ST. KITTS
AND
NEVIS
MINISTRY OF EDUCATION
INTERIM CURRICULUM IN SCIENCE AND TECHNOLOGY FOR THE PRIMARY SCHOOL
G RADE 5
Curriculum Development Unit June 2015
Interim Curriculum for Science and Technology (June 2015)
ST. KITTS AND NEVIS SCIENCE AND TECHNOLOGY AN INTERIM CURRICULUM GUIDE FOR THE PRIMARY SCHOOL
GRADE 5
CURRICULUM DEVELOPMENT UNIT MINISTRY OF EDUCATION ST. KITTS AND NEVIS JUNE 2015
Grade 5
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Introduction and Acknowledgement The Curriculum Development Unit has undertaken the comprehensive review of the curricula in four subject areas for the primary school level (Language Arts, Mathematics, Social Studies and Science and Technology). This is a mammoth undertaking that requires thoughtful discussions, planning and writing. However, it is a most necessary and overdue undertaking. Through our visits to schools, interaction with teachers and other consultations we recognize that there are some issues that require our immediate attention. To this end an Interim Curriculum Committee was formed to examine the Science and Technology curriculum for Kindergarten to Grade 6. This committee has been tasked with identifying the standards that students are to achieve, providing teachers with clearer guidance as it relates to particularly problematic topics, updating the content where necessary, and recommending topics for removal or inclusion. This committee, with its members drawn from schools across the federation, have therefore prepared this revision and/or edit of the 2001/2002 edition of the curriculum guide for the primary school. We remain grateful to those teachers who contributed to the referenced edition and credit their work. The members of the Interim Curriculum Committee are listed below: Glenroy Blanchette (Lecturer, Teacher Education Division of CFBC) Dureen Burt-Queeley (Sandy Point Primary) Juliette Claxton (Head of Science Department, Gingerland Secondary) Dawn Dos Santos (Head of Science Department, Cayon High School) Devon Harris (Dieppe Bay Primary) Jolanie Johnson (Saddlers Primary) Shefton Liburd (Education Officer responsible for Science and Technology, Department of Education, Nevis) Patrice Mills (Principal, St. Christopher’s Preparatory School) Joycelyn Pinney (Cayon Primary) Shawn Revan (George Moody Stuart) Lornette Webbe (Joycelyn Liburd Primary) We also appreciate the feedback we received from the Education Officers, Principals, Resource Teachers, all other teachers and stakeholders during the vetting of the recommendations and proposed Interim Curriculum.
Olston R. Strawn (Mr.) Science and Technology Coordinator, CDU
Introductory Material
i
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Table of Contents Introduction and Acknowledgment .................................................................................................................... i Table of Contents ............................................................................................................................................. ii Overview ......................................................................................................................................................... iii Program Content ............................................................................................................................................. iv Unit 1: The Earth ..............................................................................................................................................1 Unit 2: Soil and Water Conservation ..............................................................................................................10 Unit 3: Plant Structure and Function ..............................................................................................................29 Unit 4: Matter .................................................................................................................................................40 Unit 5: Heat ....................................................................................................................................................48 Explanations of the Factors in the Dimensions of Scientific and Technological Literacy ...............................59
Introductory Material
ii
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Overview
(Sourced from 2001/2002 Science and Technology Curriculum Guide for Primary Schools) The development of the Primary Science and Technology Curriculum for St. Kitts and Nevis is based on the philosophy that the students live in an integrated world. Their lives are impacted by scientific, technological, societal, and environmental factors all of which influence the kinds of challenges which students must face in school and in the wider community. It is hoped that exposure to the experiences provided by this program will help to prepare students to live meaningful lives and to be valuable assets to the communities in which they live. Teachers are encouraged to become familiar with the information in the following pages of this overview before embarking on their teaching assignments. Mission The Primary Science and Technology programme will help students develop scientific and technological literacy, sensitize them to the relevance of science and technology in their lives, and give them insights into coping with the challenges provided by science and technology in their environment. Dimensions of Scientific and Technological Literacy1 By actively participating in primary science and technology, the students will be enabled to: a) understand the nature of science and scientific knowledge; b) understand the nature of technology and its role in various aspects of life; c) understand and accurately apply appropriate science concepts, principles, laws and theories in interacting with society and the environment; d) use science processes in solving problems, making decisions, and furthering understanding of society and the environment; e) think in a logical way about everyday events, weigh alternatives and use technological processes to solve everyday problems; f) understand and appreciate the joint enterprise of science and technology and the interrelationships of these with each other and with other aspects of society and the environment; g) develop manipulative skills associated with science and technology; h) interact with the various aspects of society and the environment in a way that is consistent with values that underlie science; i) develop a richer, more satisfying, and exciting view of society and the environment, and continue to extend this interest and attitude throughout life.
1
These are explained in more detail on page 59
Introductory Material
iii
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Programme Content Having accepted the recommendations made by the committee, this Interim Curriculum for Science and Technology now consists of 39 units to be covered across the primary school grades. These units cover a range of topics with particular emphasis on Earth Science, Life Science and Physical Science. A revised outline of the Yearly Scheme of Work is shown below. We also must reiterate that a minimum of three (3) class periods (of 35 – 40 minutes duration) per week should be allocated to the teaching of science and technology. Table 1: Revised Outline of Yearly Scheme of Work for Science and Technology
Grade
Term 1
Term 2
Term 3
Kindergarten
• The Weather • Matter
• Water • Making Things Move
• Living Things
Grade 1
• Living Things • The Senses
• The Earth • The Sky Above
• Motion
Grade 2
• The Weather • Air and Water
• Plant Growth • Habitats
• Food
Grade 3
• The Senses • Heat • Sound
• Animals • Plant Structure and Adaptation
• Properties of Matter • Machines
Grade 4
• Predicting Weather • Energy Conversions
• Light • Electricity
• Cells and Systems • Plant Diversity
Grade 5
• The Earth • Soil and Water Conservation
• Plant Structure and Function • Matter
• Heat
Grade 6
• Ecosystems • Growth and Development
• Energy Uses • Electricity and Magnetism
• The Solar System
If a primary school student is to derive the maximum benefit from exposure to this course, it is imperative that the instructional practices employed foster the development of science process and technology process skills in addition to and along with a certain curiosity and willingness to use their knowledge and understanding of scientific principles to solve the problems they will encounter in their daily lives. This can be satisfied if science and technology is taught, not merely as a body of scientific facts, but as and through inquiry; they are engaged in meaningful activities within the classroom and outdoors that stimulate exploration, observation, reporting, critical thinking to solve problems; they are given multiple opportunities to practice science and technology; multi-modal assessment is employed (portfolios, projects, reports, independent research, etc.) and not solely ‘paper and pencil’ tests. The series of units that follow, should therefore be pursued from this perspective and with this emphasis. The revisited specific objectives are listed and some sample teaching-learning activities have been reworked and continue to be included to provide another level of support to your practice. Introductory Material
iv
INTERIM CURRICULUM IN SCIENCE AND TECHNOLOGY
GRADE 5 UNIT 1: THE EARTH
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Unit Overview This unit introduces students to the structure of the Earth and the effects of factors such as weathering, earthquakes, and volcanoes on its surface. The causes of earthquakes and volcanoes are also considered as a means of helping students develop an understanding of plate tectonics. General Objectives: By the end of this unit students should be able to: 1. 2. 3.
Explain the structure of the earth Describe the effects of physical factors on the earth Explain the causes and effects of earthquakes and volcanoes
Specific Objectives: Students should be able to: 1.1 1.2 1.3 1.4
identify the earth as a spherical object in space identify places on the earth using the globe as a model identify the core, mantle and crust as the layers of the earth describe the features of the earth’s crust, mantle, and core
2.1 2.2 2.3 2.4
define the term weathering identify agents of weathering illustrate the effects of weathering on rocks describe and illustrate how weathering affects the earth’s crust
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
explain how earthquakes develop describe and demonstrate the effects of earthquakes on the earth’s surface explain what volcanoes are and how they are formed identify the parts of the parts of the volcano describe the features of volcanoes design and make a model volcano examine and describe the effects of volcanoes make a drawing to illustrate the effects of volcanoes describe, using illustrations, how volcanic islands are formed
Unit 1: The Earth
2
Interim Curriculum for Science and Technology (June 2015)
Grade 5
1. The Earth’s Surface Duration:
1 Session
Specific Objectives: Students should be able to: 1.1 1.2
identify the earth as a spherical object in space identify places on the earth using the globe as a model
Materials: • Globe(s) • flash cards • manila • scissors • magazines Scientific and Technological Literacy Factors: C5, D3, D6 Activities: 1.
Have globe or globes in the classroom for students to examine, manipulate and become familiar with. Allow the students to talk freely about the globe. Listen for words such as sea, ocean, land, continent, island etc. Have students point out any feature that they may know. Explain that the globe represents the earth, that the earth is spherical like the globe.
2.
Present the following words with flash cards – sea, island, continent, land. Read the words. Explain the concepts. Have students try to place flash cards at appropriate points on the globe.
3.
Present a flash card with the word Caribbean Sea. Have the students find the Caribbean Sea. Point out the islands in the Caribbean Sea. Read the names of the islands and point out St. Kitts on the globe.
4.
Reinforce the concept that the earth is round. Have the students name things that are spherical as the Earth, e.g.: balloons, balls, globe etc.
Competency Task: Give out copies of National Geographic Magazines. Have the students locate and cut out satellite photographs of the Earth in space. Let them make a chart of the earth in space by pasting the cut out pictures on manila. (Students may use substitutes if National Geographic is not available)
Unit 1: The Earth
3
Interim Curriculum for Science and Technology (June 2015)
Grade 5
2. Structure of the Earth Duration:
2 Sessions
Specific Objectives: Students should be able to: 2.1 2.2
identify the core, mantle and crust as the layers of the earth describe the features of the earth’s crust, mantle, and core
Materials: • Several globes • images from satellites • video • pictures Scientific and Technological Literacy Factors: D2, D3, D4, G4, I1 Activities: 1.
Have several globes in the classroom for hands-on study. The type recommended for use with this unit is one which illustrates the various physical features of the planet in relief. Images from satellites can also be used to enhance the concept that the earth is a sphere and to compare the regions shown on the globe. Videos which show the earth from space would also be useful to help strengthen the concept of the spherical earth.
2.
Display chart showing a cross section through the Earth. Put students in groups and have them identify the core, mantle and crust as the layers of the Earth.
3.
Provide literature with descriptions of the core, mantle and crust. Have groups students study the information on assigned features and report to whole class. Students will work in small groups to find information on igneous, sedimentary and metamorphic rocks.
Competency Task: Students will draw a representation of the Earth as seen from one angle of the globe.
http://www.claseshistoria.com/bilingue/1eso/relief/relief-structure.html Unit 1: The Earth
4
Interim Curriculum for Science and Technology (June 2015)
Grade 5
3. Weathering and Its Effects Duration:
2 Sessions
Specific Objectives: Students should be able to: 3.1 3.2 3.3 3.4
explain what weathering is identify agents of weathering illustrate effects of weathering on rocks describe and illustrate how weathering affects the earth’s crust
Materials: • Fan • Sandbox • Pebbles • water Scientific and Technological Literacy Factors: D2, D3, D4, D16, D6, I1 Activities: 1.
Set up simple illustrations of weathering using the fan, sandbox, pebbles and water. See illustration. Put children in groups to observe and discuss.
2.
Have whole class discussion on observations of Activity 1, highlighting wind and water action on the sand and pebbles.
3.
Have students formulate a definition for weathering; use diagrams where necessary.
4.
Take students to the beach to observe weathering of rocks and have them discuss their observations. Facilitate naming the agents of weathering.
Competency Tasks: A.
Students will illustrate the effects of the agents of weathering on rocks
B.
Students will illustrate a simple experiment to show weathering of the Earth’s crust using the apparatus used in Activity II.
Unit 1: The Earth
5
Interim Curriculum for Science and Technology (June 2015)
Grade 5
4. Earthquakes Duration:
1 Session
Specific Objectives: Students should be able to: 4.1 4.2
explain what earthquakes are and how they are developed describe and demonstrate the effects of earthquakes on the earth’s surface
Materials: • Modelling clay/plasticine/play dough • warm water • cool water • basin • stone Scientific and Technological Literacy Factors: D2, D3, D4, D16 Activities: 1.
Arrange several coloured layers of modelling clay into long, narrow strips. Lay one layer on top of the other. Hold the stack of clay stacks at each end and push the centre down quickly. Have students observe what happens. Using a similar stack, warm the stack very gradually in a hot water bath. Again grasp the stack at both ends and press down very slowly and gently. Have students observe what happens and compare it with what occurred the first time.
2.
Repeat the tests, placing different kinds of forces on both ends of the stack. Try pulling both ends apart, pushing both ends together, or twisting both ends in opposite directions. In each case have students observe and the pattern produced. Examine diagrams of folding, bending and rifting in rock formations. Try to simulate those formations using the layered modelling clay.
3.
The following activity could help to explain the ripple effects of earthquakes. Pour water into a wide basin until it is almost filled. Have students observe the stillness of the water. An individual will drop a stone in the container and students will make observations.
4.
Have whole class discussion and allow students to explain what happened in the different activities. Lead students to explain how earthquakes develop.
Competency Task: Place students in groups and have each group devise an activity to show how earthquakes affect the earth’s surface. Groups will report to the class. Teacher’s Notes: Any other objects that can be pressed into distinct layers can be used for Activities 1 and 2. Carpet samples or towels would work. Slow, gradual pressure results in folding. Rapid changes in pressure cause cracking.
Unit 1: The Earth
6
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5. Causes of Volcanoes Duration:
2 Sessions
Specific Objectives: Students should be able to: 5.1 5.2 5.3 5.4
explain what volcanoes are and how they are formed identify the parts of a volcano describe features of volcanoes design and make a model volcano
Materials: • Board • Smoke • Styrofoam • small metal pipe • pictures or video of volcano Scientific and Technological Literacy Factors: C1, C2, C7, C10, C15, D2, D3 Activities: 1.
Present the class with a diagram of a volcano and have them explain what it is; students can compare the volcano to a mountain.
2.
Have students identify the parts of the volcano.
3.
Show video of erupting volcano. Display pictures of volcanos if there is no video. Ask students: How do you think volcanoes are formed? Allow them to offer suggestions.
4.
Guide students into listing and describing the features of a volcano. Have students discuss how volcanoes are formed. Students will make a drawing of a volcano.
5.
Take students to the crater for observation if this can be arranged. Competency Task: Group students and allow them to make a model or replica of a volcano using materials of their choice. Teachers’ Note: Other materials to create the model of the volcano can be used.
http://eschooltoday.com/volcanoes/what-is-inside-a-volcano.htm Unit 1: The Earth
7
Interim Curriculum for Science and Technology (June 2015)
Grade 5
6. Effects of Volcanoes Duration:
1 Session
Specific Objectives: Students should be able to: 6.1 6.2
examine and describe the effects of volcanoes make a drawing to illustrate the effects of volcanoes
Materials: • Video of Soufriere Volcano (Or any other that is available) Scientific and Technological Literacy Factors: C10, D2, D3, D4, D10, D15, I1 Activities: 1.
Brainstorm students to find out some of the effects of volcanoes. Write down the student’s ideas.
2.
Students will look at video of Montserrat volcano erupting. Put them in groups after the video and have them discuss the effects of the volcano. Students will report to whole class.
3.
Take students on a field trip to observe some of the effects of volcanoes such as soil colour, vegetation type, and hot springs. Some examples may include Black Rocks in St. Kitts, Bath stream in Nevis.
Competency Task: Students will make a drawing to illustrate the effects of volcanoes.
Unit 1: The Earth
8
Interim Curriculum for Science and Technology (June 2015)
Grade 5
7. Formation of Volcanic Islands Duration:
1 Session
Specific Objectives: Students should be able to: 7.1
describe, using illustrations, how volcanic islands are formed
Materials: • Plasticine/Play Dough • coloured paper Scientific and Technological Literacy Factors: A2, D2, D3, D4, D16, I1 Activities: 1.
Group students and distribute plasticine and coloured paper to each group. Instruct students to make a design to show how islands are formed working the material from the bottom. They could make projections on the flat material by pushing up from the bottom to depict an island.
2.
The projected region will be covered with coloured paper. The surrounding blue will represent the sea.
3.
Engage students in a discussion of how islands are formed.
Competency Tasks: A.
Students will make a drawing using arrows to show how islands are formed
B.
Students will write an exposition as to how volcanic islands are formed.
Unit 1: The Earth
9
INTERIM CURRICULUM IN SCIENCE AND TECHNOLOGY
GRADE 5 UNIT 2: SOIL AND WATER CONSERVATION
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Unit Overview This unit introduces students to the study of the soil. The structure of the soil and the composition of different types of soils is critical to an understanding of the immediate environment and provides students with information necessary to help them use the environment effectively. The use of fertilizers in agriculture is also observed; the uses of water and water conservation measures are also considered so as to help students develop an appreciation for the care of the environment. General Objectives: By the end of this unit students should be able to 1. 2. 3.
Recognize different types of soil by observation. Appreciate the importance of taking care of the soil. Appreciate the importance of conserving water
Specific Objectives: Students should be able to: 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10
define soil examine the structure of the soil describe the composition of the soil make drawing showing the soil profiles identify the types of soil discuss the characteristics of each type of soil collect and label different soil types identify the three types of rocks explain how the various types of rocks are formed classify rocks according to type
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12
define soil erosion demonstrate soil erosion by wind and by water identify agents of soil erosion list and demonstrate different methods of soil conservation make models of methods of conservation discuss importance of soil conservation explain the importance of fertilizers compare how fertilized and unfertilized soils affect plant growth record the growth of the seeds explain soil improvement methods condition soil in pots explain why some soils need conditioning
3.1 3.2 3.4 3.5 3.6 3.7 3.8
explain the water cycle name sources of water that form part of the water cycle identify the heat sources that power the water cycle construct a model to show the process of the water cycle demonstrate how water pollution occurs explain the effects of water pollution on life write recommendations for preventing water pollution
Unit 2: Soil and Water Conservation
11
Interim Curriculum for Science and Technology (June 2015) 3.9 3.10 3.11 3.12
Grade 5
discuss the importance of preventing water pollution to water conservation identify and discuss methods of conserving water explain how water is used in some industries illustrate the use of water in hydroelectricity
Unit 2: Soil and Water Conservation
12
Interim Curriculum for Science and Technology (June 2015)
Grade 5
1. Composition of the Soil Duration:
2 Sessions
Specific Objectives: Students should be able to: 1.1 1.2 1.3 1.4
define soil examine the structure of the soil describe the composition of the soil make a drawing showing the soil profiles
Materials: • Soil • Shovels • hand lenses • jam jar • water Scientific and Technological Literacy Factors: C4, D2, D3, D4, G1 Activities: 1.
Take students outside and place them in groups. Give each group a magnifying glass and have them make observations of the soil. (Topsoil)
2.
Have students dig into the soil (subsoil). Lead students to tell that part of the soil was once living and part of soil has never lived. Give students opportunities to try to identify those parts of the soil that were living or never lived.
3.
Students will list organisms found in the top soil. Have a discussion on the importance of these organisms - for example earthworms, rodents, ants and the importance of water in the soil.
4.
Place some soil in a jam jar to about 1/3 full. Add water to the jar to about 2/3 full. Cover the jar and shake it well. Put the jar in a safe place and allow to settle. After 30 minutes have students examine the soil with their hand lenses. The diagram below shows what the students should see. Have them draw their own diagrams.
Teacher’s Note: Go to Lesson 7 on Soil Conditioning and set up Activity 1 now. It will be needed at that time but you must set it up now. What is soil? What do you see when you look closely at soil? Part of soil is living. Part of soil was once living. Part of soil has never lived. The organic part of soil contains plants, animals, and protists that are alive or were once living. Why do you think this part of soil is called organic? Unit 2: Soil and Water Conservation
13
Interim Curriculum for Science and Technology (June 2015)
Grade 5
What organisms live in soil? The living organisms help to keep soil fertile. Earthworms make tunnels as they move through soil. Water and air can get into the soil from getting dry and hard. Plants do not grow well in dry, hard soil. Why do you think earthworms are sometimes called farmers friends? When the organisms in soil die, they decompose. They decomposed organisms form humus (HYEW mus). Humus is the organic part of soil that is no longer living. Humus keeps water in soil. Water in soil is important for the growth of plants. In some places soil has a lot of water. In other places, soil has very little water. Some plants, such as willows and cattails, grow best in soil that contains a lot of water. What kinds of plants grow best in soil contains very little water?
Making Soil It takes many years for natural forces to make soil. This is because the weathering process that produces soil is very slow. Wind and water take a long time to wear rocks down into the tiny particles needed. To make just half an inch (about one cm) of new soil from rocks may take over 100 years. Unfortunately, erosion destroys the soil much more quickly. More than a third of Earth’s land surface is in danger of losing tillable soil through erosion. People cause much needless erosion. They do not take care of the land. Then the wind blows it away or rains wash it away. Unfortunately, although people are the cause of a lot of soil destruction, they cannot create new soil. Only nature’s weathering process can turn rock into soil. Because people cannot make soil, it is especially important for them to stop doing things that cause erosion.
Soil profiles A side view of an object is called a profile. The profile of the dessert shows layers in the dessert. What other profiles have you seen? Soil has a profile. A soil profile shows the layers in soil. If you dug a deep hole in the ground, you could observe layers in soil. The top layer in a soil profile is usually topsoil. How do you think topsoil got its name? Topsoil is the soil layer that contains the most humus. Humus makes topsoil a dark colour. Sometimes the topsoil in an area is removed. Why do you think the topsoil is removed? The earth is covered with only a thin layer of topsoil. Yet, topsoil is very important because plants need to grow. Humus in topsoil holds water that plants need to grow. Humus also makes topsoil rich in mineral compounds that plants need to grow. The thick layer below topsoil in a soil profile is subsoil. Subsoil is usually a light colour because it does not contain much humus. Subsoil usually contains a lot of clay. Rainwater carries many of the minerals in topsoil down into the subsoil. Large rocks are found below the subsoil in a soil profile. The rocks are broken into small particles that become part of the subsoil. How are the rocks broken?
Unit 2: Soil and Water Conservation
14
Interim Curriculum for Science and Technology (June 2015)
Grade 5
http://www.metropolismag.com/Point-of-View/August-2013/Green-Team-Part-17-For-the-Love-of-Dirt/
Unit 2: Soil and Water Conservation
15
Interim Curriculum for Science and Technology (June 2015)
Grade 5
2. Types of Soil Duration:
2 Sessions
Specific Objectives: Students should be able to: 2.1 2.2 2.3
identify the types of soil discuss the characteristics of each type of soil collect and label different soil types
Materials: • Soil types • flat containers • hand lens • water • jam jars • funnels Scientific and Technological Literacy Factors: D1, D2, D3, D4 Activities: 1.
Present samples of the three types of soil to each group. Label each sample A, B, and C. Students will examine the soil samples. Have students observe the different samples with the hand lens. Record the colour and texture (feel). Have them carry out the sausage test by wetting the soil and rolling it to see if it will roll into a sausage and if the sausage will break when formed into a ring.
2.
Have students test the soils to see which one will allow water to pass through quickest. Place about 1/3 of a cup of each soil type in a funnel. Break up any large lumps before putting the soil in the funnels. Shake the funnels to remove air spaces and add about 35 ml of water to each. Measure the time it takes for the first drop to come through each soil.
3.
Have students test to see which soil type will soak up most water. The setup from Activity 3 could be left for the next Session. Since 35 ml of water was poured into each type of soil, have the students measure the amount of water in the jars to determine which soil type held most water.
4.
Allow students to carry out group discussions on the findings in order to determine the characteristics of each sample. Write the common features of these samples on board.
5.
Students will make guesses about the types - loan, sandy, clay. Discuss other terms use - light soil, heavy soil. Take students outside to locate and/or identify different soil types.
Competency Task: Students will collect, label and bring to class small, labelled bags of different soil types. Teacher Note: Light soil is sand, heavy soil is clay, and loam is a combination of sand and clay soils. Unit 2: Soil and Water Conservation
16
Interim Curriculum for Science and Technology (June 2015)
Grade 5
3. Types of Rocks Duration:
2 Sessions
Specific Objectives: Students should be able to: 3.1 3.2 3.3
identify the three types of rocks explain how these are formed classify rocks according to type
Materials: • rocks • pictures • chart Scientific and Technological Literacy Factors: D1, D3, D4, D9 Activities: 1.
Teacher present the different types of rocks to students, pupils are then asked to describe the rocks in terms of size, colour and shape. Students will then try to further name the rocks types.
2.
Teacher elicits through questioning how the different types of rocks are formed. Teacher then presents a chart and discuss how these rocks are formed.
http://www.cotf.edu/ete/images/modules/msese/earthsysflr/EFCycleP2.gif 3.
Take students to the beach (if possible) to collect rocks that fit under the types studied.
Competency Tasks: Students will collect pictures of different rocks and classify. Unit 2: Soil and Water Conservation
17
Interim Curriculum for Science and Technology (June 2015)
Grade 5
4. Soil Erosion Duration:
1 Session
Specific Objectives: Students should be able to: 4.1 4.2 4.3 Materials: • • • •
define soil erosion demonstrate soil erosion by wind and by water identify agents of soil erosion
Soil Water Fan water bottle
Scientific and Technological Literacy Factors: C1, C10, D3, D6, G2 Activities: 1.
Take students outside. Students (large group) will form a pile of soil with measurements 50 cm in diameter and 50 cm high. Students will observe as some individuals pour water from a water bottle with a spray mouth on the pile of soil. Students will compare the pile of soil after the water is poured on it with how it looked before the water was poured on it.
2.
Have students place a layer of soil on the ground. Have students suggest ways to remove the soil to another place. (Suggestions may include using a source of wind whether by blowing or fanning the soil.) Two students will demonstrate their suggestions. Observations will be made.
3.
Have students explain what happened during the activities. Lead a discussion on erosion. Ensure that students understand that erosion is the removal of soil by wind, water or ice.
Competency Task: Have students locate any area around the school and community where soil erosion took place and identify the agent that caused it.
Unit 2: Soil and Water Conservation
18
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5. Conservation of Soil Duration:
2 Sessions
Specific Objectives: Students should be able to: 5.1 5.2 5.3 Materials: • • • •
List and demonstrate different methods of conservation Make models of methods of conservation Discuss importance of soil conservation
Soil Sticks Paper grass
Scientific and Technological Literacy Factors: C1, C10, C12, D3, D6, G2 Activities: 1.
Take students outside to see various eroded parts of the ground, especially on the hillsides. Students will discuss what could be done to conserve the soil. Methods may include ploughing, planting lawn grass, planting broad leaf plants, contour planting, planting hedges.
2.
Distribute trays, soil, paper, sticks and grass to groups of students. Have them discuss in their groups methods of conserving the soil using the materials.
3.
Students will demonstrate the different methods of soil conservation by using the materials to make models.
4.
Each group will make presentation to whole class being mindful of the agents under consideration wind, water.
Teacher’s Note: Be sure that the concept of conversation of energy is brought out. i.e. “Energy is neither created nor destroyed it merely changes its form”. Students should work individually and should be timed Competency task: Students will write recommendations for farmers who are affected by soil erosion.
Unit 2: Soil and Water Conservation
19
Interim Curriculum for Science and Technology (June 2015)
Grade 5
6. Soil Improvement Methods Duration:
1 Session
Specific Objectives: Students should be able to: 6.1 6.2 6.3 6.4
explain the importance of fertilizers compare how fertilized and unfertilized soils affect plant growth record the growth of the seeds explain soil improvement methods
Materials: • 3 milk cartons • Soil • soaked pink beans • ruler • labels • 2 jars with lids • watering can • water • fertilizer • long handled spoon • pencil • paper Scientific and Technological Literacy Factors: B3, C1, C10, D3, D6, G2 Activities: 1.
Briefly review lesson on Soil Erosion. Ask students to tell what needs to be done after soil has been eroded. They should identify soil improvement methods.
2.
Discuss the importance of soil improvement methods. Consider the following: crop rotation, natural fertilizers, and synthetic fertilizers.
3.
Place students in groups and have each group do the following activity to show how people use fertilizers in soil improvement. a. b. c. d. e. f. g.
Fill each milk cartoon halfway with soil Plant ten seeds about one can deep in the soil in each carton. Label the cartons A, B, C. Label the jars B & C. Place all milk cartons in a sunny place Water the seeds in milk carton A with a small amount of water. Do not over water. Mix some water and fertilizers in jar B according to the directions on the fertilizer package. Mix some water and fertilizers in jar C. Use only one fourth the amount of fertilizer that you used in step 6.
Unit 2: Soil and Water Conservation
20
Interim Curriculum for Science and Technology (June 2015) h. i. j. k.
Grade 5
Water the seeds in carton B with a small amount of the liquid in jar B. Water the seeds in carton C with a small amount of the liquid in jar C. Do not over water. Continue and water the seeds in each carton in this way as needed for two weeks. Do not over water. Observe, measure and record the growth of the seeds in each carton. Students will explain soil improvement methods.
Competency Tasks:
A.
Students will record the growth of seeds in each container and draw a conclusion about the importance of fertilizer in soil from the observation.
B.
Students may be required to work in groups to make a wormery as an optional activity. Materials Required: 2 pieces of glass 30 cm x 25 cm 2 pieces of cardboard 30cm x 25 cm 2 pieces of wood 30cm x 3 cm 1 piece of wood 20 cm x 3cm x 3cm 6 large strong rubber bands Method: Place one piece of glass on the table. Put the two longer pieces of wood on top, one down each long side. Put the third piece between the other two along one short side. Place remaining glass on top. Fasten together with four (4) of the rubber bands. Get a bag of good, loamy soil, some well washed sand, some soil of different colours from the loam and some finely ground chalk. Mix the chalk with a little loam and then fill the space between the glass with alternating layers of different coloured soil/sand etc. Put in worms. Put cardboard over outside and hold on with the remaining rubber bands. (Worms do not like light). Sprinkle water - do not soak. Put a thin layer of dead leaves on the top and set aside in a quiet place.
Unit 2: Soil and Water Conservation
21
Interim Curriculum for Science and Technology (June 2015)
Grade 5
7. Soil Conditioning Duration:
1 Session
Specific Objectives: Students should be able to: 7.1 7.2
condition soil in pots explain why some soils need conditioning
Materials: • Soil • flower pots • water • ruler • gravel • fertilizer • manure • seeds • saucers • strings Scientific and Technological Literacy Factors: C1, C10, D3, D6, D14, D16, G2 Activities: 1.
Place students in 7 groups. Have each group fill and label a pot as follows: Pot 1. Pot 2. Pot 3. Pot 4. Pot 5.
Punch holes at bottom, put in layer of gravel, fill with sandy soil. Punch holes at bottom, add layer of gravel, fill with loam mixed with fertilizer. Punch holes at bottom, add layer of gravel, fill with loam soil mixed with fertilizer. Punch holes at bottom, add layer of gravel, fill with loam mixed with rattled manure. Punch holes in bottom, add layer of gravel, fill with good loam *Start activities at start of unit. Pot 6. Use the same materials as Pot 5. Pot 7. Do not punch holes in the bottom. Put in a layer of gravel, fill with good loam. 2.
Students will position the seven pots in one row in front of a window. A series of 21 strings will be erected for plants to climb on and will be planted in each pot. Plant beans in a straight row across the diameter of the pot. Label the pots. Prepare a wide sheet so that the students can record the height of each plant each day. Place saucers under the pots. Throw away water that drains out each day. For pots 1 and 2 plant 3 beans in each. Pour equal quantities of water on the soil each morning. For pots 3, 4 and 5 plant 3 beans in each. Water daily. Measure the height of the plants each day, record. Compare rates of growth.
Unit 2: Soil and Water Conservation
22
Interim Curriculum for Science and Technology (June 2015)
Grade 5
For pots 6 and 7 plant 3 beans each. Each day water the plants until the water reaches the top of the soil and measure and record growth each day. Note:
In each case compare the pot with pot.
Unit 2: Soil and Water Conservation
23
Interim Curriculum for Science and Technology (June 2015)
Grade 5
8. The Water Cycle Duration:
1 Session
Specific Objectives: Students should be able to: 8.1 8.2 8.3 8.4
explain the water cycle name sources of water that form part of the water cycle identify the heat sources that power the water cycle construct a model to show the process of the water cycle
Materials: • Chart showing the water cycle • 2-liter clear plastic (soft drink) bottles • a hacksaw • a Styrofoam tray • a pair of scissors • plasticine • aluminum foil • a pair of compasses • aquarium • gravel or small stones • hot water • ice cubes • plastic wrap • cotton wool • a black marker pen • a small sturdy plant Scientific and Technological Literacy Factors: C15, D3, G4, G6, E8 Activities: 1.
Take the class to visit a nearby pond, beach or puddle. Have students try to explain how water leaves the pond, ocean or puddle and condenses in the atmosphere. Lead the discussion and highlight the processes of evaporation and transpiration. Ensure that students are aware that the sun powers the water cycle.
2.
Have students identify other sources of water for the water cycle. Examples may include rivers, lakes, wells and pools.
3.
Help students develop a large chart showing the water cycle. Students will contribute to graphics and colouring. Demonstrate the making of a water cycle model using material listed below and the model’s operation. Students will observe while you explain what is happening in the model.
Competency Tasks:
Using their own materials, students will construct the water cycle model Unit 2: Soil and Water Conservation
24
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Teacher’s Note: Water Cycle Model You will need a large plastic bottle and a small Styrofoam tray. Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Step 8:
Cut out circle ‘A’ in the tray a little large in diameter than the bottle Draw a line around the top of the bottle label with a black marker pen Cut around the line with a hacksaw and keep the top Cut off the narrow portion from the top and use plasticine to cover hole Cover plasticine with plastic wrap to prevent foil from sticking Place gravel and a plant in the bottle and fill the inverted cover with cotton wool Pour hot water (60 C) in the bottle with the plant Place the Styrofoam between the bottle and the cover with the foil dome and press down the edges. Fill with ice cubes. Step 9: Observe what happens. Ground water moves slowly beneath the gravel
Reference: Douglass, R. & Garcia, T. (1997). Primary Science for the Caribbean Bk 6, Pg 57 – 58
Unit 2: Soil and Water Conservation
25
Interim Curriculum for Science and Technology (June 2015)
Grade 5
9. Water Pollution Duration:
1 Session
Specific Objectives: Students should be able to: 9.1 9.2 9.3
demonstrate how water pollution occurs explain the effects of water pollution on life write recommendations for preventing water pollution
Materials: • Chart • Water • Jar • pictures Scientific and Technological Literacy Factors: C1, C10, D2, D3, D4, D14 Activities: 1.
Group students and give each group a jar of water. Instruct students to do something to the water that will make it unfit for use. Display and discuss students ideas demonstrated. Students will suggest and explain other ways that water can be polluted.
2.
Lead a discussion on the three main kinds of water pollution resulting from agricultural wastes, sewage and industrial wastes. Students will collect and display pictures of water pollution.
3.
Students will discuss in their groups the effects of water pollution on life. Groups will share suggestions with whole class. Display chart with the three main kinds of water pollution.
4.
Take students to visit an area or number of areas where the water has been polluted. Have them attempt to identify the pollutants.
Competency Task:
Students will write recommendations to health officials, suggesting ways or methods that can be put in place and prevent water pollution. Teacher Note:
Pollution affects fish, birds, plants, and humans.
Unit 2: Soil and Water Conservation
26
Interim Curriculum for Science and Technology (June 2015)
Grade 5
10. Water Conservation Methods Duration:
1 Session
Specific Objectives: Students should be able to: 10.1 10.2
discuss the importance of preventing water pollution to water conservation identify and discuss methods of conserving water
Materials: • Picture chart with water conservation measures Scientific and Technological Literacy Factors: C12, D2, D3, D4, D14, F3, F4 Activities: 1.
Group students and have each group identify solutions to the water pollution problems from the previous lesson. a.
Agriculture - Farm urinal wastes can be used as natural fertilizers instead of dumping them in waterways.
b.
Industrial hazardous wastes can be removed before water is dumped into waterways.
c.
Sewage can be treated in sewage treatment plant before it is dumped into a body of water.
2.
Each group will make a presentation describing solutions for water pollution and share with class. Ensure that students understand that preventing water pollution is an important part of water conservation.
3.
Have a discussion on conservation methods and reasons for conserving water. Display picture chart with water conservation methods. The discussion may centre around the following: -
Waste and waste water treatment The development and enforcement of drinking water guidelines Public health practices and education
Competency Task:
Students will make recommendations for the newspaper suggesting ways to the general public of conserving water. Please get some of the recommendations published with the students’ names and schools identified.
Unit 2: Soil and Water Conservation
27
Interim Curriculum for Science and Technology (June 2015)
Grade 5
11. Industrial Uses of Water Duration:
1 Session
Specific Objectives: Students should be able to: 11.1 11.2
explain how water is used in some industries illustrate the use of water in hydroelectricity
Materials: • Soda cans and bottles • containers of fluid substances • (sprays, creams) with a contents label • picture cut-outs of industrial plants which use water in production of goods • hydroelectricity chart Scientific and Technological Literacy Factors: C2, D2, D6, F1, G4 Activities: 1.
Use pictures cut-outs of industries to generate ideas from students which suggest how water is used in these industries. List and discuss ideas.
2.
Use a place like Canada which has heavy industrial dependence on water as a spring-board to generate a glass discussion on Thermal Power Generation Manufacturing Hydroelectricity and Mining. (Please do your research to get the information before the lesson).
3.
For thermal power generation highlight the fact that next to fuel, water is the most important resource and that it is used in huge fuel and nuclear power plants where some of it is converted to steam which drives generators, thus producing the electricity to run the plant. Emphasize that most of the water used in these plants is for cooling equipment and tools.
4.
For manufacturing, show that water is a raw material, a coolant, solvent dilutant, and as a source of energy. Highlight the importance of water in the manufacturer of plastic, glass, soft drinks, sprays, fabric components, etc. Let students read labels of cans and bottles to verify points.
5.
For hydroelectricity use chart to explain its operation and generation of electricity.
6.
For discussion on mining highlight the facts that water is used to separate or form rock, to cool drills, to wash the tree during production, and to carry away unwanted material.
Competency Tasks:
Students will be asked to list 5 uses of water in self-selected industries. Students will illustrate hydroelectricity without the use of the chart. Unit 2: Soil and Water Conservation
28
GRADE 5 UNIT 3: PLANT STRUCTURE AND FUNCTION
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Unit Overview This unit focuses on the functions of the leaves, stems, roots, and flowers of plants. In addition, the identification of plant species is emphasized. Field and forage crops of St. Kitts and Nevis are used to show plant diversity. The importance of agriculture is also discussed. General Objectives: By the end of this unit students should be able to 1. 2. 3.
Describe the characteristics of vascular plants Explain some of the functions of the leaves, stems, roots, and flowers of plants Describe agriculture in St. Kitts and/or Nevis as it relates to field crops
Specific Objectives: Students should be able to: 1.1 1.2 1.3
identify the roots, stems, leaves and flowers of plants observe and describe fibrous root systems and tap root systems use leaves and seeds to identify plant species
2.1 2.2 2.3 2.4 2.5 2.6 2.7
observe and describe the movement of water through a stem of a vascular plant compare and contrast the processes of photosynthesis and respiration describe the process of pollination name and identify agents of pollination analyse the importance of pollination observe and describe plant adaptations experiment with the variables which influence seed germination
3.1
identify some field crops and their products
Unit 3: Plant Structure and Function
30
Interim Curriculum for Science and Technology (June 2015)
Grade 5
1. External Parts of the Plant Duration:
1 Session
Specific Objectives: Students should be able to: 1.1
identify the roots, stems, leaves and flowers of plants
Materials: • Plants with flowers and roots Scientific and Technological Literacy Factors: C4, D2, D3, D6, G2, H4, I3 Activities: 1.
Give each group a flowered plant and have each group look for and describe the roots, stems, leaves and flowers of plant. Have students identify these plant parts.
2.
Present the class with a picture of a plant and have them identify the same parts identified in the previous activity.
3.
Lead a brief discussion on the importance of each part of the plant.
Competency Task: Students will draw and label the plant, showing all the parts dealt with. Teacher’s Notes: This lesson should serve mainly as revision and getting the students ready for the rest of the unit since they would have encountered plant structure before.
Unit 3: Plant Structure and Function
31
Interim Curriculum for Science and Technology (June 2015)
Grade 5
2. Types of Roots Duration:
2 Sessions
Specific Objectives: Students should be able to: 2.1
observe and describe fibrous root systems and tap root systems
Materials: • Fresh carrots • coloured water • clay flower pot • beans Scientific and Technological Literacy Factors: C1, C4, D2, D6, D8, D12, G2, H1, I3 Activities: 1.
Get one fresh carrot for each group of students in the class. Cut off the tops of the carrots and distribute them to the groups. Ask each group to remove the top centimetre of the core of the carrot. Put some white sugar in the cavity and place the carrot upright in a jar containing enough coloured water to come about one-third of the way up of the carrot. Observe the carrot the next day. Encourage students to ask relevant questions and structure their inquiries, in their attempt to interpret the observations they make.
2.
Have students suggest how plants are anchored in the soil. Ask them to examine two types of root systems noting similarities and differences and explain their observations. Discuss with students how different types of roots may affect the stability of the plant as well as prevent erosion in different ways.
3.
Cover the drainage holes of a clay flower with adhesive tape so that the pot will hold water. Stand it in the corner of a large flat container and put a 3cm to 4 cm layer of soil in the rest of the container. Plant some beans in the soil at various distances from the pot in the corner of the flat. Fill the pot with water, and keep it full, but don’t water the soil in the container. Water will seep out of the pot into the soil. Keep a daily record of the growth of the beans. After two weeks, dig up a sample of the bean plants so that each group has one. Examine their root systems and record the data on a chart representing the container in which the plants are being grown. Students will compare and discuss the results using the information in their charts.
Competency Task: Provide students with a variety of plants and have them classify the plants according to root structure.
Unit 3: Plant Structure and Function
32
Interim Curriculum for Science and Technology (June 2015)
Grade 5
3. Identifying Plants by Their Leaves and Seeds Duration:
2 Sessions
Specific Objectives: Students should be able to: 3.1
use leaves and seeds to identify plant species
Materials: • Plant leaves • Grains • Seeds • poster Scientific and Technological Literacy Factors: A2, C1, C4, C6, D1, D2, D6, D12, G2, H1, H4, I3 Activities: 1.
Have students bring as many different leaves and seeds as possible to the class. Along with the leaves and seeds, they should bring a description of the plants, and the name of the plant if possible. The description of the plant should include information such as height, shape, arrangement of leaves on stem and habitat of the plant.
2.
Place students in groups and have each group record and report the information on each type of plant.
3.
Encourage the students to bring grains and seeds from as many different plant species as possible. For each type of seed, produce a poster which shows: the name of the plant; a sample of the seed(s); a sketch and description of the plant on which the seed is found.
Competency Tasks:
A.
Some of the seeds could be planted and the development of the plants described on the poster.
B.
Have students make leaf rubbings to show the structure of different leaves.
Teacher’s Notes:
Try to identify as many common plants as possible so that you will be able to provide the names to the students where they do know the names.
Unit 3: Plant Structure and Function
33
Interim Curriculum for Science and Technology (June 2015)
Grade 5
4. Movement of Water in Plants Duration:
2 Sessions
Specific Objectives: Students should be able to: 4.1 observe and describe the movement of water through a stem of a vascular plant Materials: • Hibiscus plant • Water • Containers • long stemmed dandelions or similar plants • aluminum Scientific and Technological Literacy Factors: A4, C11, D3, D6, D8 Activities: 1.
Allow a hardy classroom plant such as a hibiscus to wilt by not watering it, or by placing it in very bright sunlight. What happened to the leaves? Why has this occurred?
2.
Have students indicate what could be done to make the leaves appear healthy. Introduce students to the concept of stomata situated on the underside of the leaves. Have them add water to the wilted plants and observe what happens.
3.
Supply each group with several long-stemmed dandelions. (Celery stalks or water cress plants may also be used.) Have the students slice each stem into three strips running the length of the stem. Wrap a small piece of aluminum foil around the end of each strip. Place two of the strips so that their ends are in a container of coloured water and the third strip is not. Observe what happens to each segment of the stem.
Competency Task:
Students will write a paragraph to describe their observation of the water moving through the stem.
Unit 3: Plant Structure and Function
34
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5. Photosynthesis and Respiration Duration:
2 Sessions
Specific Objectives: Students should be able to: 5.1 compare and contrast the processes of photosynthesis and respiration Materials: • Plants with leaves on • test tubes • non-absorbent cotton Scientific and Technological Literacy Factors: C1, C4, D2, D3, D6, D8, D9, D12, H5, I3 Activities: 1.
Set up a plant so that one of its leaves is inserted into a test tube. Support the test tube and seal the mouth of it with non-absorbent cotton. Care for the plant normally and observe the inside of the test tube. Allow students to make predictions before and afterwards let them observe and explain findings.
2.
Repeat Activities 1 and 2 from the previous lesson to show how the stomata are involved in respiration.
3.
Explain the process of photosynthesis and guide students into a comparison of both processes.
Competency Task: Students may repeat Activity 1 above, using a different plant. Teacher’s Note:
In nature there are three primary colours - red, yellow, and blue. Various combinations of these give rise to all the other colours we experience.
Unit 3: Plant Structure and Function
35
Interim Curriculum for Science and Technology (June 2015)
Grade 5
6. Pollination Duration:
2 Sessions
Specific Objectives: Students should be able to: 6.1 6.2 6.3
describe the process of pollination name and identify agents of pollination analyse the importance of pollination
Materials: • Flowers • Seeds • Jars • pictures Scientific and Technological Literacy Factors: C1, C4, D2, D6, G2, H1, H4, I3 Activities: 1.
Present the class with a flower and have them describe the role of this flower to the plant. Generate a discussion on their responses.
2.
A visit to a greenhouse or a field trip will allow students to bring back detailed descriptions, sketches or photographs of a variety of flowers. Discuss the role of flowers in pollination.
3.
With the aid of pictures or a video have students explain what pollination is and what makes pollination possible. Discuss animal pollinators and have students identify them through pictures.
Teacher’s Note: Ensure that students are able to analyse the importance of pollination in the production of other plants. Mention can be made to the fact that through pollination we get seeds that grow into new plants. At this stage it is not necessary to elaborate on how seeds are produced. Students should also note that the wind plays a vital role in pollination as well.
Unit 3: Plant Structure and Function
36
Interim Curriculum for Science and Technology (June 2015)
Grade 5
7. Plant Adaptation Duration:
2 Sessions
Specific Objectives: Students should be able to: 7.1
observe and describe plant adaptations
Materials: • Plant samples from hike Scientific and Technological Literacy Factors: A2, C4, D6, D8, D12, G2, H4, H5, I3 Activities: 1.
Take the students for a hike in an area where there is a variety of plants. Observe the diversity of stem types. Take samples which illustrate some of these stem types. Stress that plants should not be collected indiscriminately. Plants should only be collected from places where the species are very common.
2.
Have students describe where the plant samples were taken from (habitat). Guide the study of the various parts of the plants such as leaves, roots, stems, and flowers to show how they are adapted to different conditions.
3.
Present the class with different ecosystems and have them note the types of plants that thrive in these ecosystems. Describe the atmospheric conditions of these ecosystems and how plants are able to adopt to these conditions.
Competency Tasks:
A.
Students will develop a chart to explain plant adaptations.
B.
Students will be given specific plants and they will explain how they are able to adopt to their surroundings.
Plant Cactus
Unit 3: Plant Structure and Function
Adaptation Prickles (protection) Long roots (to reach water)
37
Interim Curriculum for Science and Technology (June 2015)
Grade 5
8. Factors That Influence Germination Duration:
2 Sessions
Specific Objectives: Students should be able to: 8.1 experiment with the variables which influence seed germination Materials: • Seeds Scientific and Technological Literacy Factors: C1, D6, D8, D9, D11, D12, H1, H5 Activities: 1.
Ask students to brainstorm all the pairs of variables which might be tested to study the germination of seeds. Examples are: light/dark; cool/warm; pre-soaked/dry; seeds placed sideways/erect.
2.
Have students devise procedures to test the germination of seeds, using one pair of variables and keeping the other variables constant. The variables may be tested one at a time. Students will discuss their experiment and findings with the class.
3.
The following test may be used as an example: To test for the difference between cool and warm, ten peas might be soaked overnight and five placed in each of two baby food jars. Paper towels or toilet tissue could be used in the jar to take the water up to the seeds. Cover the jars with foil to exclude light, and unwrap once a day for inspection and addition of water to keep moisture level constant. Place one jar in a cool location and the other where it is warm. Care should be taken to ensure that the temperatures in the locations chosen remain fairly constant during the course of the experiment.
4.
Students will experiment with a variety of seeds best suited for their location. Ensure that they record germination and maturity dates.
Competency Task: Have students take care of their plants until they produce seeds. As a class project students may make a garden by planting different seeds in a selected area of the school yard.
Unit 3: Plant Structure and Function
38
Interim Curriculum for Science and Technology (June 2015)
Grade 5
9. Field Crops and Their Products Duration:
1 Session
Specific Objectives: Students should be able to: 9.1
identify some field crops and their products
Materials: • Field crops • field crop products Scientific and Technological Literacy Factors: A2, D1, D2, H4, I3 Activities: 1.
Have students bring samples of field crops grown in the Federation. Crops may include peas, beans, nuts, corn, tomatoes, onions, carrots, potato, etc.
2.
Have students work in groups to identify the various crops list the products which come from these plant crops. Students will display and discuss their lists.
3.
Lead a discussion in which students explain the importance of plant crops, and relate the comparison between plant crops and plant crops products.
Competency Tasks:
A.
Have students gather and display samples of plant crops and their products
B.
Students will match the product to the correct plant.
Unit 3: Plant Structure and Function
39
GRADE 5 UNIT 4: MATTER
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Unit Overview The physical and chemical properties of matter are investigated in this unit. Students will appreciate that the variety of substances which are combined together in many ways help to make the world as beautiful and as special as it is. General Objectives: By the end of the unit students should be able to: 1.
Investigate and describe the physical and chemical properties of matter
Specific Objectives: Students should be able to: 1.1 1.2 1.3 1.4 1.5
Unit 4: Matter
distinguish between physical and chemical changes of substances observe and describe some physical changes observe and describe some chemical changes measure the mass of some objects compare solutions with other mixtures
41
Interim Curriculum for Science and Technology (June 2015)
Grade 5
1. Physical and Chemical Changes of Substances Duration:
1 Session
Specific Objectives: Students should be able to: 1.1
distinguish between physical and chemical changes of substances
Materials: • A large variety of objects [ensure that some are hard, soft, dull, shiny, transparent, opaque, solid, liquid, gas, smooth, rough, large small, have distinct odour and taste, etc.] Scientific and Technological Literacy Factors: D3, G7, I1, I3 Activities: 1.
Tell your class that today they are going to be detectives. Place them in groups and give each group a variety of objects (try to ensure that the types of objects are as equally distributed among the groups as possible). Give the groups a certain amount of time to find out all they can about the various objects you have given them.
2.
When the allotted time has expired ask the students to describe what they just did. Help them to recognize that they were identifying the characteristics of the objects. These characteristics are also referred to as properties.
3.
Introduce the terms ‘physical property’ and ‘chemical property’. Give students the opportunity to explain the difference between physical and chemical properties. Provide assistance where necessary. [Note that physical properties refer to those characteristics which can be observed by the senses, while chemical properties refer to characteristics which are not easily observed by the senses and which determine how substances behave.]
Teacher’s Notes: 1.
Instruct students when observing through the sense of smell, never to put the nose directly near the source, but to waft the odour toward the nose with the hand.
2.
Warn students that they should never taste an unknown substance. Caution them to beware of allergies to certain foods. Tell them that they should only taste those things which you authorize them to taste.
Unit 4: Matter
42
Interim Curriculum for Science and Technology (June 2015)
Grade 5
2. Exploring Physical Changes Duration:
1 Session
Specific Objectives: Students should be able to: 2.1
observe and describe some physical changes
Materials: • Dry ice • Ice • Water • rubbing alcohol • moth ball (camphor ball) • heat Scientific and Technological Literacy Factors: A3, A4, C1, D3, D8, D10, D12, G3 Activities: 1.
Provide students with a variety of substances which undergo phase changes. Elicit from students what would happen to these objects if their temperatures were made to change. For example, what would happen if they were heated or if they were cooled?
2.
Allow students to work in groups to arrive at hypotheses about what would happen. Have them observe changes that occur when the dry ice, ice, rubbing alcohol or moth ball are exposed to room temperature. Have them also compare water in its liquid form to ice, which is water when frozen. Have students note that these substances have been changed physically. Help students form a definition for the term Physical change. (A change in which no new substances are formed).
3.
Ask students to identify other substances that undergo physical changes. Demonstrate some of those changes. For example, heat can be applied to butter or wax so that students can observe melting. Boil some water until it changes to steam. Hold a piece of ice over the steam and allow the students to observe the change in the ice. Allow students to record and describe their observations.
4.
Discuss the terms associated with the various changes such as melting, freezing, sublimation, and vaporization.
Unit 4: Matter
43
Interim Curriculum for Science and Technology (June 2015)
Grade 5
3. Exploring Chemical Changes Duration:
1 Session
Specific Objectives: Students should be able to: 3.1
observe and describe some chemical changes
Materials: • Raw egg • boiled egg • other food samples • Eno, Andrews liver salts, or Effervescent Vitamin C tablet • Matches • oxygen gas • hydrogen gas Scientific and Technological Literacy Factors: A3, A4, C1, D3, D8, D10, D12, G3 Activities: 1.
Elicit what happens to food when it is cooked. Display an egg and have a student explain what happens if you fry or boil the egg. Ask students whether it can be changed back into the way it was in the shell. Students will then list other things that can be changed to something completely different when heated.
2.
Have students work in groups to form hypotheses as to what happens if an antacid salt is added to water. Students will then do the activity with supervision from the teacher. Explain that a new substance has been formed as a result of the reaction and the original reactants cannot be retrieved since the gas given off cannot be replaced.
3.
Other chemical changes may be brought to the attention of the students. Demonstrate by burning a match or piece of paper. You may also discuss the formation of new substances by combination of other substances, for example, Hydrogen and Oxygen forms water, chlorine and hydrochloric acid forms common salt, magnesium and sulphuric acid forms Epson salt. You can think of other examples.
4.
After students have made all their observations they should be able to conclude that a chemical change takes place when two or more elements are mixed. Usually something completely new is formed and it cannot be changed back. The term used to describe this is irreversible.
Competency Task: Have students construct posters showing some safety precautions people should take when using/working with electricity.
Unit 4: Matter
44
Interim Curriculum for Science and Technology (June 2015)
Grade 5
4. Mass of Objects Duration:
1 Session
Specific Objectives: Students should be able to: 4.1
measure the mass of some objects
Materials: • Pencils • Pen • Marbles • Pebbles • Buttons • Coins • Book • small jars • shell Scientific and Technological Literacy Factors: C8, D5, D10, G11, I2 Activities: 1.
Provide students with materials. Have them name the items and describe them in terms of size and weight. Elicit units of measurement for finding the mass of the objects.
2.
Group students and have them first estimate the mass of each item then measure the mass of each object. Record the estimated and actual measurements.
3.
Have students report their predictions and the actual results. Compare the predictions and the actual measurements. Lead students to a definition of the term ‘mass’. Distinguish between ‘mass’ and ‘weight’.
Competency Task: Have students predict the mass of other objects (heavier that those used before). Let them also measure the mass of a ruler, duster, tennis ball, etc.ve students construct posters showing some safety precautions people should take when using/working with electricity.
Unit 4: Matter
45
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5. Classifying Substances Duration:
1 Session
Specific Objectives: Students should be able to: 5.1
identify substances that are solids, liquids, or gases
Materials: • Variety of substances (Ensure the list contains elements and compounds) Scientific and Technological Literacy Factors: C5, D1, D3, I1 Activities: 1.
Ask students to list the gases in the atmosphere. Write their responses on the chalkboard. These should include Hydrogen, Oxygen, Nitrogen, Neon, Helium, Carbon dioxide. Explain that the air is a mixture. It contains many gases.
2.
Now have students list as many pure substances as possible and say where they come from. Note that substances such as Gold, Silver, Aluminum, Magnesium, Copper, and others come from the earth.
3.
Place students in pairs and have each pair take at least two substances mentioned above and research them under the topic ‘State’. Find out whether they are solids, liquids or gases.
Competency Task: Have students list a variety of substances in a table such as the one overleaf and fill in the table by checking the various characteristics of the substances.
Substance
Unit 4: Matter
Solid
Liquid
Gas
46
Interim Curriculum for Science and Technology (June 2015)
Grade 5
6. Mixtures Duration:
2 Sessions
Specific Objectives: Students should be able to: 6.1
compare solutions with other mixtures
Materials: • Salt • Sand • iron filings • sawdust • pepper • metal staples • magnets • water • sieves or sifters • filter paper • beakers or jars Scientific and Technological Literacy Factors: C12, D3, D10, G3, G6 Activities: 1.
Set out what equipment is on hand to separate a mixture of sand and sugar. Have groups of students work cooperatively to propose method to separate the mixture into two separate piles of solid, using the available equipment. Ask them to write the procedure for doing so. Then give them the mixture and the equipment they require to do the separation.
2.
Allow groups to do the separation again using different types of mixtures. Some examples may be salt and pepper, sand and salt, sand and staples, sand and iron filings, salt and iron filings, sand and sawdust.
3.
Ask students if they ever added a lump of sugar to a cup of tea. Have them explain what happened and how the tea tasted. Elicit from students the term used when a solid dissolves in a liquid (solution). Have students note that the sugar is the solute – the substance that is dissolved in a solution. And water is the solvent – the substance that dissolves the solute in a solution.
4.
Have students identify other solutions such as salt water, Limacol, Bayrum, rubbing alcohol, Kool aid, etc. Lead the class in comparing solutions with other mixtures. In a mixture the components are not chemically changed so they can be easily separated.
Unit 4: Matter
47
GRADE 5 UNIT 5: HEAT
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Unit Overview This unit develops the concept of heat as a form of energy. Temperature is one of the criteria used to estimate the quantity of heat energy. The unit also focuses on the concept on heat transfer. And the application of the principles of heat transfer to energy conservation. General Objectives: By the end of this unit students should be able to
1. 2.
Describe the nature of heat Describe the transfer of energy
Specific Objectives: Students should be able to: 1.1 1.2 1.3 1.4
measure the temperature of various substances investigate the effects of heat on matter identify some sources of heat energy observe that solids, liquids, and gases expand when heat is applied and contract when heat is removed
2.1 2.1
contrast conduction, convection, and radiation of heat energy identify methods of heat conservation in buildings
Unit 5: Heat
49
Interim Curriculum for Science and Technology (June 2015)
Grade 5
1. Measuring Temperature Duration:
1 Session
Specific Objectives: Students should be able to: 1.1
measure the temperature of various substances
Materials: • Thermometers • tap water • hot water • pails • ice Scientific and Technological Literacy Factors: D2, D3, D5, D10, G9 Activities: 1.
Fill three pails with water. To one, add ice so that the temperature of the water is close to zero degrees centigrade. Mix tap water and hot water so that the temperature in the second pail is about 30 degrees centigrade. The remaining pail should contain water at about 60 degrees centigrade.
2.
Group students and provide each group with a thermometer, two cups, and a jar with at least three times the capacity of the cups. The best cups for this activity are Styrofoam cups.
3.
Add tap water until one cup is two-thirds full, and mark that level on the side of the cup. Pour the water into the other cup and mark the level on that cup. Discard that water. From the supply pails, fill one cup to the mark with hot water, and the other with cold water. Record the temperature of the water in each cup.
4.
Each member of the group should predict what temperature will result when the water from the two cups is mixed. Students will record their predictions then pour the contents of each cup into the jar and swirl for a few seconds to mix the water. They should now measure and record the final temperature.
5.
Compare the final temperature with the predictions of each group member. If one group member is within 3 degrees C of the final temperature, ask that student to explain how the prediction was made. Have other students explain how they made their predictions.
Competency Task: Have students measure their temperatures and elicit what they think the temperature would be if they had a fever.
Unit 5: Heat
50
Interim Curriculum for Science and Technology (June 2015)
Grade 5
2. Investigating Heat Energy Duration:
1 Session
Specific Objectives: Students should be able to: 2.1 2.2
investigate the effects of heat on matter identify some sources of heat energy
Materials: • Pieces of thin cloth • heat source • thin pieces of paper • pencil point • stove • nickel seeds • electric heater Scientific and Technological Literacy Factors: C16, D2, D3, D16, G2, G3 Activities: 1.
Explain to pupils that heat is a form of energy. Energy is the power that gets a thing done/working or moving. For example, energy makes an electric saw work, an electric heater to get hot.
2.
Explain that heat is a form of energy too, that get things done or moving. Have pupils wet pieces of thin cloth, and put them outside in the sun to dry. Pick up pieces in about ten minutes. Have pupils explain how their cloth got dried. Heat caused evaporation of water.
3.
Brainstorm with students to find out the different ways by which heat affects matter. Some examples include burning, hydration, chemical change, melting, etc. Be prepared to give examples of these.
4.
Have students identify sources of heat. Examples may include the sun, fuel, friction and electricity.
Competency Task: Students will demonstrate how heat energy can be used to pierce through a plastic plate.
Unit 5: Heat
51
Interim Curriculum for Science and Technology (June 2015)
Grade 5
3. The Effect of Heat on Solids Duration:
1 Session
Specific Objective: Students should be able to: 3.1
observe that solids expand when heat is applied and contract when heat is removed
Materials: • Narrow can • liquid soap • copper wire • heat • ice • hot water Scientific and Technological Literacy Factors: C10, D3, D16 Activities: 1.
Dip the opening of a narrow can into liquid soap so that a thin film covers the opening. Have one student place his/her palms around the can and observe the effect on the film. Note that the heat from students’ hands causes the bubble to expand.
2.
Fasten a bare copper wire between two chairs. Attach a weight at the centre of the wire, close to but not touching the floor as in diagram below. Swing the weight and heat the wire. Note: Use sufficient heat source. Observe the distance of the weight from the floor.
1.
3.
Obtain a ball and a ring. Demonstrate to the students that the ball can be pushed through the ring. Heat the ball by immersing it in boiling water for a few minutes. Try to fit it through the ring. Discuss observations. Allow the ball to cool and demonstrate that it can pass through the ring. Immerse the ring in a pan of ice water for a few minutes. Try to pass the ball through the ring. Discuss observation.
Competency Task:
Students will set up a different experiment to show expansion and contraction due to heat.
Unit 5: Heat
52
Interim Curriculum for Science and Technology (June 2015)
Grade 5
4. The Effects of Heat on Liquids Duration:
2 Sessions
Specific Objective: Students should be able to: 4.1 4.2
observe that liquids expand when heat is applied and contract when heat is removed
Materials: • Large jar • coloured water • plastic straw • oil • bottles • water • alcohol Scientific and Technological Literacy Factors: D2, D3, D4, D5, D9, D16, E8, E9 Activities: 1.
Fill a large jar with coloured water; attach the lid and insert a small plastic straw through a small opening in it. Firmly secure the straw with plasticine to the lid, put a drop of oil in the straw so that the oil floats on top of water (this will prevent evaporation of the water). Attach a piece of cardboard to the straw so that variations in the height of the water can be recorded. Place the water thermometer in the refrigerator and in a warm area of the room. Discuss results.
2.
Fill two identical bottles to the same level in the necks, one with water and the other with rubbing alcohol. Place in the refrigerator for a half hour. Measure and compare the heights of the liquids in the two bottles. Then place in sunlight and repeat the measurements.
3.
Construct a second liquid thermometer using a liquid other than water. Repeat procedure above and compare results.
4.
Fill a jar about two-thirds full of hot water (around 50oC) and another jar with a similar amount of ice water. Allow the jars to remain on the desk without being bumped for about one minute, to let any currents subside.
5.
Measure and record the temperature of the water in each container. Add one drop of food colouring to each jar. Describe the patterns and speed of diffusion of the dye through the water in each jar. Discuss what is observed.
6.
Interpret the observations that the water molecules at a higher temperature moves faster. At higher temperatures, the water molecules have a greater average kinetic energy. Water molecules at the higher temperature collide at a greater rate with the molecules of dye. This permits the dye to diffuse faster through the water.
Competency Task: Students will carry out two similar experiments using other materials instead of dye Unit 5: Heat
53
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Teacher’s Note: Guide students in setting up an experiment to further show water or liquid expansion and contraction, using a tin of water over a heat source. [Note: The water will expand and boil. Observe that the volume increased. Allow to cool and observe.]
Unit 5: Heat
54
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5. The Effects of Heat on Gases Duration:
1 Session
Specific Objective: Students should be able to: 5.1
observe that gases expand when heat is applied and contract when heat is removed
Materials: • Balloons • pieces of string • narrow neck bottled • coloured water • pie plate • wood Scientific and Technological Literacy Factors: D2, D5, D9, E7 Activities: 1.
Give each group a balloon and piece of string. Have students blow up the balloon and tie it at the mouth tightly. Ask them to measure and record its circumference. Students will put their balloons out in the heat of the sun for several minutes. After about 15minutes they will again measure the circumference of the balloon while out in the sun, and record this new measurement.
2.
Students take balloons inside, allow them to cool a few minutes, then measure the circumference again, and record. Have group leaders report to the rest of the class their groups’ observations. Discuss the expansion and contraction of the gas (air) in the balloon.
3.
Assemble a narrow necked bottle, coloured water in a pie plate, and a piece of wood or other heavy object. Warm the bottle in direct sunlight and insert upside down into the coloured water in the pie plate which has been placed in a cool spot. Attach the heavy object to the bottle with masking tape. [Note: When the warm bottle cools, the coloured liquid rises up the neck of the bottle.]
Competency Task: Have students explain how air expands
Unit 5: Heat
55
Interim Curriculum for Science and Technology (June 2015)
Grade 5
6. How Heat Travels Duration:
2 Sessions
Specific Objective: Students should be able to: 6.1
contrast conduction, convection, and radiation of heat energy
Materials: • Aluminum or iron rod • Straw • Vaseline • clothes pegs Scientific and Technological Literacy Factors: C13, D3, D8, F1, G3, I1 Activities: 1.
Construct a thermal expansion demonstration. Get a solid aluminum or iron rod approximately 40cm to 1m in length. Support it horizontally with two blocks of wood, with one end of the rod against a wall or fastened securely to one block.
2.
Stick a common pin through a straw, place the pin on the second block and allow the rod to rest on the pin. [Make sure that the surface of the rod on which the pin is placed is smooth.] The straw will serve as indicator to show movement of the rod and the pin will act as a pivot for the straw indicator.
3.
Heat the rod using alcohol burners or candles and have students observe the straw for movement from the vertical position as the rod begins to move. Bring students to the conclusion that as the heat moves through the rod it expands.
4.
Refer students to this next activity which demonstrates movement of heat in the rod. Set up a demonstration of a bridge made of wire with paper clips hanging by Vaseline. Place a candle in a saucer and use it to heat one end of the bridge. (Adjust the height of the bridge so that candle flame will just touch the wire.) Allow students to observe what happens to the paper clips. When all the clips have fallen off, take the candle away and let the wire cool down. [This is the same as the Grade 3 Activity #4 page 43.] Use this activity to introduce the term ‘conduction’ - the movement of heat through a solid.
Unit 5: Heat
56
Interim Curriculum for Science and Technology (June 2015)
Grade 5
5.
Use a candle or alcohol burner to heat a beaker of water. Place the flame so that it is under the centre of the beaker. Make sure that the beaker is one which is approved for heating liquids. Use a wire screen between the flame and the bottom of the beaker to diffuse the flame. Add some black pepper or a pinch of powdered charcoal to the beaker and observe the currents in the water. Use this activity to introduce the term ‘convection’ - movement of heat through a liquid.
6.
Place a lighted candle or alcohol burner in the centre of the table. Place an unlighted candle to stand next to the flame about 2 inches away. Allow students to observe what happens to the unlighted as the heat from the flame reaches it. [The candle bends toward the flame as the side closer to the flame becomes soft.] Use this activity to introduce the term ‘radiation’ - movement of heat through the air.
Competency Task: Have students provide examples of conduction, convection, and radiation of heat. Teachers’ Notes: 1.
Make sure the ends of the wire in Activity 4 are securely attached to the supports holding up the bridge and that bridge is stable on desk.
2.
To secure the paper clips to the wax dip each paper clip into some melted wax and stick the clip onto the wire with the melted wax. Hold the clip until the wax hardens. Repeat with all the paper clips until all six are fastened to the wire as in the diagram. Leave a space at one side for the candle.
. Unit 5: Heat
57
Interim Curriculum for Science and Technology (June 2015)
Grade 5
7. Heat Conservation Duration:
2 Sessions
Specific Objective: Students should be able to: 7.1
identify methods of heat conservation in buildings
Materials: • Styrofoam/polystyrene cups • Tin • Glass • aluminum cups • warm water Scientific and Technological Literacy Factors: B9, C5, C12, E7, E9 Activities: 1.
Distribute Styrofoam/polystyrene cups to the students, as well as a tin can, a plastic glass, and aluminum cup. Put the same portion of warm water in each, and leave to cool. After a few minutes, have students check the containers to note the one that keeps the water warmest. Explain that this type of material may be used in walls of buildings to keep in heat. The Styrofoam/polystyrene cup will keep the water warmest.
2.
Give each group two containers - a black and a white. Let students half fill them with water and place in the sun. Students will check to see which will warm up the quickest. Note: the black attracts the heat, so the black container should warm up the fastest. Explain that blowers can be used also, to conserve heat in buildings.
3.
Arrange for students to do a heat conservation study of the school. List some of the design considerations for energy efficiency used by architects, and use those to produce a checklist or questionnaire which can be used to complete the survey. The survey can include both objective and subjective criteria. Here are some questions that might be included: o o o o
What type and thickness of insulation is present in the walls and ceilings? Are there double entry systems at each door from outside, or do the doors open directly to the hallways or the outside? Do the windows shut tightly or do they allow drafts? How comfortable are the classrooms during the cold weather in January and in the hot spells later in the year?
The questionnaire can be revised to produce one for other buildings in your area such as homes. Discuss with the students the advantages and disadvantages of building to conserve heat? Competency Task: Have students develop any other method that can be used to conserve heat. Unit 5: Heat
58
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Explanations of the Factors in the Dimensions Dimensions of Scientific Scientific and Technological Literacy (Sourced from 2001/2002 Science and Technology Curriculum Guide for Primary Schools)
A. Nature of Science The scientifically literate person understands the nature of science and scientific knowledge. Science is both public and private. Science experiences should introduce students to the private and intuitive aspects of scientific inquiry and discovery as well as to the more formal aspects of science. The nature of scientific knowledge is such that it is: A1
public/private Science is based on evidence, developed privately by individuals or groups, which is shared publicly with others. This provides other individuals with the opportunity to examine the evidence and the conclusions. Example:
A2
Students keep classroom journals of their observations and then share their findings with other members of the class.
historic Past science knowledge should be viewed in its historical context and not be degraded on the basis of present knowledge. Example:
A3
Louis Pasteur discovered the process of heating milk to kill germs. Today, milk is pasteurized.
holistic All branches of science are interrelated. Example:
A4
The principles of chemistry govern how an animal digests food.
replicable Science is based on evidence which could be obtained by other people working in a different place and at a different time under similar conditions. Example:
A5
A group of students all perform the same experiment and discover similarities in their results.
empirical Scientific knowledge is based on experimentation or observation. Example:
A6
Scientists perform experiments and gather data from the things they observe.
probabilistic Science does not make absolute predictions or explanations.
Example: A weather forecaster predicts a 20% chance of rain tomorrow. Dimensions of Scientific and Technological Literacy Explained
59
Interim Curriculum for Science and Technology (June 2015) A7
Grade 5
unique The nature of scientific knowledge and the procedures for generating new are different from those in other fields of knowledge such as philosophy. Example:
A8
Science and philosophy use different methods to understand nature.
tentative Scientific knowledge is subject to change. It does not claim to be truth in an absolute and final sense. This does not lessen the value of knowledge for the scientifically literate person. Example:
A9
As new data becomes available, theories are modified to encompass the old and the new data. Our views since 1900 of atomic structure have changed considerably for this reason.
human/culture related Scientific knowledge is a product of humankind. It involves creative imagination. The knowledge is shaped by and from concepts that are a product of culture. Example:
The use-of biotechnology has resulted in changes in rapeseed to remove erucic acid. This has led to the development of improved varieties of canola oil for human consumption.
B. Nature of Technology The technologically literate person understands the nature of technology and its end results. Technology is both public and private. Technological activities should introduce students to the private and creative aspects of problem solving and decision making as well as to the more formal aspects of industry. The nature of technology is such that it is: B1
public/private Technology results in new products, developed privately by individuals or groups, which are shared publicly with others. This provides other individuals with the opportunity to examine the gadgets and determine utilitarian value. Example:
B2
Students design paper animals and then share their designs with other members of the class.
historic Past invention should be viewed in its historical context and not be degraded on the basis of more advanced products. Example:
John Stringfellow built the first powered flying machine which made short, sustained flights up to 40 yards. Today, space crafts visit other planets.
Dimensions of Scientific and Technological Literacy Explained
60
Interim Curriculum for Science and Technology (June 2015) B3
Grade 5
replicable Technology results in new products which could be developed by other people working in a different place and at a different time under similar conditions. Example:
B4
A group of students all design paper aeroplanes from the same materials and discover similarities in their results.
dependent Technology depends on accurate scientific information and cannot violate scientific laws. Example:
B5
Knowledge about the refraction of light led to the development of optical instruments such as spectacles, binoculars, and telescopes.
precise Technology solves problems of human adaptation to the environment. Precision in the development of new products is crucial in ensuring public safety as well as the optimum use of the product. Example:
B6
A motor vehicle company recalled a shipment of cars and replaced front shocks since the front tires of those vehicles were wearing badly due to imperfect shocks.
economic The products of technology are designed for human consumption. Cost-risk-benefits will be taken into consideration when plans are made for development of a new product. Example:
B7
The production cost of a new and improved skin lotion had to be taken into account before the selling price could be determined.
social/political Technological activity leads logically to enhancing physical survival through the meeting of various social needs. It impacts on political systems by generating citizens who can think technologically and make informed decisions. Example:
B8
After doing a needs assessment Government decides to train individuals in various aspects of engineering. These persons will then be responsible for managing infra structural development in the country thus providing adequate housing, water, and electricity supplies for consumers.
novel/innovative Technological solutions take the form of new or improved products or services. Example:
Cooking some vegetables destroys most of their nutrients. The juicer provides an innovative method of getting optimum nutrients from these vegetables.
Dimensions of Scientific and Technological Literacy Explained
61
Interim Curriculum for Science and Technology (June 2015) B9
Grade 5
human/culture related Technology allows people to solve problems of humankind. It involves creative imagination. The solutions are provided by and through knowledge of scientific concepts that are a product of culture. Example:
The use of biotechnology has resulted in the development of chemical fertilizers. This has led to improved yields of fruits and vegetables for human consumption.
C. Key Science Concepts The scientifically literate person understands and accurately applies appropriate science concepts, principles, laws, and theories in interacting with society and the environment. Among the key concepts of science are: C1
change Change is the process of becoming different. It may involve several stages. Examples:
C2
An organism develops from an egg, matures, and eventually dies. Rocks are eroded.
interaction This happens when two or more things influence or affect each other. Example:
C3
Some animals living in the same place have to compete for available food and space.
orderliness This is a regular sequence which either exists in nature or is imposed through classification. Example:
C4
The earth moves about the sun in a regular manner.
organism An organism is a living thing or something that was once alive. Example:
C5
Plants and animals are organisms.
perception Perception is the interpretation of sensory input by the brain.
C6
Example: symmetry
In cricket, a fielder will run to the spot where a ball is likely to land.
This is a repetition of a pattern within some larger structure. Dimensions of Scientific and Technological Literacy Explained
62
Interim Curriculum for Science and Technology (June 2015)
Examples: C7
Grade 5
Some animals appear to have matching halves. Most wall paper patterns exhibit symmetry.
force A force is a push or a pull. Examples:
C8
A magnet can pick up a paper clip. Pedalling a bicycle causes it to move.
quantification Numbers can be used to convey important information. Examples:
C9
There are 60 seconds in one minute. There are 206 bones in the human body
reproducibility of results Repetition of a procedure should produce the same results if all other conditions are identical. It is a necessary characteristic of scientific experiments. Example:
C10
When a small ice cube is placed in a bucket of warm water, the ice cube will melt.
cause-effect It is how one thing affects another. Example:
C11
A frightened bird may fly away.
predictability Patterns can be identified in nature. From those patterns inferences can be made. Examples:
C12
When a seed receives enough moisture in a warm place it will germinate. From this, one might predict that to keep seeds from germinating they should be kept dry.
conservation An understanding of the finite nature of the world's resources, and an understanding of the necessity to treat those resources with prudence and economy, are underlying principles of conservation. Examples:
C13
Stopping dripping faucets will save water. Smaller, more efficient cars can be designed to use less fuel.
energy-matter
Dimensions of Scientific and Technological Literacy Explained
63
Interim Curriculum for Science and Technology (June 2015)
Grade 5
It is the interchangeable and dependent relationship between energy and matter. Example: C14
When a candle burns, some of the energy stored in the wax is released as heat and light.
cycle Certain events or conditions are repeated. Examples:
C15
Water from the earth goes into the atmosphere as clouds and returns to the earth as rain. A pendulum on a clock swings back and forth in a regular manner.
model A model is a representation of something. Examples: A globe is a model of the earth. Marbles and Styrofoam balls can be used to make models which represent atoms.
C16
system A set of interrelated parts forms a system. Example:
C17
The earth is a planet in the solar system. A stereo sound system consists of speakers, an amplifier, input devices, such as a CD player, and other parts which are all connected together.
field A field is something which fills all space and which can influence something else. Example:
C18
Two similar magnetic poles repel one another. If a ball is thrown into the air, it returns to the earth because of the pull of gravity.
population A population is a group of organisms that share common characteristics. Example:
C19
A human population is a group of people living together in a particular place.
probability Probability is the relative degree of certainty that can be assigned to certain events happening in a specified time interval or within a sequence of events. Example:
C2O
The probability of getting some types of cancer increases with prolonged exposure to large doses of radiation.
theory
Dimensions of Scientific and Technological Literacy Explained
64
Interim Curriculum for Science and Technology (June 2015)
Grade 5
A theory is a connected and internally consistent group of sentences, equations, models, or a combination of these, which serves to explain things and events. Example: C21
One theory suggests that there are periodic mass extinctions of species.
accuracy Accuracy involves a recognition that there is uncertainty in measurement and the correct use of significant figures. Example:
C22
A watch with a minute hand is more accurate for measuring time than an hourglass.
time-space It is a mathematical framework in which it is convenient to describe objects and events. Example:
An average human being has an extension in one direction of approximately 1 3/4 metres and in another direction of about 70 years
D. Processes of Science The scientifically literate person uses the processes of science in solving problems, making decisions, and furthering understanding of society and the environment. Complex or integrated processes include those which are more basic. The ability to use the science processes will facilitate learning. The processes of science include: D1
classifying Classifying is a systematic procedure used to impose order on collections of objects or events. Example:
D2
Objects can be grouped in a variety of ways, such as by size, shape, or colour.
communicating Communicating is any one of several procedures for transmitting information from one person to another. Example:
D3
Writing reports, or participating in discussions in class are examples of communicating.
observing and describing This is one of the most basic processes of science. The senses are used to obtain information about the environment. Example:
Students record the present weather conditions each morning at 9 o'clock.
Dimensions of Scientific and Technological Literacy Explained
65
Interim Curriculum for Science and Technology (June 2015)
D4
Grade 5
working cooperatively This involves an individual working productively as a member of a team for the benefit of the team's goals. Example:
D5
Students share responsibilities in the completion of an experiment.
measuring An instrument is used to obtain a quantitative value associated with some characteristic of an object or event. Example:
D6
The length of a table could be determined to the nearest millimetre with the correct measuring device.
questioning It is the ability to raise problems or points for investigation or discussion. Example:
D7
A student should be able to create directed questions about observed events. When egrets are observed, questions such as. "Why do egrets flock to migrate from one place to another?" and "How do birds know where to go?" should direct further inquiry.
using numbers This involves counting or measuring to express ideas, observations, or relationships, often as a compliment to the use of words. Example:
D8
One orange had seven seeds in it, while another orange had no seeds.
hypothesizing It is stating a tentative generalization which may be used to explain a relatively large number of events but which is subject to immediate or eventual testing by experiments. Example:
D9
Ask students to explain what they think might happen to a plant if it is placed in a dark place for several days. Then ask them to explain how to design and conduct experiments to test their explanations.
inferring It is explaining an observation in terms of previous experience. Example:
D10
Because clay is a less permeable material, puddles of water do not soak away as quickly on clay soil as they do on sandy soil.
predicting This involves determining future outcomes on the basis of previous information. Example:
Anticipate whether or not it is likely to rain later in the day based on current cloud conditions.
Dimensions of Scientific and Technological Literacy Explained
66
Interim Curriculum for Science and Technology (June 2015)
D11
Grade 5
controlling variables Controlling variables is based on identifying and managing the conditions that may influence a situation or event. Example:
D12
In order to test the effect of fertilizer on plant growth, all other factors which may be important in the plant’s growth must be identified and kept similar so that the effect of the fertilizer can be seen.
interpreting data This important process is based on finding a pattern in a collection of the data. It can lead to a generalization. Example:
D13
The grass under a rug which is thrown on a lawn turns yellow. Removing the rug will eventually allow the grass to become green again. One might infer from the observations that, a lack of light or an increase in pressure on the plants, caused them to turn yellow.
formulating models Models are used to represent an object or event. Example:
D14
The globe is a model of the earth.
problem solving Scientific knowledge is generated by, and used for, asking questions about the natural world. Quantitative methods are frequently employed. Example:
D15
A student sees a bat one evening and cannot remember ever seeing one during the day. A question arises: “Why is it that I have never seen a bat before dark?” This leads to a series of investigations and research in an attempt to find the answer to the question.
analysing It is examining scientific ideas and concepts to determine their essence or meaning. Example:
D16
Groups of students observe satellite weather images. Each group tries to develop a forecast based on the satellite images and their knowledge of weather patterns, the characteristics of weather systems, the motion of weather systems, and so on.
designing experiments Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question. Example:
D17
Automobile manufacturers test seat belt performance in crash tests.
using time-space relationships
Dimensions of Scientific and Technological Literacy Explained
67
Interim Curriculum for Science and Technology (June 2015)
Grade 5
These are the two criteria used to describe the location of things. Example: D18
The position of a star on any given date can be determined from astronomical reference tables.
consensus making Consensus making is reaching an agreement when a diversity of opinions exits. Example:
D19
Discussion of disposal of toxic waste, based on student research, gives students a chance to evaluate information.
defining operationally Constructing a definition from what has been done and what has been observed. Example:
D20
The anther of a flower can be defined as the swollen part of the stamen where the pollen grains are produced.
synthesizing This refers to the ability to put parts together to form a new whole. Example:
A group of students may formulate a plan for an experiment, or a new scheme for classifying objects (or events, or ideas).
E. Processes of Technology The technologically competent person uses the processes of technology to create designs for artefacts and for inventing. These processes can also be used to design systems of working, such as setting up a production line to make a large number of boxes. The processes of technology include: E1
problem identification The technological process usually begins with recognition of suitable needs for which products can be devised. The problem is then clearly defined based on perceived needs. Example:
E2
Students need a container for storing pencils. A suitable problem may be how a box can be made for storing pencils in the classroom.
reasoning This involves generating and discussing ideas for the solution of problems. Example:
Given a particular problem, students draw on their own knowledge as well as previous experiences to suggest possible solutions to the problem.
Dimensions of Scientific and Technological Literacy Explained
68
Interim Curriculum for Science and Technology (June 2015)
E3
Grade 5
researching This involves searching the literature and other sources to get information on both complimenting and constraining factors in the development of a particular product. Example:
E4
Students take apart a number of boxes to get information on different ways of constructing a box.
data collection Assembling information on a number of possible solutions to a problem. Example:
E5
Students work in small groups to find ways of constructing simple, closed electrical circuits.
data analysis The technologist examines all data collected for possible solutions to a problem. This allows the best solution to be chosen based on previously set criteria. Example:
E6
The chefs in a Kentucky Fried Chicken chain produce different suggestions for making an improved spicy chicken sandwich. After careful consideration of all, the best one was chosen and the green light given to begin production.
creativity Creativity is best describes as the ability to create or generate ideas, processes, experiences, or objects. Example:
E7
A group of students are given the task of finding as many ways as possible to move a big pile of sand from one side of the playground to the other.
designing Producing the first solution to a problem through means such as drawings or rough sketches, descriptions, or models. Example:
E8
An architect makes a miniature model of a resort to show positions of cottages, tennis court, swimming pool, museum, sales office, etc.
making This involves carrying out the design idea by constructing the first solution. Example:
E9
The new stadium has been constructed based on plans drawn by ACE Architectural Services Ltd.
testing Technologists recognize that there is an element of risk in the use of any new product. New products are, therefore, subjected to a series of tests so that both the developers and the consumers can be assured of their utilitarian value.
Dimensions of Scientific and Technological Literacy Explained
69
Interim Curriculum for Science and Technology (June 2015)
Example: E10
Grade 5
Car manufacturers have their vehicles test driven under various conditions before those vehicles are placed on the market.
evaluating In addition to testing, technologists evaluate their products in terms of functional efficiency, aesthetic effects, and social/economic/political aspects. Example:
E11
The President of a large razor company was presented with a beautifully crafted razor designed for women. He deliberately let it slip from his hand while examining it and, picking up the cracked gadget, he said to his designer, "There, she has beauty but she lacks durability."
modifying It is likely that the first attempt at a new product may not adequately satisfy the need, or meet the desired standard. Therefore, there will be need for refinement and repeating of certain stages in the process. Example:
The general public is expressing concern that cars are adding to the pollution problems in cities. Car manufacturers are finding new ways to build engines which are more efficient at burning fuel thus reducing waste toxic emissions.
F. Science-Technology-society-Environment Interrelationships The scientifically literate person understands and appreciates the joint enterprises of science and technology and the interrelationships of these with each other. Some of the factors involved in the interrelationships among science, technology, and the environment are: F1
science and technology Science and technology are different, although they often overlap and depend on each other. Example:
F2
The invention of the microscope led to new discoveries about cells.
scientists and technologists are human Vocations in science and technology are open to most people. Example:
F3
By researching the biographies of famous scientists, students can begin to appreciate the human elements of science and technology.
impact of science and technology
Dimensions of Scientific and Technological Literacy Explained
70
Interim Curriculum for Science and Technology (June 2015)
Grade 5
Scientific and technological developments have real and direct effects on every person's life. Some effects are desirable; others are not. Some of the desirable effects may have undesirable side effects. In essence, there seems to be a trade-off principle working in which gains are accompanied by losses. Example:
F4
As our society continues to increase its demands on energy consumption and consumer goods, we are likely to attain a higher standard of living while allowing further deterioration of the environment to occur.
science, technology, and the environment Science and technology can be used to monitor environmental quality. Society has the ability and responsibility to educate and legislate environmental quality and the wise usage of natural resources, to ensure quality of life for this and succeeding generations. Example.
F5
Everyone should share in the responsibility of conservation of energy.
public understanding gap A considerable gap exists between scientific and technological knowledge, and public understanding of it. Constant effort is required by scientists, technologists, and educators to minimize this gap. Examples:
F6
Some people mistakenly believe that radiation causes food to become radioactive. Folklore has it that the best time to plant potatoes in the second quarter of the year is during the full moon.
resources for science and technology Science and technology require considerable resources in the form of talent, time, and money. Example:
F7
Further advances in space exploration may require the collective efforts of many nations working together to find the necessary time, money, and, resources.
variable positions It is normal for scientists and technologists to disagree among themselves, even though they may invoke the same scientific theories and data. Example:
F8
There is debate about whether or not controlled burning should be used in national parks.
limitations of science and technology Science and technology cannot guarantee a solution to any specific problem. In fact, the ultimate solution to any problem is usually impossible, and a partial or temporary solution is all that is ever possible. Example:
The solutions that technology now proposes for nuclear waste storage often have significant limitations and are, at best, only short-term solutions until better ones can be found.
Dimensions of Scientific and Technological Literacy Explained
71
Interim Curriculum for Science and Technology (June 2015)
F9
Grade 5
social influence on science and technology The selection of problems investigated by scientific and technological research is influenced by the needs, interests, and financial support of society. Example:
The race to put a person on the moon illustrates how priorities can determine the extent to which the study of particular scientific and technological problems are sanctioned and thus allowed to be investigated.
G. Scientific and Technical Skills The scientifically literate person has developed numerous manipulative skills associated with science and technology. The list of skills that follows represents manipulative skills important to the achievement of scientific literacy: G1
using magnifying instruments Example:
G2
A student demonstrates proficiency in the use of a magnifying lens, a microscope, a telescope, an overhead projector, or a microphone.
using natural environments The student uses natural environments effectively and in appropriately sensitive ways (i. e., collecting, examining and reintroducing specimens). Example:
G3
Students can do a study of the margin of a pond by observing and describing a particular section at two week intervals for three months. After they collect and examine specimens, they should reintroduce them to their natural environment.
using equipment safely The student demonstrates safe use of equipment in the laboratory, in the classroom, and in everyday experiences. Example:
G4
A student recognizes a situation where goggles should be worn, and puts them on before being instructed to wear them.
using audio-visual aids The student independently uses audio-visual aids in communicating information. (Audio-visual aids include such things as: drawings, photographs, collages, television, radio, video cassette recorders, overhead projectors, etc.) Examples:
G5
A student explains to the teacher how to operate the VCR. A student uses a camera to record natural phenomena.
measuring distance
Dimensions of Scientific and Technological Literacy Explained
72
Interim Curriculum for Science and Technology (June 2015)
Grade 5
The student accurately measures distance with appropriate instruments such as rulers, metre sticks, or trundle wheels. Example: G6
Determine the length and width of a room using a metre stick.
manipulative ability The student demonstrates the ability to handle objects with skill and dexterity. Example:
G7
A student uses a pair of tweezers and a hand magnifier to examine the inside of a flowering plant.
measuring time The student accurately measures time with appropriate instruments such as a watch, an hour-glass, or any device which exhibits periodic motion. Example:
G8
A student uses a stopwatch to measure accurately short periods of time.
measuring volume The student measures volume directly with graduated containers. The student also measures volume indirectly using calculations from mathematical relations. Example:
G9
Read the volume of a graduated cylinder.
measuring temperature The student accurately measures temperature with a thermometer. Example:
G10
Place a thermometer where an accurate measurement can be obtained, and read to the nearest 0.5"C.
measuring mass The student accurately measures mass with a double beam balance or by using other appropriate techniques. Example:
G11
Use a balance to determine the mass of an object.
using electronic instruments The student can use electronic instruments that reveal physical or chemical properties, or monitor biological functions. Example:
G12
Use a digital thermometer to measure the body temperature of several people.
using quantitative relationships
Dimensions of Scientific and Technological Literacy Explained
73
Interim Curriculum for Science and Technology (June 2015)
Grade 5
The students uses mathematical expressions correctly. Examples:
Calculate the volume of a cube given the length of one side. Calculate volume from area and height data.
H. Values that Underlie Science The scientifically literate person interacts with society and the environment in ways that are consistent with the values that underlie science. The values that underlie science include: H1
longing to know and understand Knowledge is desirable. Inquiry toward the generation of knowledge is a worthy investment of time and other resources. Example:
H2
A group of four students asks the teacher if they can do a Science Challenge project on a topic that they are all interested in.
questioning Questioning is important. Some questions are of greater value than others because they lead to further understanding through scientific inquiry. Example:
H3
Students ask questions about things they see happening around them.
search for data and their meaning Data can be used to explain many things. In some cases immediate practical applications of value to humankind are the result of interpreting data. Example:
H4
A class performs a research project to observe the weather, record data, and search for patterns or meaning in the data.
valuing natural environments Our survival depends on our ability to sustain the essential balance of nature. There is intrinsic beauty to be found in nature. Example:
On a field trip the actions of the participants should be considerate toward and conserving of all components of the ecosystem.
Dimensions of Scientific and Technological Literacy Explained
74
Interim Curriculum for Science and Technology (June 2015)
H5
Grade 5
respect for logic Correct and valid inferences are important. It is essential that conclusions and actions be subject to doubt. Example:
H6
Error in logic are recognized. Information is viewed critically with respect to the logic used.
consideration of consequence It is frequent and thoughtful review of the effects that certain actions will have. Examples:
H7
Experimental procedures can affect the outcome of the experiment. Transporting oil by tankers might cause an oil spill, with very serious - environmental consequences.
demand for verification Supporting data must be made public. Empirical tests must be conducted to assess the validity or accuracy of findings or assertions. Example:
Media reports and research are reviewed critically and compared to other sources of information before being accepted or rejected.
I. Science Related Interests and Attitudes The scientifically literate person has developed a unique view of science, technology, society and the environment as a result of science education, and continues to extend this education through-out life. Science-related interests and attitudes include: I1
interest The student exhibits an observable interest in science. Example:
I2
Students and teachers who spend a great deal of time outside class on science fair projects exhibit a keen interest in science.
confidence The student experiences a measure of self-satisfaction by participating in science and in understanding scientific things. Example:
I3
Students and teachers who read science literature are interested in discussing with others what they read.
continuous learner
Dimensions of Scientific and Technological Literacy Explained
75
Interim Curriculum for Science and Technology (June 2015)
Grade 5
The individual has gained some scientific knowledge and continues some line of scientific inquiry. This may take many forms. Example: I4
A person joins a natural history society to learn more about wildlife.
media preference A student selects the most appropriate media, depending on the information needed, and on his or her present level of understanding. Example:
I5
A Grade 3 student might choose to watch a science programme on television rather than to read about the same topic in a scientific journal.
avocation The student pursues a science-related hobby. Example: By pursuing a hobby such as bird-watching, astronomy, or shell collecting, a student demonstrates a keen interest in science.
I6
response preference The way in which people behave can be an indication of whether or not they are striving to attain scientific literacy. Example:
I7
A person selects food in a fast food outlet based on its nutritional value. In an election, voters might consider the candidates' positions on environmental issues.
vocation The student considers a science-related occupation. Example:
I8
Teachers should encourage students to become interested in science related fields.
explanation preference The student chooses a scientific explanation over non-scientific explanation when it is appropriate to do so. The student also recognizes that there may be some circumstances in which it may not be appropriate to select a scientific explanation. Example:
I9
A student chooses to explain the causes of lightning and thunder based on a scientific explanation instead of on mythology.
valuing contributors The student values those scientists and technologists who have made significant contributions to humanity. Examples:
A person wears a T-shirt bearing the image of some famous scientist. Some students may hold the science teacher in very high regard.
Dimensions of Scientific and Technological Literacy Explained
76
