, joints and muscles work together to
 Demonstrate positive interpersonal skills in order to foster good produce movement in humans
working relationships.  Identify the excretory organs of humans (kidneys, lungs and skin)
and state their role in excretion
Benchmarks:  Show curiosity in exploring their own body and questioning
 Know the structure and functions of selected animal systems. about the structures or functions of the body.
 Use prior experiences and scientific knowledge to formulate and test  Share their views confidently
hypotheses, and interpret results.  Demonstrate self-assurance about their uniqueness
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Show responsibility in food choices.
 Show sensitivity to others who make unhealthy eating choices.
 Show concern by being respectful and responsible towards the
environment and the organisms living in it.

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 Display curiosity, objectivity and perseverance in their approach to

activities.

Duration: 3 weeks/ 6 Hours

ICT Attainment Target(s)
 COMMUNICATION AND COLLABORATION - Students use technology to
communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING - Students use digital tools to design and
develop creative products to demonstrate their learning and
understanding of basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Students use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Students will:
 View videos/pictures of simple systems. In groups, name the components  Think critically (define  Acceptable working definition
that make up each system viewed, and record their ideas. Discuss and operationally), record, of ‘system’ developed.
suggest how the components of each system work together and affect one communicate, collaborate,
another. Generate a simple working definition for the term ‘system’. Share
their ideas with class.

 As a class, discuss the fact that the human body has several systems that  Collaborate, record,  Organs correctly positioned
work together to keep it alive. In groups, suggest what they think are the communicate, think critically and labelled.

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

organs systems in the human body, and record their ideas. Research the (research, reason, infer), label
names of the human organ systems and their function(s). Summarise the diagrams, manipulate
function of each system. View videos/interactive simulations/charts of the
human organ systems. Draw/be provided with an outline of the human
body and place the organ cut-outs, provided by the teacher, in the correct
position for each system. Add the appropriate labels for selected organs.

 in groups, use the chart of the digestive system from the previous activity  Collaborate, think critically  Flow diagram shows accurate
to trace the path that food travels from the mouth to the anus. Illustrate (evaluate, generating sequence of the route food
this path using a flow diagram. Using available materials, plan, design and solutions), manipulate, travels
construct a model of the digestive system illustrating selected organs measure, create, plan and  Model correctly represents the
(mouth, oesophagus, stomach, pancreas, small intestine, large intestine). design, communicate digestive system.
As a class, peer-assess the group models using a pre-prepared checklist
developed by the class.

 Mimic body building actions flexing and extending various muscles and  Observe, communicate, think  Paragraph correctly describes
joints in the body. Feel the muscles that contract and relax to bring about critically (analyse, infer) how muscles, bones and joints
these movements and discuss the role played by muscles, joints and bones. cause movement of the body.
View x-rays, pictures or videos of muscles, bones and joints found in the
body. Write a short paragraph explaining how bones, joints and muscles
work together as a system.

 As a class, discuss what would happen if someone never threw out his or
her garbage and leftover food? With the aid of the teacher, identify some  Collaborate, communicate,  Summaries contain accurate
excretory products, relate them to their corresponding organs and describe think critically (evaluate) information about excretory
how they are removed from the body (simple treatment). Summarise and organs and their related
products.
present their understanding of excretory organs and related products
(lungs – Carbon Dioxide; kidneys and skin – urea).

 in groups, make a model of the excretory system (i.e. the urinary system:
 Collaborate, communicate,  Model accurately illustrates

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

kidneys, bladder and ureters) in the outline of the human body drawn on create the excretory system
stiff paper/cardboard, using simple materials (such as kidney beans,  Acceptable descriptions of
spaghetti, glue, mini-marshmallows, drinking straws, cord or string) what happens in the excretory
provided. Using the model, take turns to describe to the class in simple system.
scientific language, what happens in the Excretory System.  Scientific terms correctly used.

Learning Outcomes
Students who demonstrate understanding can:
 Describe the role of the organ systems in humans
 Create and use models to illustrate the basic structure and function of selected organ systems
 Cite evidence of the integration of organ systems in carrying out life processes
 Appreciate the importance of their body systems
 Navigate digital content on websites and storage devices

Points to Note Extended Learning

Main focus should be on organs mentioned in activities Do research on the alimentary canal of other animals e.g. cow, fish,
Urine is the fluid produced by the kidneys that carries metabolic waste and chicken.
(e.g. urea) out of the body.

Follow guidelines to promote safe use of Internet and ICT tools

Resources Key vocabulary

Pictures, chart, video, cloth, cord, x-ray, paste, scissors, cardboard, Locomotion, skeleton, bone, muscle, joint, digestion, alimentary canal,
body outline, organ cut-outs, metre rule/tape measure, kidney beans, oesophagus, stomach, intestines, anus, lungs, skin, kidneys, sweat,
spaghetti, glue, mini-marshmallows, drinking straws, cord or string urine, urea, ureter, bladder, pancreas
computer, internet access and any other available technologies

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SCIENCE UNITS OF WORK GRADE 6 TERM 2 UNIT 3: MIXTURES

About the Unit

In this unit, students will learn that substances can be combined to form mixtures. They will classify mixtures according to their properties. They will learn
to work cooperatively and develop problem solving skills as they investigate specific methods of separating mixtures.

Range of Content

 Substances combine to form mixtures

 Types of mixtures include solutions, suspensions, and colloids
 Mixtures can be physically separated based on size of particles, magnetic properties and how readily they dissolve
 Methods of separating mixtures include filtration, evaporation, sieving, and decanting

Guidance for the Teacher

Activities in this unit are centred ONLY around identifying and classifying the three types of mixtures based on observable properties. Definitions of the
terms solutions, suspensions and colloids are NOT required at this level. Details of particle sizes are NOT to be included.

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Prior Learning
Check that students can:
Identify the three states of matter

Focus Question 1: What is a mixture and how can mixtures be separated?

THEME: Energy, Forces and Matter Objectives:
 Demonstrate that a mixture is made up of two or more substances.
Attainment Target(s):  Classify mixtures as solutions, suspensions, and colloids.
 Recognise the importance of energy to life processes, everyday life,  Recognise that all mixtures can be separated.
and the relationship between energy and matter.  Demonstrate the separation of selected types of mixtures using
 Gain an understanding of and apply the engineering design process. various techniques.
 Gain an understanding of and apply aspects of the scientific method.  Conduct investigations with due regard to safety
 Begin to appreciate the influence and limitations of science.  Use appropriate scientific vocabulary to describe mixtures
 Demonstrate a positive attitude towards the use of scientific language.  Work cooperatively in groups
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmark(s):
 Explore what happens when some materials are mixed and how they
may be separated.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Display curiosity, objectivity and perseverance in their approach to
activities.

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Duration: 3 weeks/ 6 Hours

ICT Attainment Targets:
 COMMUNICATION AND COLLABORATION - Use technology to
communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING –Use digital tools to design and develop
creative products to demonstrate their learning and understanding of
basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Use appropriate digital tools and resources to plan and
conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology
and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria
Students will:
 In groups, mix the materials given, (e.g. sugar and water, oil and water, stones  collaborate, manipulate,  Correct classification of
and marbles, sand and rice etc.) and record their observations. Sort the items observe, communicate, materials as solids, liquids
mixed as solid-solid, solid-liquid or liquid-liquid (e.g. sugar and water is a mixture record, classify, think and gases.
of solid and liquid) and report to the class. Discuss their understanding of a critically (define  Acceptable working
mixture and how some mixtures differ from others. From your results and the operationally) definition for mixture given.
discussions, write a simple working definition for the term ‘mixture’.

 In groups, add water to each of the substances provided (salt, dirt and oil) and  collaborate, manipulate,  Pictures correctly classified.
stir for two minutes. Describe the appearance of the resulting mixture in writing observe, communicate,
and drawing. Share their observations with the class, and in a teacher-led classify
discussion, relate the special features of each type of mixture to the terms
solution, suspension, and colloid. Sort pictures of mixtures provided by the

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria
teacher as solution, suspension or colloid.

 In groups, be provided with different types of mixtures (solid-solid, solid-liquid  collaborate, manipulate,  Appropriate methods
and liquid-liquid), and various equipment that may be used to separate them. plan and design, think devised for separating
Design a plan to separate each mixture, using the appropriate equipment. critically (generate mixtures.
Execute their plans and record their results. Report their methods and results solution), communicate  Successful separation of
to the class. In a teacher-led discussion, relate the methods used to the mixtures.
scientific terms: filtration, decanting, sieving, evaporation, using a magnet.
 collaborate, think critically  Appropriate separation
 In groups, given a list of mixtures (e.g. oil and water, sand and water, gravel and (generate solution), technique suggested for
sand, soda), indicate the most suitable method to separation each mixture on communicate each mixture.
the list. Report suggestions to the class.

 Analyse everyday scenarios involving mixtures and identify the best way(s) of  Think critically (analyse,  Appropriate separation
separating them. For example: generate solution), techniques suggested.
Mr Brown was unloading some deliveries at his shop when he tripped and communicate
fell. Unfortunately, he dropped some of the deliveries on the floor and they
got mixed up. He swept up what he could and put it in a bucket. Can you
help him separate the different materials again? The mixture contains: salt,
sawdust, paperclips and gravel.

Learning Outcomes
Students who demonstrate understanding can:
 Describe what is a mixture
 Identify various separation techniques
 Separate mixtures using appropriate methods
 State the meaning of the terms solution, suspension and colloid.
 Use materials efficiently to avoid wastage
 Use selected ICT tools effectively to communicate main ideas of separation techniques in different media formats.

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Points to Note Extended Learning

Teacher should assist and carefully monitor students in carrying out Survey the application of separation techniques at home.
any activities involving evaporation. In evaporation activities, mixtures
should be gently heated.
Due care should be taken to prevent students from tasting mixtures.
Harmless substances should be used to create mixtures.
When students are doing online activities remind them to observe
safety procedures.
Cross-curricular links: Technical Vocational Education (Grade 4, AT2)

Resources Key vocabulary

Water, Oil, Sugar, carbonated drink Mixture, filter, filtration, evaporation, sieving, decanting, solution,
Stones, Marbles, strainer/filter, containers colloid, suspension
Multimedia projector, computer with word processor/presentation
software, Internet, CDs/DVDs

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SCIENCE UNITS OF WORK GRADE 6 TERM 3 UNIT 1: DIET AND DRUGS

About the Unit

In this Unit, students will learn that eating a balanced diet is important for good health and there are consequences for long-term consumption
of unbalanced diets. They will recognise that obesity, diabetes and malnutrition are examples of conditions associated with long term
consumption of unbalanced diets. They will identify the specific dietary factors that contribute to each condition, and link these to appropriate
methods of prevention and treatment. They will also evaluate the use and misuse of drugs.

Range and Content

The key concepts, skills and knowledge students will learn in this unit are:
 Unbalanced diets, resulting from eating too much or too little of a particular food type, can lead to ill-health
 Obesity, diabetes and malnutrition can be caused by poor eating habits or prolonged unbalanced diets.
 Consuming too much carbohydrates and fats in the diet leads to obesity.
 Increasing the intake of vitamins and minerals (from fruits and vegetables) can help to prevent nutritional diseases.
 Drugs are substances which affect how the body functions.
 Drugs can be classified as beneficial (medicines) or harmful (if misused or abused) and legal or illegal.
 Various diseases, substances and activities, can have debilitating and/or deadly effects, on the life span of humans, and therefore responsible
behaviour involves – taking precautions against these diseases; avoiding/limiting intake of these substances; avoiding these activities and making
life style changes.

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Prior Learning
Check that students:
Know what a balanced diet is and are familiar with the
food nutrients and their importance

SCIENCE UNITS OF WORK GRADE 6 TERM 3 UNIT 2

Focus Question 1: Why is it important to have a balanced diet?

THEME: Living things, Life Processes and the Environment Objectives:
 Explain some of the consequences of not having a balanced diet
Attainment Target(s):  Assess the causes of obesity, diabetes and malnutrition
 Gain an understanding of some life processes in plants and animals,  Outline measures to mitigate against selected lifestyle diseases
and how lifestyle choices impact health and well-being in humans.  Justify the need for eating healthy foods
 Gain an understanding of and apply the engineering design process.  Evaluate data to draw conclusions about the consequences of
 Gain an understanding of and apply aspects of the scientific method. improper diets
 Begin to appreciate the influence and limitations of science.  Show concern for others who make unhealthy eating choices
 Demonstrate a positive attitude towards the use of scientific language.  Show sensitivity to individuals who suffer from food related
 Demonstrate positive interpersonal skills in order to foster good illnesses or challenges
working relationships.  Use appropriate scientific language related to food and health

Benchmarks:
 Realise that an unbalanced diet may result in disease (obesity,
malnutrition, diabetes) and be aware of the dangers of drug misuse.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Show responsibility in food choices.
 Show sensitivity to others who make unhealthy eating choices.

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 Show concern by being respectful and responsible towards the

environment and the organisms living in it.
 Display curiosity, objectivity and perseverance in their approach to
activities.

Duration: 4 weeks/ 8 Hours

ICT Attainment Target(s)
 COMMUNICATION AND COLLABORATION - Students use technology to
communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 DESIGNING AND PRODUCING - Students use digital tools to design and
develop creative products to demonstrate their learning and
understanding of basic technology operations.
 RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION
MAKING - Students use appropriate digital tools and resources to plan
and conduct research, aid critical thinking, manage projects, solve
problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

Pupils will:
 As a review, in groups draw/obtain pictures of food items from a variety of  Communicate, collaborate,  Meal reflects a balanced diet.
sources, e.g. websites, magazines or newspapers. Use the pictures to manipulate, think critically
create a balanced meal. Display their composition and discuss why it is (evaluate)
balanced. Evaluate and critique each other’s presentation.

 In groups, observe then discuss pictures/video clips of children or adults  Communicate, think critically  Summaries contain accurate
suffering from the effects of unbalanced diets, e.g. diets lacking in vitamin (reason, evaluate), information on the effects of
C (Scurvy), vitamin D (Rickets), calcium (Rickets), protein and carbohydrates collaborate diets lacking the selected
(malnutrition). Summarise the consequences of not having a balanced diet nutrients.

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Suggested Teaching and Learning Activities – Focus Question 1 Key Skills Assessment Criteria

in each case.

 In groups, use a variety of sources to research the causes and ways of  Research, collaborate,  Presentation contains relevant
preventing obesity, diabetes and malnutrition. Discuss their findings, communicate, create, think and accurate information on
prepare a report and present the information in a variety of ways (e.g., critically (evaluate) the causes and prevention of
digital story, cartoon strip, multimedia presentation, poem, song, skit etc. obesity, diabetes and
malnutrition.

 In groups, analyse data provided by the teacher on the incidence of  Collaborate, think critically  Acceptable comparisons of
diabetes, malnutrition and obesity in Jamaica and the Caribbean. Compare (compare), create, think disease occurrences across the
the occurrence of these diseases in children across the Caribbean. Develop creative Caribbean provided.
a class display to illustrate their findings.

Learning Outcomes
Students who demonstrate understanding can:
 Describe the potential detrimental effects of under or overeating
 detail what the outcomes of having too much or too little of one particular food group might be
 Appreciate the impact of diet on health
 Navigate digital content on websites and storage devices
 Use selected ICT tools effectively to create multimedia
Points to Note: Extended Learning
Only a simple treatment of selected deficiency diseases is required. Compare the incidence of diabetes, malnutrition and obesity in the Caribbean to
Follow guidelines to promote safe use of Internet and ICT tools another region, e.g. North America, Europe, Asia etc.

Resources Key vocabulary:

Pictures, books, multi-media, paste, paper, magazine, computer with Obesity, malnutrition, diabetes, Scurvy, Rickets
suitable software to create multimedia presentations, Internet access,
multimedia projector and any other available technologies

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Prior Learning
Check that students can:
Understand that there are different types of drugs

Focus Question 2: Why is the proper use of drugs important?

THEME: Living things, Life Processes and the Environment Objectives:
 State the meaning of the term ‘drug’
Attainment Target(s):  Classify commonly used drugs as legal or illegal
 Gain an understanding of some life processes in plants and animals,  Explain the importance of following guidelines on the proper
and how lifestyle choices impact health and well-being in humans. use of a drug
 Gain an understanding of and apply the engineering design process.  Describe the effects of drugs on the body
 Gain an understanding of and apply aspects of the scientific method.  Show responsible behaviour in the use of drugs
 Begin to appreciate the influence and limitations of science.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Realise that an unbalanced diet may result in disease (obesity,
malnutrition, diabetes) and be aware of the dangers of drug misuse.
 Use prior experiences and scientific knowledge to formulate and test
hypotheses, and interpret results.
 Make a series of measurements of quantities and make inferences
from observations in order to draw conclusions.
 Plan and carry out fair tests to identify aspects of a model or prototype
that can be improved.
 Show responsibility in food choices.

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 Show sensitivity to others who make unhealthy eating choices.

 Show concern by being respectful and responsible towards the
environment and the organisms living in it.
 Display curiosity, objectivity and perseverance in their approach to
activities.

Duration: 4 weeks/ 8 Hours

ICT Attainment Target(s):
 COMMUNICATION AND COLLABORATION - Use technology to
communicate ideas, information and understandings for a variety of
purposes.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Use technology
to develop a logical process for decision making and problem solving.
 DESIGNING AND PRODUCING – Use technology to design and produce
multimedia products to demonstrate their creative thinking.
 DIGITAL CITIZENSHIP – recognise the ethical, social and legal implications
surrounding the use of technology.

Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

Students will:
 In groups, brainstorm and formulate a simple working definition for the  Collaborate, communicate,  Acceptable definitions given.
term ‘drug’. List some examples of drugs. Share and discuss their simple think critically (define  Drugs correctly classified as
working definitions and lists with the class and arrive at a class consensus operationally), classify legal or illegal.
for the meaning of the term ‘drug’. In a teacher-led class discussion, discuss
the meaning of ‘legal’ and ‘illegal’. Classify the drugs from the lists as ‘legal’
or ‘illegal’.

 In groups, discuss what is meant by ‘over-the-counter’ and ‘prescription’  collaborate, communicate,  Drugs correctly classified
drugs. Examine the instructions and any other information found on empty classify, think critically (infer,
medicine containers, and group them as over-the-counter or prescription evaluate)

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Suggested Teaching and Learning Activities – Focus Question 2 Key Skills Assessment Criteria

drugs. Suggest why they think some drugs are available over-the-counter
while others require prescriptions from medical doctors. Share and discuss
their ideas with the class.

 In groups, examine the information found on packages/containers

collected from over-the-counter and prescription drugs. Use a teacher-  think critically (evaluate),  Displays capture the most
prepared checklist to record whether the container/package has the communicate, create, important information.
following information: expiration date; warning; dosage (instructions for collaborate, think creatively
use); bar-code/batch number; storage instructions. Discuss the importance
of each type of information. Develop a display highlighting the critical
information found on over-the-counter and prescription drugs.

 Use secondary sources (e.g. video, CD-ROM, leaflets, magazines etc.) to  Think critically (research),
research the effects of some legal and illegal drugs on the body. Create create, communicate, think  Posters convey accurate
posters to inform other children of the effects of drugs on the body. creatively information about the effects
of drugs on the body.

Learning Outcomes
Students who demonstrate understanding can:
 Distinguish between legal and illegal drugs
 Appreciate the importance of following instructions on drug use
 Outline some effects of drugs on the body

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Points to Note Extended Learning

Teachers should take responsibility for providing the sample drug Conduct research on Jamaican scientists who developed medicines using locally
containers/packages. Drug containers MUST be thoroughly washed grown plants.
out before allowing students to handle.
Definition of a drug - any substance, other than food, which changes
our physical or mental state when ingested, inhaled or applied to the
body.
Ensure that pupils do not bring illegal substances to class/school.

Resources Key vocabulary

Medicine containers/packages, secondary sources on the effects on Legal, illegal, expiry date, dosage, duration of use, prescription, over-the-
drugs on the body, paper, crayon, cartridge paper, computer with counter
suitable software to create digital product, e.g., poster; Internet
access, multimedia projector

NSC Science: Grade 4-6, Term 1- 3 Version 5; January 2017