Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



SNC - SCIENCE (Grade 4)

Curriculum Template

DOMAIN: Life Science

Grade 4

Standard:  Plants - Structure and Function

Student Learning Outcomes

Students will be able to:

  • By using appropriate scientific vocabulary, describe the parts of a plant (roots, stem/ trunk, leaves, and flowers including flower and its parts), and their functions.

  • Infer through experimentation that water transports from the roots, through the stem to other parts of the plant.

Knowledge:


Students will understand:


  • That not all plants produce flowers.

  • How water is transported from the roots to other parts of the plant.  

Students will: 


  • List the names of different parts of a plant (roots, stem/ trunk, leaves and flowers).  

  • Describe the functions of different parts of flowering plants; roots, stem/ trunk, leaves and flowers.  

  • roots help support the plant and take in water and nutrient

  • leaves help plants utilize sunlight to make food for the plant

  • stems, stalks, trunks, and other similar structures provide support for the plant

  • flowers as reproductive structures of plants that produce fruit which contains seeds

  • seeds contain stored food that aids in germination and the growth of young plants

  • Describe the functions of the different parts of a flower.

  • Identify the people who use science, e.g. botanists and florists. 

  • Identify the parts of the plant transport system and describe their functions; stem, leaf, root.

Note:

- Recall of the relative positions of water and food carrying tubes is not required.

- The use of specific terms (“xylem” and “phloem”) is not required.

 

Key Vocabulary

Roots, stem/ trunk, stalk, leaves and flowers, root, reproductive structures, transported, transport system, petals, sepals, anthers, filaments, stamens, stigma, style, carpel, germination, botanist, florist, gardener.

Skills:


Students will be able to:

  • Complete a key based on easily observed differences of a flowering and a non-flowering plant found in the local environment.

  • Design models/ draw and label diagrams to show parts of a plant and a flower from the local environment.

  • Label/Name the parts of a flower.

  • Investigate the way in which water is transported within a plant.

  • Record observations and changes over time. 

  • Carry out practical work safely.

  • Communicate findings.

  • Reach a conclusion from results informed by reasoning.

  • Use secondary sources of information to find out about the role of florists and botanists.


 

Assessments

 

Formative Assessments

 

Summative Assessments 

Learning Activities

 



Domain: Life Science

Grade 4

Standard: Common Life Processes of Plants

Student Learning Outcomes

Students will be able to:

  • Understand that all living things need energy to grow, plants get their energy from light (photosynthesis) while animals get their energy from eating plants and other animals.

  • Understand that living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

  • Explain the stages of the lifecycle of a flowering plant using appropriate scientific vocabulary. 

Knowledge:


Students will:


  • Understand that plants and animals need energy to grow, live and be healthy, and plants get their energy from light (photosynthesis) while animals get their energy from eating plants and other animals.

  • Understand and appreciate the vital role of plants to sustain life on Earth.

  • Understand plants go through life cycles (familiar plants e.g. trees and beans).

  • Explain how flowers play an important role in the life cycle of flowering plants, including pollination, fruit, seed formation, and seed dispersal.

  • Describe seed germination and know that seeds require water, nutrients, and an appropriate temperature to germinate.

  • Investigate the process of photosynthesis.

  • Demonstrate the understanding of why plants are vital to sustaining life on Earth.

Note: 

- The use of specific terms (“self-pollination” and “cross- pollination”) to describe the pollination process is not required. 

 

Key Vocabulary

energy, photosynthesis, air, water, light, nutrients, soil, life cycles, flowering plants, non- flowering plants, pollination, fruit, seed formation, seed dispersal, seed germination.

 Skills:


Students will be able to:


  • Ask questions to begin scientific enquiry.

  • Plan fair tests to investigate the process of seed germination.

  • Identify the common life processes (breathe, take in nutrients. grow, reproduce, eliminate waste, die) of all living things.

  • Observe and compare the life cycles of plants grown from seeds over a period of time. 

  • Observe the changes over time and compare the life cycle of two different plants (for e.g. a tree and a herb) and record the observations in diagrams.

  • Draw and label the stages of the life cycle of a flowering plant.

  • Follow safety rules while doing practical work. 

  • Collect and record observations and/or measurements of the germinating seed in tables and diagrams. 

  • Make a conclusion from results and relate it to the scientific question being investigated. Describe patterns in results.

  • Make a conclusion from results informed by reasoning.



Assessments

 

Formative Assessments

 

Summative Assessments

Learning Activities

 





Domain: Life Science

Grade 4

Standard: Habitats and Biodiversity

Student learning outcomes


Students will be able to:

  • Develop models to describe how plants and animals, including humans, depend upon each other and the non-living environment (air, water, soil etc.) in an ecosystem.

  • Explain how plants and animals must be adapted to their environment, in order to survive. 

Knowledge

Students will:

  • Recognize that ecosystems consist of habitats (e.g. forests, ponds, rivers, grasslands and deserts) that provide living things with what they need.

  • Describe food chains as being made of producers and consumers and classify consumers as herbivores, omnivores, carnivores, predators, prey and/or prey. 

  • Describe the relationship of the Sun as an energy source for living.

  • Describe how plants and animals are adapted to environments that are hot, cold, wet and/ or dry and describe common physical adaptations of predators and prey.

  • Predict impact of population growth on biodiversity and resources of an ecosystem.

  • Explore how human actions such as urbanization and population growth can cause deforestation and affect food chains in an ecosystem. (STEAM)




 Key Vocabulary


habitat, forest, pond, river, grasslands, desert, classification, local environment, wider environment, non-living, environment, consumers, producers, herbivores, carnivores, omnivores, predators, prey, adapted, adaptation, survive, resources, population growth, biodiversity, ecosystem, food chains, urbanization, deforestation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 Skills

Students will be able to:

  • Ask questions about adaptation.

  • Use a range of secondary information sources to research and find answers to scientific questions.

  • Use classification keys to help group, 

  • Identify and name a variety of living things in their local and wider environment.

  • Use classification keys to sort consumers as omnivores, herbivores and carnivores.

  • Compare similarities and differences between animals and plants found in different habitats. 

  • Compare the physical adaptations of a predator and a prey in a given habitat. (Grasslands, desert, pond, river, forest).

  • Construct models, including diagrams to demonstrate predator and prey relation in a food chain.

  • Construct models, including diagrams to show producers and consumers in a food chain.

  • Use science/ scientific reasoning to support points when discussing issues, situations, or actions. 

  • Design a new animal that has specific adaptations.

  • Use a model of their animal to illustrate adaptation.

Assessments

 

Formative Assessments

 

Summative Assessments

Learning Activities

 


Domain: Life Science

Grade 4

Standard: Principles of Good Health

Student Learning Outcomes 


Students will be able to:


  • Describe the factors including clean drinking water that help promote good health in humans and prevent contagious diseases.

  • Recognize that humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.

Knowledge:


Students will understand:


  • Their own everyday behavior that affects their health like a balanced diet, drinking clean water, exercising regularly, brushing teeth, getting enough sleep, etc.

  • The importance of clean drinking water for maintaining good health.

  • Communicable diseases spread through human contact and can be prevented through taking simple measures (for e.g. -hand washing using soap, sneezing in a tissue, covering mouth while coughing, not sharing toothbrushes, or towels.

  • The processes of filtration and boiling can help make water clean and suitable for drinking.


Students will:


  • List the components of a balanced diet (fruits, vegetables, grains, milk and meat etc.), and recognize their relative proportions.

  • Explain some ways of preventing contagious diseases.

 


Key Vocabulary


health, behavior, balanced diet, fruits, vegetables, grains, milk, meat, sweets/ sugar, exercise, germs, hand washing, preventing, sneezing, coughing, oral hygiene/ brushing teeth, contagious, non-contagious, disease, sleep, rest, communicable diseases, transmission, filtration, boiling.

Skills:


Students will be able to:


  • Identify common food sources included in a balanced diet (e.g.; fruits, vegetables, grains, milk, and meat group).

  • Read and interpret nutrition information on food labels. 

  • Identify their own eating habits to evaluate whether they are eating a balanced diet.

  • Differentiate between contagious and non-contagious diseases and relate the transmission of common communicable diseases through human contact.

  • Design the model of a healthy food 

      plate/ menu for themselves and others  

      (STEAM).

  • Choose equipment from a provided selection and use it appropriately. 

  • Design models to filter water and remove dirt particles to clean it (STEAM). 


Assessments

 

Formative Assessments

 

Summative Assessments

Learning activities










DOMAIN: Physical Science

Grade 4

Standard: Matter and its Characteristics

Student Learning Outcomes


Students will be able to:


Students will be able to identify and describe the three states of matter, their physical properties, and changes in each state.

  • Properties of metals (appearance, texture, color, odor, density, conduction of heat and electricity).

  •  Relate the properties to the uses of metals.

 

 

Knowledge:


Students will:


  •  Describe three states of matter (i.e., a solid has a definite shape and volume, a liquid has a definite volume but not a definite shape, and a gas has neither a definite shape nor a definite volume)



Key Vocabulary

Mass, volume, solid, liquid, and gas.



  

 

 

 

 

 

Skills:


Students will be able to:


  • Identify the states of matters by their characteristics.

  •  Compare and sort the materials on physical properties (mass, volume, states of matter, conduction of heat, electricity, density).

  •  Describe trends and patterns in results.

  •  Make conclusions by interpreting results informed by reasoning.

  •  Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  •  Present and interpret observations and measurements, appropriately.

 

 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


DOMAIN: Physical Science

Grade 4

Standard: Forms of Energy and Energy Transfer

Student Learning Outcomes


Students will be able to:


  • Student should be able to identify different forms of energy; phenomenon related to different light, sound, heat, electricity (shadow, reflection, heat transfer, electric circuit)  

Knowledge:


Students will:


  • Recognize that energy is recognized for movement, heating, and lightening. 

  • Describe the importance of energy conservation and role and responsibility of humans in energy conservation.

  • Describe the properties of light (travels in straight line).

  • Relate familiar physical phenomena (shadow, reflection, and rainbow) to the behavior of light.

  • Relate familiar physical phenomena (vibration objects, echoes) to the behavior of sound.

  • Describe the ways to measure the temperature and its units.

  • Recognize that electric energy in a circuit can be transformed into other forms of energy (light, heat, sound).


Key Vocabulary:

Reflection, temperature, vibration, conservation.


Skills:


Students will be able to:


  •  Relate familiar physical phenomena (shadow, reflection, and rainbow) to the behavior of light by demonstration. 

  • Investigate the formation of shadow making and reflection in shiny surfaces.

  • Investigate that warmer objects have higher temperature than cooler objects.

  • Investigate changes occur when hot objects are brought closer to cooler objects

  •  Investigate that simple electric systems (e.g., a flashlight) require a complete (unbroken) electrical pathway.

  •  Apply mathematical concepts (for example; percentages and ratios) to analyze data and present the data collected in the form of graphs, charts and tables.

  • Describe trends and patterns in results.

  • Make conclusions by interpreting results informed by reasoning.

  • Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  • Present and interpret observations and measurements, appropriately. 

 

Assessments

 

Formative Assessments

 

Summative Assessments

Learning Activities



DOMAIN: Physical Science


Grade 4

Standard: Force and Motion

Student Learning Outcomes:


Students will be able to:


  • Students will be able to identify different types of the forces and their effects; application of forces in our daily lives

 

Knowledge:

Students will:


  • Describe different types of forces (friction, muscular forces, gravitational, magnetic, and electric).

  • Describe gravity as force.

 

Key Vocabulary


Push, pull, friction, gravity, magnetic.

 

  

 

 

 

 

 

Skills:

Students will be able to:

  • Investigate forces and motion with examples.

  • Recognize that force (i.e., pushing and pulling) may cause an object to change its motion.

  • Compare the effects of these forces of different strengths in the same or opposite directions acting on an object.

  • Recognize that friction works against the direction of motion (e.g., friction working against a push or a pull makes it more difficult to move an object along a surface).

  • Reason with evidence that friction can either be detrimental, or useful, under different circumstances (ways to reduce friction).

  • Recognize that simple machines, (e.g., levers, pulleys, gears, ramps) help make motion easier (e.g., make lifting things easier, reduce the amount of force required, change the distance, change the direction of the force).

  • Describe trends and patterns in results.

  • Make conclusions by interpreting results informed by reasoning.

  • Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  • Present and interpret observations and measurements, appropriately. 

  • Apply mathematical concepts (for example; percentages and ratios) to analyze data and present the data collected in the form of graphs, charts and tables.

  • Show open mindedness in accepting all knowledge as tentative and suspending judgment. Tolerance for ambiguity.  Willingness  to change views if the evidence is convincing, Integrity  in handling and communicating data and information with complete honesty. 

  • Make moveable wagon, bus ,trolley etc.(stem/steam)

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Earth and Space Science

Grade 4

Standard: Earth and its Resources

Student Learning Objectives: 


Students will be able to:


  • Explore the use of Natural Resources, identify its different types (land, water and air), and investigate the impact of human activities on natural resources. 

Knowledge:


Students will:


  • Define Natural Resources. 

  • Explore the use of Natural Resources and how they are useful in our daily lives. 

  • Recognize that Earths surface is made up of land and water and is surrounded by a layer of air called the atmosphere which is a mixture of different gases (nitrogen, carbon dioxide and oxygen, etc.).

  • Recognize that water in rivers and streams flows from mountains to oceans or lakes and describe the sources of water on Earth.

  • Recognize that some remains (fossils) of animals and plants that lived on Earth a long time ago are found in rocks, soil and under the sea.

  • Differentiate between renewable and non-renewable resources.

  • Suggest the ways to conserve the natural resources. (Practice 3Rs).

 

Key Vocabulary

Natural Resources, Nitrogen, Carbon Dioxide, Oxygen, Atmosphere, Fossils, Renewable resources, Non-renewable resources. 

Skills:


Students will be able to:


  • Sort, group, and classify, different types of natural resources through testing, observation and using secondary information.

  • Use evidence to explain that humans depend on many limited natural resources that may not be renewed over human lifetimes.

  • Investigate the impact of human activities on Earths natural resources.

  • Explain and make predictions about what will happen if natural resources finish using scientific knowledge and understanding. 

  • Make conclusions by interpreting results informed by reasoning from secondary information. 

 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Earth and Space Science

Grade 4

Standard: Earths Weather and Climate

Student Learning Objectives


Students will be able to:


  • Explain the difference between weather and climate, and how seasons change. 

  • Understand climate change, how it affects the world we live in, and ways to reverse the climate change. 

 

Knowledge:


Students will: 


  • Understand the difference between weather and climate.

  • Relate that weather (i.e., daily variations in temperature, humidity, precipitation in the form of rain or snow, clouds, and wind) changes with changing geographical location.

  • Recognize that average temperature and precipitation can change seasons and location.

  • Understand temperature as degree of hotness or coldness of an object or place.

  • Define climate change and describe how it affects the world.

  • Suggest some ways to reverse climate change in our country.

 

 

 

Key Vocabulary


Weather, Climate, Temperature, Humidity, Precipitation, Geographical Location, Season, Climate change, Evaporation, Dew, Water Cycle, Thermometer, Anemometer, Clinical Thermometer. 

Skills:


Students will be able to:


  • Explore the weather and climate in their geographical area.

  • Use and share observations of local weather conditions to describe patterns over time.

  • Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

  • Use evidence to analyze how weather changes during the year.

  • Apply knowledge of changes of state of water to common weather events (e.g. cloud formation, dew formation, the evaporation of puddles, snow, and rain), and explore the water cycle.

  • Use various instruments (room thermometers, anemometer, clinical thermometer etc.), and measure and record temperature using different scales.

  • Analyze how climate change affects the weather. 

  • Analyze a problem, and choose an innovative and relevant solution in order to remedy, or alter, the problem.

  • Make predictions of likely outcomes for a scientific enquiry.

  • Make predictions about what would happen to Earth, animals and plants if we do not reverse climate change. 

  • Analyze evidence of human-induced climate change. 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 


 

DOMAIN: Earth and Space Science

Grade 4

Standard: Earth in the Solar System

Student Learning Objectives


Students will be able to:


  • Name the 8 planets- their order and size; describe the Solar System, orbit, asteroid, stars, and comets. 

  • Recognize that Earth has a moon that orbits around it, and looks different at different times of the month, and understand how lunar eclipse and solar eclipse occur. 

Knowledge:


Students will:


  • Describe the Solar System with the Sun at the center and the planets revolving around the Sun.

  • Understand that planetary systems can contain stars, planets, asteroids and comets.

  • Identify the Sun as a source of heat and light for the Solar System.

  • Recognize that the Earth has a moon that revolves around it, and from earth the moon looks different at different times of the month.

  • Investigate and describe how day and night are related to Earths daily rotation about its axis, and provide evidence of this rotation from the changing appearance of shadows during the day.

  • Illustrate and explain how solar and lunar eclipses occur

 

Key Vocabulary


Solar system, Stars, Asteroids, Comets, Planets, Shadows, Lunar eclipse, Solar eclipse. 

Skills:


Students will be able to:


  • Demonstrate the Solar System with the Sun at the center and the planets revolving around the Sun (through model or diagram).

  • Differentiate between inner planets and outer planets on the basis of distance from the Sun. 

  • Determine the relative position of the planets from the Earth. 

  • Use best approach for their research (library, online, newspaper, etc.) to write and present a research paper on any one planet. 

  • Investigate and describe how day and night are related to Earths daily rotation about its axis, and provide evidence of this rotation from the changing appearance of shadows during the day.

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 


SNC - SCIENCE (Grade 5)

Curriculum Template

DOMAIN: Life Science

Grade 5

Standard: Structure and Function- Human Body Systems 

Student learning Objectives

Students are able to:

  • Demonstrate through models (diagrams and physical models) integration of respiratory, digestive, and circulatory systems, in carrying out life processes.

  • Describe some of the important functions of the skeleton, and how bones move, because the attached muscles contract, and relax.

  • Use a model to describe how animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Knowledge:

 

Students will:

  • Know that the human body has a number of systems, each with its own function. Recognize the integration of the different systems (digestive, respiratory, and circulatory) in carrying out life processes.

  • Describe the human digestive system, including the simple functions of the organs involved (mouth, esophagus, stomach, small, and large intestines).

  • Know that many vertebrates have a digestive system similar to humans.

  • Describe the human respiratory system in terms of oxygen from the air moving into the blood in the lungs, and know that many vertebrates have a similar respiratory system.

  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels, and blood.

Note: Detailed knowledge of the respiratory system (e.g. alveoli) and circulatory system (e.g. heart chambers and valves) is not required.

  • Describe some of the important functions of the skeleton, and label/commonly name the major bones of the human skeleton (skull, radius, ulna, femur, tibia, fibula, ribs).

  • Know that bones move because the attached pair of muscles contract and relax. 

   *Note: limit to arm muscles only biceps and  

               Triceps.

  • Identify people who use science, including professionally (radiologists and physicians), in their area and describe how they use science.

 

 

Key vocabulary


Life processes, digestive system, respiratory system, circulatory system, mouth, esophagus, stomach, large and small intestine, molar, pre-molar, incisors, canine, skull, digestion, nutrients, microorganisms, stomach acid, skin, waste, faeces, oxygen, blood, lungs, bones, muscles, radius, ulna, femur, tibia, fibula, ribs, pair of muscles, biceps, triceps, contract, relax, balanced diet, sensory, sense organs, brain and nervous system, receptors

 


Skills

 

Students will be able to:

  • Ask questions about the relationship between different structures in the human body.

  • Use secondary information to find answers to scientific inquiry questions about the integration of systems (digestive, respiratory, circulatory).

  • Compare the main organs of the digestive system of humans with another vertebrate to identify similarities and differences (goat, sheep, etc.).

  • Relate different types of teeth (molar, premolar, incisors, and canines) in the skull with their functions/ role in digestion of food.

  • Illustrate through diagrams or *3D physical models the functions of the respiratory, and circulatory system. STEM/ STEAM)

  • Use diagrams as models to locate muscles and bones in the human body. (STEM/ STEAM).

  • Use a model to describe how animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

  • Develop and use models that demonstrate an understanding that reflected light allows objects to be seen by the eye, which relates to animals use of sense receptors. 

  • Use evidence from models and investigations to support their analysis, students construct arguments that support an understanding of the relationship between human structures and survival, growth and behavior.

  • Design models to show how muscles in the arm contract and relax and work in pairs. (STEM/ STEAM).

  • Design models to show scientific ideas and what happens in science. (STEM/ STEAM).


*Note:

Use re-cycled materials to make physical models.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 



DOMAIN: Life Science

Grade 5

Standard: Common Diseases and their Prevention

Student learning Objectives

Students are able to: 

  • Describe several different causes of infection, including viruses, bacteria, parasites and fungi. 

  • Know that humans have defense mechanisms against infectious disease, including skin, stomach acid, and mucus.

  • Describe how good hygiene, and a range of other measures, can control the spread of diseases transmitted in water, food and body fluids; describe ways to avoid being bitten by insects.

Knowledge:


Students will:


  • Define and describe main groups of microorganisms (bacteria, virus and fungi), and   give examples of each.

  • Recognize some common diseases of each group (bacteria, virus and fungi) caused by microorganisms.

  • Recognize that microorganisms get transmitted into humans and spread infectious diseases.

  • Know that humans have defense mechanisms against infectious disease, including skin, stomach acid, and mucus.

  • Explain the effects of too much sugar in their diet, and how it can lead to health problems.

  • Describe how good hygiene, and a range of other measures, can control the spread of diseases transmitted in water, food and body fluids; describe ways to avoid being bitten by insects.

  • Describe how vaccines can provide protection against diseases like polio, and Covid 19.

  • Recognize the items in a first aid box including:

  • stethoscope

  • thermometer

  • blood pressure equipment


Key vocabulary

 

Diseases, microorganisms, transmitted, infectious, defense mechanism, skin, mucus, stomach acid, hygiene, control measures, insects, first aid box, stethoscope, thermometer, blood pressure equipment, health indicators, temperature, fever, polio, Covid 19, virus bacteria, fungi, mold, vaccine, pulse rate, blood pressure

 


Skills:


Students will be able to:


  • Ask questions that would lead to scientific investigations about how the body defends itself against disease. 

  • Make predictions on how a mould would grow on a piece of bread, using scientific ideas.

  • Plan fair test investigations, identify the independent, dependent and control variables.

  • Record observations using appropriate tools, and share the findings in a variety of modes.

  • Reach conclusion about mold growth on bread from the results they collect.

  • Communicate findings using scientific vocabulary and evidence-based reasoning. 

  • Work safely when carrying out scientific investigation with a microbe.

  • Research corona virus and share findings explaining why it was declared a pandemic. 

  • Scientific investigation with a microbe.

  • Learn how to take their own pulse.

  • Learn how to use the following instruments to measure health indicators (body temperature, heartbeat, blood pressure):

  • stethoscope

  • thermometer

  • blood pressure equipment

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 



DOMAIN: Life Science 

Grade 5

Standard: Ecosystems and Biodiversity

Student Learning Objectives

Students are able to: 

  • Explain through models that plants and animals, including humans, interact with, and depend upon each other, and the environment, to satisfy basic needs.

  • Support their claim with evidence that humans change environments in ways that sometimes can either be harmful to themselves and other organisms.

Knowledge:


Students will:


  • Explain how energy is passed through a food chain, and how to represent this in an energy flow diagram.

  • Explain how human activities add toxic substances to an ecosystem. 

  • Investigate the main causes of water, air and land pollution (unclean/ toxic water, smoke, smog, excess CO2/other gases, open garbage dumps, industrial waste, etc.), in the local and wider community.

  • Differentiate between biodegradable and non-biodegradable materials, and their impact on the environment.


Students will know:


  • Some substances in our environment can be toxic and these substances move through the food webs/ chains and can be harmful for living things.

  • People who use science, including professionally in their local area. E.g. industrialists, manufacturers, environmentalists.

Key vocabulary


Ecosystem, energy, energy flow diagram, conserve, microorganisms, toxic, harmful, smog, environment, smoke, fossil fuels, greenhouse gases, biodegradable, non-biodegradable, micro plastics, single use plastic, decompose, decomposing, industrialists, manufacturers, environmentalists.

Skills:


Students will be able to:


  • Ask questions to begin scientific enquiry regarding causes of pollution.

  • Plan and conduct experiments to investigate the role of microorganisms in breaking down/ decomposing materials.

  • Do research to discuss and explain the effects of burning fossil fuels and releasing greenhouse gases in air.

  • Do research to find out the problems caused by at least two toxic substances, e.g. mercury and DDT (an insecticide).

  • Use evidence to support their claim explaining how pollution, land water and air affects their environment.

  • Apply mathematical concepts (e.g. percentages and ratios) to analyse data and present the data collected in the form of graphs, charts, scatter diagrams and tables.

  • Suggest ways to reduce use of non-biodegradable materials, and lower the reliance on micro plastics / single-use plastics at home and in schools.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 



DOMAIN: Physical Science

Grade 5

Standard: Physical and Chemical Changes of Matter

Student Learning Outcomes


Students will be able to:


  • Identify the physical and chemical changes, and their uses in daily life.

  • Discover the ways to accelerate the process of dissolving and provide reasoning (increasing temperature, stirring, breaking solid into smaller pieces).

  • Describe strong and weak concentration of solutions.

Knowledge:


Students will:


  • Describe the changes in states of matter due to heat gain and loss. 



Vocabulary

Melting, freezing, boiling, condensation, evaporation, rusting, decomposition.

  

 

 

 

 

 

Skills:


Students will be able to:


  • Observe the changes in materials that do not result in new materials (dissolving, crushing).

  • Investigate that matter can be changed from one state to another by heating, or cooling.

  • Identify different states of water (melting, freezing, boiling, evaporation, condensation).

  • Identify observable changes in materials that make new materials with different properties (e.g., decaying, such as food spoiling; burning; rusting, etc.). 

  • Compare physical and chemical change.

  • Describe trends and patterns in results.

  • Reach conclusions by interpreting results informed by reasoning.

  • Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  • Present and interpret observations and measurements, appropriately. 

  • Apply mathematical concepts (e.g. percentages and ratios) to analyze data, and present the data collected in the form of graphs, charts, and tables

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 


DOMAIN: Physical Science

Grade 5

Standard: Light and Sound

Student Learning Outcomes


Students will be able to: 


  • Identify natural sources of light, artificial sources of light, transparent, translucent, and opaque. 

  • Discover the production, conduction, and properties of sound and harmful effects of noise, on human ears.

  • Describe the production of sound in a vibrating body

 

Knowledge:


Students will:


  • Describe the structure, and discuss the mechanism of the conduction of sound waves through human ears. 

  • List the harmful effects of noise on human health.

  • State the role of humans in reducing noise pollution.



Vocabulary


Vibrations, reflection, luminous, transparent, translucent, opaque.


 

  

 

 

Skills:


Students will be able to:


  •  Identify natural, artificial light sources.

  •  Sort out luminous and non-luminous objects.

  •  Identify transparent, translucent, and opaque objects.

  • Illustrate the function of human ears through the model of ear. 

  •  Compare the intensity of sound at different places by using instruments.

  • Reach conclusions by interpreting results informed by reasoning.

  • Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  • Present and interpret observations and measurements, appropriately. 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 



DOMAIN: Physical Science 

Grade 5

Standard : Electricity and Magnetism

Student Learning Outcomes


Student will be able to:


  • Students will be able to describe magnets and their properties, and will construct magnetic compass.

  • Student will be able to differentiate between conductors and insulators, their application in daily life, and will construct and draw electric circuit. 

  • Demonstrate Earth as a huge magnet with experiment;

  • Static electricity in everyday life;

  • Charges and their properties.

Knowledge:


Students will:


  • Describe the properties of magnet.

  • Describe flow of electric current in an electric circuit.


Vocabulary


Attract, repel, electromagnets, temporary/permanent, circuit diagram, battery, wires, switch).

  

 

 

 

 

 

Skills:


Students will be able to:

  • Demonstrate that magnets have two poles (opposites attract and like poles repel).

  •  Construct a magnetic compass.

  •  Compare different types of magnets (permanent, temporary and electromagnets).

  •  Differentiate b/w conductors and insulators in daily life.

  •  Construct an electric circuit with its components.

  •  Draw circuit diagram with symbols. 

  •  Make conclusions by interpreting results informed by reasoning.

  •  Evaluate experiments and investigations, and suggest improvements, explaining any proposed changes.

  •  Present and interpret observations and measurements, appropriately. 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 





DOMAIN: Earth and Space Science

Grade 5

Standard: Structure of the Earth.

Student Learning Outcomes 


Student will be able to:


  • Explore the structure of the Earth, relate the Earths crust with volcanoes, and how its movement leads to Earthquakes. 

Knowledge:


Students will: 


  • Describe the structure of the Earth (i.e., crust, mantle, and core) and the physical characteristics of these distinct parts.

  • Describe common features of volcanoes and know they are found at breaks in the Earth's crust.

  • Understand that the Earth's crust moves and when parts move suddenly this is called an earthquake.

 

 

Key Vocabulary

 

Crust, Mantle, core, Volcanoes, Earthquake. 

 

Skills:


Students will be able to:


  • Demonstrate the structure of the Earth using an egg. 

  • Construct an explanation with evidence to explain why it is impossible to dig through the ground to the other side of the Earth.

  • Investigate and compare models of Earths internal structure.

  • Observe the image of the structure of the Earth and analyze how the layers of Earth are different on the basis of distance. 

  • Differentiate between the distinct parts of the structure of the Earth based on their physical characteristics.

  • Construct a model or diagram of the Structure of the Earth. 

  • Develop questions about Earths layers for further research and inquiry.

  • Write a paragraph detailing their understanding of Earths layers

  • Construct scientific explanation by scaffolding information. 

  • Make predictions of likely outcomes for a scientific enquiry. 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

  

 

DOMAIN: Earth and Space Science

Grade 5

Standard: Space and Satellite.

Student Learning Outcomes


Students will be able to: 


  • Describe space and the different types of satellites in it, along with their importance in exploring the Earth and Space.

  • Explore the role of NASA, and other key advancements in space technology.

Knowledge:


Students will: 


  • Define the term ‘space and emphasize the need to explore it.

  • Define the term ‘satellite and describe its importance.

  • Describe the natural satellites of the planets of the Solar System.

  • Define artificial satellites and explain their importance in exploring the Earth and space.

  • Recognize the role of NASA (National Aeronautics and Space Administration) in space exploration.

  • Recognize the key milestones in space technology.

 

 

Key Vocabulary


Space, Satellite, Natural Satellite, Artificial Satellite, Astronauts, Physicists, Space Scientist. 

Skills:


Students will be able to:


  • Ask questions to begin scientific enquiry.

  • Use secondary information to find answers to scientific inquiry questions about the space and satellites. 

  • Research and present a paper on Satellites and its uses.

  • Design and construct a satellite using recyclable household items. (STEM/STEAM)

  • Investigate why artificial satellites exist. 

  • Predict and comprehend how astronauts explore space how do astronauts survive and research in space.

  • Identify professions related to the Earth Science i.e. Astronauts, Physicists, Space Scientists etc.

 

 

 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

SNC - SCIENCE (Grade 6)

Curriculum Template

 

DOMAIN: Life Science

Grade 6

Standard: Cellular Organization and Development in Plants

Student Learning Outcomes


Students will be able to:


  • Students will be able to understand cells as the basic and common unit of life across living organisms, and describe how plants grow and develop.

Knowledge:


Students will be able to:


  • Recognize cell as the basic unit of life that are organized into tissues, organs, systems and organisms.

  • Relate the structures of some common cells (nerve, muscle, epithelium and blood cells) to their functions.

  • Identify the structures present in an animal cell and plant cell as seen under a simple microscope and relate them to their functions.

  • Show an understanding that living things reproduce to ensure continuity of their kind and that many characteristics of an organism are passed on from parents to offspring.

  • Describe the different types of reproduction of plants.

  • Understand various forms of natural and artificial propagation in agriculture (runners, tubers, bulbs, budding, grafting, cutting, and layering).


Key Vocabulary


Cells, tissues, organs, organisms, organelles, cell wall, cell membrane, nucleus, cytoplasm, mitochondria, chloroplast, vacuole, nerve cells, muscle cells, epithelial cells, blood cells, microscope, reproduction, asexual reproduction, sexual reproduction, bryophytes, trichophytes, natural propagation, artificial propagation, cross pollination, cross fertilization, gametes

Skills:


Students will be able to:


  • Arrange and rank different levels of cellular organizations - cells to tissues, organs and organisms

  • Sketch the animal and plant cells and label key organelles in each.

  • Compare and contrast an animal cell and plant cell by preparing slides using onion peels/cheek cells 

  • Compare and contrast types of reproduction (sexual and asexual) in plants.

  • Distinguish between artificial and natural asexual reproduction in plants.

  • Differentiate between natural and artificial propagation.

  • Inquire and express how artificial propagation can lead to better quality yield in agriculture.

  • Explore careers in science such as botanists, horticulturists, gardeners etc.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Life Science

Grade 6

Standard: Variation and Diversity

Student Learning Outcomes


Students will be able to:


  • Students will be able to understand variation and adaptation in living organisms over time, and explore the rich diversity in their ecology.

Knowledge:


Students will be able to:


  • Describe variation and adaptation in living organisms and how they contribute to diversity.

  • Explain and illustrate the differences between variation and adaptation.

  • Recognize that fossils can help us understand animals from long ago and their habitats.

  • Recognize that variations in physical and behavioral characteristics among individuals in a population give some individuals an advantage in surviving and passing on their characteristics to their offspring.

  • Explain how different adaptations in individuals of the same species have affected survivability.

  • Identify sources of variation including differences in the lifestyles and habitats of individuals.

  • Illustrate through specific examples how animals and plants have structurally (for instance, succulents survival in deserts, the arctic fox etc.) or behaviorally (for instance, migration, bird calls) adapted to increase their chances of survival.


Key Vocabulary


Variation, adaptation, diversity, genes, fossils, structural adaptation, behavioral adaptation, continuous variation, discontinuous variation

Skills:


Students will be able to:


  • Draw conclusions about the relative length of time major groups of organisms have existed on Earth using fossil evidence

  • Observe and infer forms of variations in plants and demonstrate how variation exists within species.

  • Differentiate between structural and behavioral adaptation

  • Differentiate between continuous and discontinuous variation.

  • Design a research study, analyze data and compile a report on variation in their class cohort on the basis of continuous variables (height, heart rate, length of finger) and discontinuous variables (blood group, eye color, ability to roll tongue etc.).

  • Reflect on behavioral adaptations humans can make for the collective survival of our planet, and design a plan of action

  • Describe how similarities and differences among living species and fossilized organisms provide evidence of the changes that occur in living things over time.

  • Analyze the limitations of scientific explanations about variation that are based on fossil evidence.

  • Explore careers in science such as landscape technicians, horticulturists, plant engineers etc.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 













DOMAIN: Life Science

Grade 6

Standard: Structure and function- Human body systems 

Student Learning Outcomes

Students will be able to:

  • Describe the organs and functions of the alimentary canal.

  • Explain the function of enzymes as catalysts that aid in digestion.

Knowledge


Students will:


  • State the importance of digestion in the human body and describe physical and chemical digestion.

  • Briefly describe the role of enzymes as biological catalysts in breaking down food to simple chemicals.

  • Describe the functions of different parts of the alimentary canal.

  • Briefly describe some major digestive disorders.


 

Key Vocabulary

Digestive system, alimentary canal, physical digestion, chemical digestion, biological catalyst, organs, enzyme, amylase, egested, defecated, feces.



Skills

 

Students will be able to:

 

  • Use secondary sources to sequence the main regions of alimentary canal, and its associated organs.

  • Use a model to show the functions of different parts of the alimentary canal.

  • Ask questions to initiate scientific inquiry.

  • Investigate the effect of the enzyme amylase on starch solution.

  • Make predictions using scientific knowledge and understanding

  • Test predictions with reference to evidence gained.

  • Use a range of equipment correctly

  • Compare results with predictions

  • Conclude that blood transports the products of digestion to other parts of the body and the undigested products get egested/defecated.

 Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities




DOMAIN: Life Science

Grade 6

Standard: Human health and disease

Student Learning Outcomes

Students will be able to:

  • Design/ suggest and plan balanced diet menus within given budgets for a range of households from different socioeconomic back grounds.

  • Interpret data from secondary sources to understand how growth, development and health are being affected by nutritional deficiencies due to consumers unbalanced diet in their local and wider community.

Knowledge:

 

Students will understand

 

  • A healthy diet contains a balance of foodstuffs.

  • The key recommendations of Pakistans Healthy food Guidelines 2019. 

  • The correlation between diet and fitness.

 

Students will:

 

  • Identify the constituents of a balanced diet for humans as including protein, carbohydrates, fats and oils, water, minerals (limited to calcium and iron) and vitamins (limited to A, C and D), and describe the functions of these nutrients.

 

  • Identify the essential nutrients, their chemical composition and food sources.



  • Identify and describe essential nutrients deficiency disorders.

 

Key vocabulary


Healthy diet, balanced, food stuff, nutrients, essential nutrients, proteins, carbohydrates, fats, minerals, vitamins, fiber, deficiency disorders, chemical composition, food source, food habit, calcium, iron, budget, 

Skills/  Thinking and Working Scientifically

 

Students will be able to:

 

  • Identify all food groups



  • Deconstruct a meal into food groups and serving sizes.

  • Research using secondary sources the functions of all the components of a balanced diet for e.g. 

  • protein is used for growth and repair

  • fats store energy

  • Carbohydrates (sugar and starch) provide an energy source.



  • Present findings in tables and charts citing the source.

  • Create/ Design healthy meal menus within a budget.

 

  • Research the symptoms that they would have, if there is a deficiency of any component:



  • vitamin A

  • vitamin C

  • vitamin D

  • iron

  • calcium

  • fiber

  • water

  • learn how to cook a healthy meals

  • learn how to adapt a recipe to make it healthier

  • think critically about their own food choices

  • Identify social aspects that influence food habits.

  • Assessments

 

  • Formative Assessments

 

  • Summative Assessments

 

 

 

Learning Activities

 


 


 

DOMAIN: Physical Sciences

Grade 6

Standard: Elements and compounds

Student Learning Outcomes


Students will be able to:


  • Understand the structure of matter and recognize that all matter is made up of atoms 

  • Differentiate between elements and compounds and relate their properties with their uses 

  • Recognize the names and symbols of elements present in the periodic table.

Knowledge:


Student will:


  • Describe the structure of matter in terms of particles (i.e., atoms and molecules).

  • Describe molecules as combination of atoms (e.g., H2O, O2 &CO2).

  • Explain that compounds are formed by different types of elements joining together chemically forming a new substance.

  • Distinguish between elements and compounds.

  • Recognize the names and symbols for some common elements (first 18 elements of periodic table).

  • Categorize elements into metals and non-metals based on their physical properties. 

  • know about the common elements and compounds in our daily life (Carbon, Nitrogen, Hydrogen, Aluminum, Water, Common salt, Sugar)

  • Describe an atom as an electrically neutral entity.

 

Key Vocabulary 


Compounds, atoms, molecules, elements, periodic table.

 

 

Skills:


Students will be able to:


  • Differentiate between atoms and molecules by making models using play dough

  • Explore the elements present around us

  • Compare and contrast properties of elements and relate them with their uses

  • Explore the common elements and compounds in our daily life- (Carbon, Nitrogen, Hydrogen, Aluminum, Water, Common salt, Sugar) 

  • Make a simple poster presenting common elements, their names, and symbols

  • Conduct internet research for material on mixtures and compounds

  • Make predictions of likely outcomes for a scientific enquiry

  • Interpret results using scientific knowledge and understanding 

  • Make conclusion from their findings 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

 

 

 





 

DOMAIN: Physical Sciences

Grade 6

Standard: Matter as particles

Student Learning Outcomes


Students will be able to:


  • Use the particle model of matter to explain and differentiate the three states of matter

  • Explain diffusion and Brownian motion and how these provide evidence for the existence of the particles

Knowledge:


Students will:


  • Explain the particle theory of matter.

  • Recognize the properties of three states of matter,

  • Use particle model of matter to investigate the movement and arrangement of particles in three states of matter.

  • Explain diffusion and Brownian motion and how these provide evidence for the existence of the particles.

  • Explain the changes in states: melting, freezing, evaporation, condensation and sublimation using the particle model of matter.

  • Describe an experiment that demonstrate Brownian motion.

  • Describe and demonstrate the process of diffusion.

 

 

Key Vocabulary 


Freezing, melting, evaporation, solidification, condensation, sublimation, diffusion, particles, atoms.

 

 

Skills:


Students will be able to:


  • Create and use of models to describe gases, liquids and solids.

  • Explore the idea that matter is made of particles that are too small to be seen by observing materials.

  • Investigate the movement and arrangement of particles in three states of matter by using particle model of matter.

  • Investigate the factors which affect the rate of evaporation and communicate findings.

  • Choose equipment to carry out scientific investigations. (Burner, beaker, tripod stand etc.)

  • Compare the physical properties of matter in different states.

  • Investigate the effect of heat gain or loss on the temperature and state of water and communicate findings.

  • Use models to explain expansion and contraction of matter during these processes.

  • Use the particle model to identify changes in melting, freezing, evaporation, condensation and sublimation.

  • Relate the changes in states of matter with real life situations.

  • Make observation about phenomenon related to diffusion around them.

  • Make predictions of likely outcomes for a scientific enquiry.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings. (factors affecting evaporation, condensation)

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 


 

DOMAIN: Physical Sciences

Grade 6

Standard: Mixtures

Student Learning Outcomes


Students will be able to:


  • recognize that substances can be classified as elements, compounds and mixtures and discuss types of mixtures

  • Develop an understanding about properties of materials in the mixtures and relate them with the specific separating techniques.

Knowledge:


Students will:


  • Demonstrate that mixtures are formed when two or more substances mix with each other without the formation of a new substance.

  • Identify different types of mixtures.

  • Describe the difference between elements, compound and mixtures.

  • Differentiate between pure substances and mixtures on the basis of their formation and composition.

  • Describe alloys as mixtures of metals and some other elements.

  • Identify and explain examples of common mixtures from daily life.

  • Understand air as an example of mixture.

  • Demonstrate ways of separating different mixtures.

  • Demonstrate the process of solution formation (using water as universal solvent).

 

Key Vocabulary 


Homogenous, heterogeneous, evaporation, filtration, distillation, chromatogram, chromatography, solvent.

 

 

 

Skills:


Students will be able to:


  • Make mixtures by using different substances and identify the method to separate its content.

  • Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

  • Compare and contrast different types of mixtures.

  • Explore the common mixtures from everyday life.

  • Draw some particle diagrams of pure substances/mixtures.

  • Show an awareness of applications of the various separation techniques in everyday life and industries.

  • Show an awareness of basic principals involved in some separation techniques such as filtration, evaporation.

  • Analyze common examples of a mixture mixtures.

  • Justify why air is considered as a mixture of gases.

  • Relate the properties of constituents are used to separate them from a mixture.

  • Choose equipment to carry out scientific investigations. (Burner, beaker, tripod stand etc.)

  • Interpret results using scientific knowledge and understanding

  • Make conclusion from their findings 

  • Make a Slow sand filter (STEAM PROJECT)

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Physical Sciences

Grade 6

Standard: Energy

Student Learning Outcomes


Students will be able to:


  • Recognize energy as a physical quantity and recognize different forms of energy

  • State the law of energy conservation and apply it to different situations

  • Compare and contrast renewable and non-renewable energy resources

Knowledge:


Students will:


  • Recognize energy as physical quantity.

  • Relate potential energy, kinetic energy and mechanical energy.

  • State the law of conservation of energy and explain how the law applies to different situations.

  • Compare the Renewable Energy Sources (wind, water, Sun and plants) and Non-Renewable Sources of energy (coal, natural gas, crude oil) 

  • Identify the advantages of using renewable energy resources. 

  • Identify its different forms (Potential energy, kinetic energy, chemical energy, light energy, electrical energy, sound energy, and thermal energy)

  • Recognize that energy can change its form when it is transferred from one object to another.

 

 

Key Vocabulary:


Kinetic, potential, mechanical, renewable, non-renewable, conservation, solar, wind, water, tidal.

Skills:


Students will be able to:


  • Examine the various types of renewable energy resources in terms of the sources harvested from; its availability in a given region; dependability.

  • Relate the use of energy resources to effects on the environment; advantages and disadvantages.

  • Investigate energy conversion from one form to another and communicate findings.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings.

  • Make a report on the harmful effects of fossil fuels.

  • Assemble and demonstrate a solar panel to operate a small fan. (STEAM)

  • Design and make a solar water heater (STEAM)

  • Make a Self -Running Energy generator. (STEAM)

  • Make a solar powered desalinator. (STEAM)

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

 

 

 

 

DOMAIN: Physical Sciences


Grade 6

Standard: Reflection of light

Student Learning Concepts


Students will be able to:


  • State the law of reflection and investigate how light is reflected from a surface

  • Recognize the basic properties of light

Knowledge:


Students will:


  • Describe a ray of light.

  • State the laws of reflection.

  • Interpret simple ray diagram to identify the path of light in reflection from plane mirror.

  • Describe different optical instruments using plane mirrors. (microscope, telescope, binocular)

  • Know how a periscope works.

  • Identify basic properties of light (i.e. speed, transmission through different media, absorption, reflection and dispersion).

  • Relate the apparent color of objects to reflected or absorbed light.

  • Describe the difference between real and virtual images.

  • Describe and show how an image is formed by the plane mirror.

  • Describe the characteristics of image formed by plane mirror.


 

 

Key Vocabulary:


Reflection, dispersion, opaque, transparent, translucent, ray, light source, regular reflection, irregular reflection, normal, incident ray, reflected ray

Skills:


Students will be able to:


  • Interpret simple ray diagram 

  • Illustrate direction of beam of light travelling from the source by a straight line with an arrow

  • Investigate that light travels from a source and travels in a straight line

  • Investigate that light is reflected from a surface at same angle at which it hits the surface

  • Use optical instruments and relate principles of light with their construction

  • Apply understanding of reflection to everyday situations.

  • Make a periscope using plane mirror strips.

  • Conduct an experiment to identify that light travels at different speed through different media.

  • Apply understanding of dispersion to real life situations

  • Sort materials as transparent, translucent and opaque

  • Explore how colored objects appear in white light and in different colors of light.

  • Interpret results using scientific knowledge and understanding

  • Make conclusion from their findings 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Physical Sciences

Grade 6

Standard: Electricity

Student Learning Outcomes


Students will be able to:


  • Recognize that an electric circuit consisting of an energy source (battery) and other circuit components (wire, bulb, and switch) forms an electrical system. 

  • Show an understanding about the flow of current in different circuit (open, close, series, parallel) and investigate how different variables effect the flow of the current in a circuit.

Knowledge:


Students will:


  • Recognize electric current as a flow of charges.

  • Describe a simple circuit as a path for flow of charges.

  • Differentiate between open and close circuit.

  • Understand symbols of circuit components.

  • Describe the characteristics of series and parallel circuits.

  • Differentiate between series and parallel circuit.

  • Identify the use of series and parallel electric circuits in daily life.

  • Explain the phenomenon of static electricity in everyday life.

  • Understand the factors that affect the brightness of bulbs or speed of motors

  • Number of batteries

  • Number of Bulbs

  • Type of wire

  • Length of wire

  • Thickness of wire


Key Vocabulary


Electricity, current, charge, parallel circuit, series circuit, component, wire, bulb, battery, switch, motor

 

 

 

Skills:


Students will be able to:


  • Draw and interpret simple circuit diagram (using symbols)

  • Construct simple circuits. 

  • Compare and contrast open and closed circuits.

  • Predict how the current through the battery with the switch closed compares to the current through the Battery with the switch open.

  • Construct and compare series and parallel circuits

  • Justify the use of series and parallel electric circuits in daily life.

  • Compare the flow of current through different bulbs in a circuit.

  • Make predictions about the effect of some variables on the current in a circuit. 

  • Investigate the factors that affect the brightness of bulbs or speed of motors. (number of batteries, number of Bulbs, type, length and thickness of wire)

  • Make predictions of likely outcomes for a scientific enquiry.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings. (i.e. the current is the same at each place in a series circuit)

  • Assemble and operate trip wire security alarm system using simple items. (STEAM)

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

DOMAIN: Earth and Space Science

Grade 6

Standard: Solar System.

Student Learning Objectives


Students will be able to:


  • Compare the characteristics of different planets and differentiate between dwarf planets and planets.

  • Describe the uses of satellites and explore how artificial satellites have improved our knowledge about space and how its used for space research. 

  • Describe the characteristics of asteroids, meteorites and comets.

Knowledge:


Students will: 


  • Describe the uses of various satellites in space i.e. geostationary, weather, communication and Global Positioning System (GPS).

  • Recognize the structure of Sun.

  • Describe the characteristics of asteroids, meteorites and comets.

 


Key Vocabulary

 

Geostationary, Weather, Communication, Global Positioning system (GPS), Artificial Satellites, Core, Radiative Zone, Convection Zone, Photosphere, Chromosphere, Corona, Sunspots, Granulation, Prominence. 

Skills:


Students will be able to:


  • Differentiate between the characteristics of different planets.

  • Observe images of different planets to analyze the characteristics of each planet.

  • Construct and design all the planets. 

  • Investigate how artificial satellites have improved our knowledge about space and are used for space research.

  • Investigate how the satellite knows where we are. 

  • Differentiate between planets and dwarf planets on the basis of their characteristics. 

  • Investigate if Pluto is a dwarf planet.

  • Differentiate between asteroids, meteorites and comets.

  • Inquire into the sighting of Halley's Comet; describe what would they feel if they saw it.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 






 SNC - SCIENCE (Grade 7)

Curriculum Template

DOMAIN: Life Sciences

Grade 7

Standard: Transport System in Plants

Student Learning Outcome


Students will be able to:


  • Describe the structure and function of the major plant organs, and explain how they participate in key life processes - photosynthesis and respiration. 

 

Knowledge:


Students will:


  • Briefly describe the structure and function of the following plants organs: roots, stem and leaves, and how they come together to constitute the root and shoot systems of the plant.

  • Identify the three types of plant tissue and describe their function.

  • Recognize that living organisms have a complex transport system for transfer of water, nutrients and other matter across the body. 

  • Relate that that plants require minerals to maintain healthy growth and life processes (limited to magnesium to make chlorophyll and nitrates to make protein).

  • Describe the two transport systems in plants - xylem and phloem, and explain how they work together to help the plant survive and grow.

  • Describe the process of photosynthesis and respiration in plants.

  • Explain that the structure of leaves is adapted to the process of photosynthesis.

  • Illustrate through examples how plants have evolved in their structure and features to survive in their ecological context (for instance, vascular plants in deserts, some flora in the Antarctica or vascular plants in the Himalayas)

 

Key Vocabulary


Organs, cells, tissues, vascular tissue, ground tissue, epidermis, xylem, phloem, vascular bundle stem, roots, leaves, root hair, stomata, cuticle, chlorophyll, palisade mesophyll, spongy mesophyll,  oxygen, carbon dioxide, sugar molecule, photosynthesis, respiration, chemical energy, heat energy, light energy, transpiration, translocation, magnesium, nitrates


Skills:


Students will be able to:


  • Sketch and label the different parts of leaf, stem and root - both external and internal structure.

  • Map sequentially the series of steps taken in the transport of water, minerals, chemicals and nutrients in xylem and phloem.

  • Compare and contrast xylem and phloem

  • Derive an equation to show how plants convert light energy into chemical energy during photosynthesis.

  • Demonstrate how plants convert energy during respiration through an equation.

  • Compare and contrast the processes of respiration and photosynthesis.

  • Imagine what would happen if plants were unable to use carbon dioxide in photosynthesis. 

  • Hypothesize and investigate how various environmental factors such as light intensity, wind, temperature and humidity affect the rate of water uptake by a plant.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 



DOMAIN: Life Sciences

Grade 7

Standard: Transport and Respiratory Systems in Humans

Student Learning Outcomes


Students will be able to:


  • Understand the structure, function and processes of the human transport and respiratory systems.

5

Knowledge:


Students will:


  • Recognize that living organisms have a complex transport system for transfer of various matter across the body. 

  • Explain the processes of breathing and respiration and illustrate how air moves in and out of our body.

  • Describe the role and function of major organs in the human respiratory system including trachea, lungs and alveoli (air sacs).

  • Describe the structure and function of the human heart.

  • Explain how blood circulates in the human body through a network of vessels (arteries, veins and capillaries), and transports gases, nutrients, wastes and heat.

  • Describe the composition of blood and the functions of red cells, white cells, platelets and plasma.

  • Identify practices that help keep the respiratory system healthy.

  • Describe respiratory illnesses (asthma, emphysema and pneumonia) and how they affect lungs. 


Key Vocabulary


Breathing, Respiration, nasal cavity, pharynx, larynx, trachea, lungs, diaphragm, chest wall, ribcage, alveoli, chest cavity, contraction, relaxation, inhalation, exhalation, heart, atrium, ventricle, valve, oxygenated blood, deoxygenated blood, red cells, white cells, platelets, plasma, hemoglobin, asthma, emphysema, pneumonia

Skills:


Students will be able to:

  • Compare and draw connections between the transport systems in plants and humans.

  • Differentiate between the processes of respiration and breathing.

  • Differentiate between aerobic and anaerobic respiration.

  • Sketch and label the human circulatory system

  • Sketch and label the human respiratory system.

  • Compare and contrast arteries, veins and capillaries.

  • Trace the path of air in and out of the body and how it converts during the process of respiration.

  • Design a model of a lung to demonstrate how air moves in and out of the lungs.

  • Use storytelling to illustrate how various practices - both harmful (e.g. smoking) and helpful (regular swimming etc.) impact the respiratory system.

  • Hypothesize how exercises of varying intensity (from rest to high-intensity interval training) would impact their pulse rate, test their hypothesis, calculate their pulse rate and record their findings.

  • Explore the natural balance in the processes of inhalation and exhalation, in respiration and in photosynthesis and synthesize why, in their opinion, balance is beneficial and how it aids life and survival on Earth.

  • Explore careers in science such as Sleep therapists, Respiratory therapists, pulmonologists etc.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Life Sciences

Grade 7

Standard: Healthy Living and Immunity

Student Learning Outcome


Students will be able to:


  • Learn how the immune system keeps us healthy and describe the cellular process that occur in the body to fight against diseases.


Knowledge:

Students will be able to:

  • Describe the three types of immunity in humans - innate, adaptive, and passive. 

  • Identify the various types of pathogens that cause infectious diseases.

  • Explain the various defenses that the body has against pathogens, before the innate immune system is activated.

  • Describe the parts of the immunity system and how they function to produce an immune response.

  • Illustrate how adaptive immunity develops over time.

  • Explain how infectious diseases such as Hepatitis, COVID-19, Typhoid, Whooping cough, Measles and Dengue are caused / contracted, how they are tested and diagnosed, and how they can be prevented.

  • Describe the role of vaccines in immunity, and explore some strategies on how vaccines can be created.

  •  Explain how viruses and bacteria evolve.


Key Vocabulary


Innate immunity, adaptive immunity, passive immunity, pathogens, immune system, leukocytes, lymphocytes, phagocytes, neutrophils, eosinophil, T-cells, B-cells, natural killer cells, virus, bacteria, antibodies, daily infection rate (/ Ro), infectious diseases, non-infectious diseases, vaccine



 

Skills:

Students will be able to:

  • Differentiate between infectious and non-infectious diseases.

  • Differentiate between specific and non-specific immune responses.

  • Visualize and map the various lines of defense the human body has against pathogens and ideate how they can add additional layers of defense (such as wearing masks, using sanitizers etc.).

  • Estimate how quickly a disease is likely to spread using the base number of infected population and the daily infection rate.

  • Relate the cause and effect in the contraction of an infection.

  • Predict how quickly diseases are likely to spread based on how they are transmitted (air, skin-skin contact, bodily fluids like blood, contact with animals etc.)

  • Ideate and write ways in which communities of people can safeguard against the spread of infectious diseases.

  • Propose some common strategies for strengthening their immune system.

  • Explore what happens to an astronauts immune system when they are in space.

  • Explore careers in science such as immunologists, public health statistician etc.

  • Apply their knowledge of the various cells to determine which should be deployed to fight against various pathogens.

  • Read and interpret basic blood reports to determine the state of infection.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

DOMAIN: Physical Sciences

Grade 7

Standard: Structure of an Atom

Student Learning Outcomes


Students will be able to:


  • Describe and draw structure of an atom and recognize that number of electrons refers to the atomic number of elements in the periodic table

  • Explain periodicity of elements in the periodic table

Knowledge:


Students will:


  • Describe and draw the structure of an atom in terms of electrons, protons and neutrons.

  • Describe an atom as an electrically neutral entity.

  • Differentiate between atomic number and mass number.

  • Determine the atomic number and mass number of elements on the basis of number of protons, electrons and neutrons.

  • Understand the number of electrons in a given orbit using the 2n2 formula.

  • Know about atomic structures of elements in the periodic table.

  • Explain that Periodic Table is a way to organize elements in a systematic order.

  • Recognize periods and groups in the periodic table.

  • Define Valency and explain the formation of ions.

  • Understand chemical formulae on the basis of constituent elements (H₂O, CO₂, CO, NaCl)


Key vocabulary 

Atom, electron, proton, neutron, orbit, atomic number, valency, ion, cation, anion, elements, periodic table.

 

 

Skills:


Students will be able to:


  • Make a model of a structure of an atom using play dough.

  • Compare the size of an atom with the sizes of everyday objects.

  • Compare atoms and molecules.

  • Draw atomic structures of atoms of given elements by knowing their atomic number.

  • Calculate the number of electrons in a given orbit using the 2n2 formula.

  • Draw atomic structures of elements in the periodic table.

  • Make chemical formulae.

  • Compare and contrast atomic structures of different elements.

  • Make a 3-D atomic structure model of few elements.

  • Make a chronological time line for atomic structures proposed by different scientist by doing research from internet.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 


DOMAIN: Physical Sciences

Grade 7

Standard: Chemicals bonds

Student Learning Outcomes


Students will be able to:


  • Describe the types of chemical bonds and recognize how they are formed

Knowledge:


Students will:


  • Recognize that a chemical bond results from the attraction between atoms in a compound and that the atoms electrons are involved in this bonding.

  • Discuss formation of ionic bond as a result of electrostatic forces between atoms. (e. g, NaCl)

  • Discuss types and formation of covalent bond as a result of mutual sharing of electrons between atoms. (e. g, H₂, O₂, N₂)

  • Name certain ionic and covalent compounds

  • Understand cross and dot structures showing formation of ionic compounds and covalent compounds.

 

Key Vocabulary 


Electrostatic force, ionic, covalent, electrons, bond energy, chemical bond, double bond, single bond

 

 

Skills:


Students will be able to:


  • Draw cross and dot structures showing formation of ionic compounds and covalent compounds.

  • Explore the formation of ionic and covalent bonds through simulations. 

  • Illustrate the formation of ionic and covalent bonds in a booklet.

  • Make 3-d models of ionic and covalent bonds by using straws, skewer sticks, ping pong balls etc.

  • Relate the formation of chemical bonds with valency.

  • Compare ionic and covalent bonding.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Physical Sciences

Grade 7

Standard: Physical and Chemical Changes

Student Learning Outcomes


Students will be able to:


  • Distinguish between chemical and physical changes and relate it with real life examples

  • Analyze the physical and chemical properties of materials in terms of their use

Knowledge:


Students will:


  • Differentiate between physical and chemical changes while considering daily life examples.

  • Distinguish between reversible and non-reversible chemical changes. (formation of ammonia)

  • Recognize that oxygen is needed in combustion, rusting and tarnishing.

  • Evaluate Impact of combustion reaction on environment.

  • Know the methods of preventing rusting.

  • Distinguish between physical and chemical properties of matter. 

  • Relate uses of materials to their physical properties. (e.g., melting point, boiling point, solubility, thermal conductivity). 

  • Relate uses of materials to their chemical properties. (e.g., tendency to rust, flammability).



 Key Vocabulary 


Flammability, rust, reversible, non-reversible, chemical change, physical change, melting point, boiling point, solubility, thermal conductivity, tendency to rust, flammability.

 

 

 

Skills:


Students will be able to:


  • Compare and contrast physical and chemical changes

  • Apply understanding of physical and chemical changes to everyday situations.

  • Evaluate Impact of combustion reaction on environment

  • Explore methods of preventing rusting.

  • Relate the use of materials to everyday life, based on their physical and chemical properties

  • Plan and conduct simple experiments to analyze physical and chemical changes

  • Sort and classify data and information using drawings, pictographs and tables

  • Communicate observations and ideas using oral or written language, drawing or role-play

  • Make conclusion from their findings 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Physical Sciences

Grade 7

Standard: Solutions

Student Learning Outcomes


Students will be able to:

  • Demonstrate the formation of different types of solutions

  • Recognize the factors affecting solubility and dissolving of a solute in a given solvent

Knowledge:


Students will:


  • Demonstrate the process of solution formation (using water as universal solvent).

  • Distinguish among solute, solvent and solution; saturated and unsaturated solution.

  • Explain what solubility is.

  • Explain what is meant by a concentrated and dilute solution.

  • Recognize that the amount of solute which dissolves in a given solvent has an upper limit.

  • Identify the factors which affect the solubility of a solute in a solvent and recognize the importance of these factors in homes and industries.

  • Identify ways of accelerating the process of dissolving materials in a given amount of water and provide reasoning. (i.e. increasing the temperature, stirring, and breaking the solid into smaller pieces increases the process of dissolving)

 

Key Vocabulary


Solute, solvent, solution, solubility, concentrated, saturated, dilute, dissolving, soluble, insoluble.

Skills:


Students will be able to:


  • Make and examine the differences in types of solutions (dilute, concentrated, saturated, super saturated) using water as solvent.

  • Make accurate measurement while making solutions. 

  • Differentiate between dissolving and solubility.

  • Explore how the solubility of gases is different from solids.

  • Investigate the factors that affect the rate of dissolving and solubility of substances. 

  • Interpret the solubility of different substances in water through a solubility curve.

  • Choose equipment to carry out scientific investigations. (Stirrer, beaker, burner, mortar etc.)

  • Apply the understanding of solubility and dissolving to real life situation.

  • Make predictions of likely outcomes for a scientific enquiry.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings. (factors affecting dissolving, solubility)

  • Show findings of investigations by using drawings, pictographs, tables and graphs.

  • Explore the effectiveness of various cleaning solutions in cleaning tarnished and oxidized coins. (STEAM)

  • Make a rock candy with sugar using crystal seeding technique. (STEAM)

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Physical Sciences

Grade 7

Standard: Heat & Temperature

Student Learning Outcomes


Students will be able to:

 

  • Recognize the modes of heat transfer in solids, liquid and gases

  • Discuss the effect of heat on expansion and contraction of substances and relate it to real life situation

Knowledge:


Students will:


  • Define the terms heat and temperature on the basis of kinetic molecular theory.

  • Compare all three scales of temperature.

(including inter-conversion of temperature scales)

  • Explain why metals are good thermal conductors and fluids are poor conductors of heat using the particle model.

  • Describe the expansion of the three states of matter on heating and contraction on cooling in terms of particles.

  • Construct the concept of heat conduction, convection and radiation by applying particle theory including daily life examples.

  • Know the effects of heat gain and heat loss.

  • Identify the effects of thermal expansion and contraction with their applications in daily life.

  • State and explain the practical methods of thermal insulation used for constructing buildings.

 

Key Vocabulary


Conduction, convection, radiation, kinetic energy, convection current, thermometer.

Skills:


Students will be able to:


  • Compare different scales to measure temperature.

  • Measure temperature using a thermometer with and make interconversion of temperature scales.

  • Differentiate conductors and insulators.

  • Infer that generally, solids, liquids, and gases expand when heat energy is absorbed and contract when heat energy is given out.

  • Relate some effects and applications of expansion and contraction in everyday life. 

  • Predict the effects of heat gain and heat loss.

  • Sketch a building with methods of thermal insulation.

  • Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.

  • Investigate the movement of heat between objects by conduction, convection, and radiation

  • Compare and contrast three modes of heat transfer

  • show an awareness of the various proposed causes (man-made and natural) of climate change (e.g., global warming)

  • Carry out practical work safely.

  • Interpret results using scientific knowledge and understanding in the form of drawings, tables and pictographs

  • Make conclusion from their findings 

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Physical Sciences

Grade 7

Standard: Force and motion

Student Learning Outcomes


Students will be able to: 


  • Identify the effect of forces

  • Calculate the magnitude and direction of force acting on an object in opposite direction

  • Relate the effect of speed on distance and time 

Knowledge:


Students will:


  • Formulate the relationship between speed, distance and time.

  • state SI unit of speed

  • calculate average speed

  • interpret a distance-time graph

  • identify uniform and non-uniform motion

  • Describe the effect of force on changing the speed and direction of motion with time.

  • Define and state the SI unit of force

  • give example of contact forces and non-contact forces

  • Demonstrate that forces always work in action and reaction pairs (equal in magnitude, opposite in direction).

 

Vocabulary 

Speed, distance, uniform, force, Newton

 

 

 

Skills:


Students will be able to:


  • Measure force, using newton as the SI unit. 

  • Calculate average speed using formula.

  • Make connections between speed, distance, and time.

  • Construct a science experiment about force, motion, and energy. 

  • Predict and reflect on the results.

  • Conduct a controlled experiment that allows the collection of distance/time data.

  • Plot distance and time graph.

  • Apply an understanding of the effects of force in real life.

  • Plan activities like tug of war, football match etc. to illustrate the effects of forces.

  • Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

  • Investigate that forces act in equal and opposite direction. 

  • Analyze contact and non-contact forces with the help of available secondary resources.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Physical Sciences


Grade 7


Standard: Magnetism

Student Learning Outcomes


Students will be able to: 


  • Discuss the properties of a magnet

  • Recognize that the magnetic field line represents the magnetic fields strength 

  • Discuss how electromagnets are made and used 

Knowledge:


Students will:


  • Understand properties of permanent magnets (i.e., two opposite poles, attraction/repulsion, and strength of the magnetic force varies with distance) and make connection to uses in everyday life (e.g., a directional compass).

  • Recognize that there is a space around a magnet where effect of magnetic force can be observed.

  • Draw magnetic field of a bar magnet using iron filings.

  • Recognize earths magnetic field which attracts a freely-pivoted magnet to line up with it.

  • Recognize that a freely-moving magnet comes to rest pointing in a north-south direction.

  • Recognize that electric current has magnetic field around it using a magnetic compass.

  • Describe how to magnetize a magnetic material.

  • Construct an electromagnet and identify the factors that affect the strength of an electromagnet.

  • Describe briefly the working principles of electromagnetic devices such as speaker, doorbell.

  • Describe the properties that are unique to electromagnets. (i.e., the strength varies with current, number of coils, and type of metal in the core; the magnetic attraction can be turned on and off; and the poles can switch)


Key Vocabulary 


Permanent magnet, electromagnet, magnetic field, like poles, unlike poles, stroke method, compass needle.

 

 

 

Skills:


Students will be able to:


  • Compare magnets, non-magnets and magnetic materials. 

  • Predict the motion of magnets, based on knowledge that they repel and attract.

  • Make a magnet by the ‘Stroke method and the electrical method.

  • Plot magnetic field of a bar magnet using iron filings.

  • Compare and contrast permanent magnets and electromagnets.

  • Draw the combined fields created when like and unlike magnetic poles interact.

  • Relate properties of permanent magnets to everyday use.

  • Design a method for measuring magnetic strength.

  • Relate the electromagnets use in industries and house hold.

  • Make a toy car that uses magnetic force to move.

  • Identify important variables; choose which variables to change, control and measure.

  • Present results as appropriate in tables and graphs.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Earth and Space Science

Grade 7

Standard: Investigating Space.

Student Learning Objectives


Students will be able to:


  • Recognize that the force of gravity keeps planets and moons in their orbit and the tides are caused by gravitational pull.

  • Explore how Earths annual revolution around the sun leads to different seasons, different constellations at different times of the years and opposite seasons in the Northern and Southern Hemisphere. 

Knowledge:


Students will: 


  • Recognize that the force of gravity keeps planets and moons in their orbits.

  • Recognize that tides are caused by the gravitational pull of the Moon.

  • Describe the effects of the Earths annual revolution around the Sun, given the tilt of its axis (e.g., different seasons, different constellations visible at different times of the year).

  • Describe how seasons in Earths Northern and Southern hemispheres are related to Earths annual movement around the Sun.

 

Key Vocabulary

 

Force of Gravity, Orbit, Tides, Annual Revolution, Axis, Constellations, Northern Hemisphere, Northern Hemisphere. 

Skills:


Students will be able to:


  • Analyze why do the planets in our solar system orbit the sun instead of flying off into space.

  • Conduct an experiment with a balloon and a length if string to understand how the force of gravity between two objects can balance to form an orbit. 

  • Use different apps in mobile phones to see the different constellations.

  • Analyze how some countries have opposite season than Pakistan and where they are located.

  • Interpret results using scientific knowledge and understanding.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 SNC - SCIENCE (Grade 8)

Curriculum Template

DOMAIN: Life Sciences

Grade 8

Standard: Ecological Processes and Relationships

Student Learning Outcome


Student will be able to:


  • Understand key carbon and oxygen flow through the ecosystem.

  • Explore ecological relationships between organisms and how energy is transferred between them and the ecosystem.

  • Analyze how imbalances created by human activities are leading to climate change.

  • Ideate specific actions and solutions to address.

Knowledge:


Students will be able to:


  • Describe the role of living things in cycling oxygen and carbon through an ecosystem, citing the processes of respiration, photosynthesis and combustion.

  • Relate how oxygen and carbon cycles are complementary processes that bring balance and symmetry to life on earth. 

  • Describe global warming and explain how threats to the carbon-oxygen balance such as overpopulation, reliance on fossil fuels, and deforestation are contributing to global warming and climate change.

  • Represent how energy flows between organisms who are producers, consumers. and decomposers using energy pyramids

  • Describe how energy flows from producers to consumers, and how only part of the energy flows from one level of the pyramid to the next.

  • Draw a food web diagram to illustrate the food relationships between organisms.

  • Describe and illustrate through examples key ecological relationships between organisms, including competition, predation and symbiosis.

  • Explain ways in which human behavior (e.g., re-planting forests, reducing air and water pollution, protecting endangered species) can have positive effects on the local environment.

  • Explore how human behavior (e.g., allowing factory waste water to enter water systems, burning fossil fuels that release greenhouse gases and pollutants into the air, using brick kilns, burning wheat) can have negative effects on the environment.

  • Describe and illustrate through examples key ecological relationships between organisms, including mutualism, commensalism and parasitism.


Key Vocabulary


Producers, Consumers, Decomposers, Detrivores, Autotrophs, Herbivores, Carnivores, Omnivores, Energy pyramids, Food webs, respiration, photosynthesis, combustion, fossil fuels, global warming, climate change, competition, predation, symbiosis, mutualism, commensalism, parasitism, replantation, waste management, recycling.

Skills:


Students will be able to:


  • Classify or sort various organisms on an energy pyramid, and make explicit their criteria or key for classification.

  • Contextualize the food web to include organisms that are visible in their immediate ecology and depict food relationships between them. 

  • Investigate individual or communal practices in their context that are exacerbating global warming.

  • Ideate ways they can collectively reduce their reliance on fossil fuels, and plan an individual and communal plan of action to mitigate global warming. (E.g. communal interventions could be reforestation, pooling of fuel-dependent resources, switching to renewable energy like solar panels; individual could be recycling and reusing materials and resources, reducing energy consumption at home etc.)

  • Predict how changes in an ecosystem (e.g., changes in the water supply, the introduction of a new population, hunting, migration) can affect available resources, and thus the balance among populations. 

  • Hypothesize what would happen in the ecosystem if the population of one of the participants in different ecological relationships is affected.

  • Portray how changes in the ecosystem can affect available resources that various segments of the human population are competing for, leading to widening inequality and gaps in the quality of life of various populations. 

  • Reflect on the natural balance between carbon and oxygen through mindful breathing.

  • Prepare and perform a role play on how competition, predation and symbiosis can be reflected in relationships between humans.

  • Explore careers in Science including climate change analysts, activists, policymakers and lawmakers; energy engineers, sustainability leaders in organizations, sustainability auditors

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 



DOMAIN: Life Sciences

Grade 8

Standard: Human Systems - Nervous System

Student Learning Outcome


Student will be able to: 


  • Explain the structure, functions and processes of the human nervous system.

Knowledge:


Students will:


  • Extend their understanding of human systems to explain the organs, functions and processes of the human nervous system.

  • Relate how the brain works as the control station of a human body.

  • Identify the three major parts of the brain - cerebrum, cerebellum and the brainstem, and define their various functions. 

  • Describe the structure of the cerebrum, its division into two hemispheres (left and right) and the role of each hemisphere in the control of the body.

  • Explain and represent how messages flow through the body from and to the brain, and how the brain collaborates with the sensory organs to regulate this process.

  • Describe the role and function of neurons in transmitting messages through the body.

  • Illustrate behaviors and practices that support maintenance of brain health, and relate them to their daily schedule and activities.

  • Describe neurodiversity as a form of natural human variation, and recognize the diverse ways people function in society.

  • Recognize common neurological conditions and describe how they impact the development and function of the human body.

  • Differentiate between sympathetic and parasympathetic nervous system.

  • Differentiate between fight and flight responses.

  • Identify the four lobes in each cerebral hemisphere, and relate their specific functions to them.


Key Vocabulary


Central nervous system, peripheral nervous system, brain, spinal cord, neurons, motor neurons, sensory neurons, signal, cerebrum, cerebellum, brainstem, sensory organs, neurodiversity, neurological conditions, sympathetic nervous system, parasympathetic nervous system, adrenaline, hypothalamus, fight and flight responses.

Skills:


Students will be able to:


  • Map the various steps in the transmission of messages through the body and to the brain.

  • Predict what would happen if a nerve connection broke.

  • Sketch and label a diagram of the human nervous system.

  • Create a plan of activities and exercises they can do to maintain a healthy brain.

  • Match various body functions with the relevant part of the brain that controls or regulates them. (For instance, associating breathing with the brain stem)

  • Research and narrate with empathy and understanding how neurodiverse and neurotypical individuals experience the world similarly or differently.

  • Associate various body responses to the sympathetic or parasympathetic nervous systems.

  • Brainstorm basic strategies for managing stress.

  • Explore various careers in science such as cognitive neuroscientists, brain surgeons, neurologists, neuropsychologists, survivalists

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Life Sciences

Grade 8

Standard: Heredity

Student Learning Outcome


Student will be able to:

  

Understand heredity and explain how genetic traits and characteristics are transferred across generations. 


Knowledge:


Students will:


  • Understand and define heredity as the transfer of genetic information that specifies structure, characteristics and function, from parents to offspring.

  • Recognize Genetics as the study of Heredity.

  • Understand the concept of genes, alleles and chromosomes and relate them to how genetic characteristics are inherited.

  • Explain how nucleic acids store and express genetic information and that the specific traits and characteristics of organisms are determined by their DNA, genes and the specific proteins their cells produce.

  • Describe the composition and structure of DNA.

  • Recognize that there are dominant and recessive genes, and that traits are inherited.

  • Illustrate the differences between inherited traits & instincts and learned behaviors.

  • Relate the concept of mutation to learners understanding of variation and adaptation.

  • Explain how mutations - natural or induced - can alter a gene, create new mutations, introduce new variations and affect survivability.

  • Describe cell division and its types – mitosis and meiosis, and relate them to the passage of genetic information through reproduction.

  • Explain the process of mitosis and meiosis, and identify their key phases.

  • Define artificial selection and illustrate how it can be useful in producing economically important plants and animals.

  • Recognize that DNA is composed of smaller molecules called nucleotides - adenine, guanine, thymine, cytosine and uracil? - where each has a distinct nitrogenous base

  • Illustrate the function of nucleotides in regulating metabolism, generating cellular energy, and replicating genetic information.

  • Explain co-dominance and how sex is determined in humans.

  • Describe multiple alleles, using human ABO blood group inheritance as an example.


Key Vocabulary


Heredity, genetics, genes, alleles, chromosomes, dominant genes, recessive genes, phenotype, genotype, nucleic acids, deoxyribonucleic acids, ribonucleic acids, inherited traits, instincts, learned behaviors, variation, adaptation, mutation, cell division, mitosis, meiosis, stimuli.


Skills:


Students will be able to:


  • Reflect on their physical traits such as eye color, skin color, hair color and texture, height etc. and associate them with traits they see in their parents.

  • Differentiate between phenotype and genotype.

  • Predict the physical traits of offspring organisms when given descriptors of parents traits and characteristics.

  • Design a model of DNA to demonstrate its structure, functions and various components.

  • Identify and narrate experiences where they used their instincts to respond to a certain situation or stimuli.

  • Analyze why variation of traits, characteristics and learned behaviors is beneficial for a species.

  • Evaluate with specific examples and case studies, if human behavior is learned or acquired.

  • Synthesize how heredity and cell division interact to reproduce genetic traits and characteristics across populations.

  • Explore careers in science such as geneticists, genealogists, family health historians etc.

  • Predict results involving monohybrid inheritance using genetic diagram.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 






DOMAIN: Life Sciences

Grade 8

Standard: Biotechnology

Student Learning Outcome


Student will be able to:


  • Understand Biotechnology, and explore its applications and uses in improving human lives. 

Knowledge:


Students will:


  • Define Biotechnology as the use of living cells and organisms in products and processes that can improve the quality of life. 

  • Relate how biotechnology draws on various disciplines in science and technology to produce sustainable, ethically-compliant and economically viable solutions to complex problems.  

  • Illustrate how biotechnology is a discipline/ field that has the potential to transform how we live.

  • Discuss specific examples of the applications of biotechnology by identifying real problems, presenting the biotechnological intervention, the intended outcome of the intervention, and its short and long term effects on humans, other living organisms and the environment.

  • Explore applications of biotechnology in the Pakistani context and their effects on the people and the environment of Pakistan over time. Illustrative examples: Bread-making, making of yogurt and cheese, vaccines for immunization, insulin and interferon production etc.

  • Articulate why ethical standards are particularly important in regulating commercial or experimental use of biotechnology.


Key Vocabulary


Biotechnology, genetic modification, Nucleic Acid, Deoxyribonucleic acid (DNA), Ribonucleic Acid (RNA), Traits, Characteristics, Genes, Genetic Information, Nucleotides, Adenine, Guanine, Thymine, Cytosine, Uracil, Nitrogenous Base, Proteins, Protein synthesis, Adenosine Monophosphate(AMP), Adenosine Diphosphate (ADP, Adenosine Triphosphate (ATP), gene therapy.

Skills:


Students will be able to:


  • Narrate the useful or harmful effects of biotechnology on living organisms or their ecology, in the form of a story.

  • Analyze the specific uses of biotechnology in the agriculture sector - transgenic crop plants, pest control strategies, mass propagation etc.

  • Assess the use of biotechnology in food sciences in producing foods with higher nutritional value and improved taste and quality.[How fermentation has been improved by genetically modified organisms or the introduction of certain genes to raise iron content in rice, can be taken as examples] 

  • Evaluate the use of biotechnology in public health, including the use of vaccines, gene therapy, insulin production, and stem cell-research and the ethical ramifications of these applications.

  • Imagine how bioremediation and bioreactors can be used to improve waste management in Pakistan. 

  • Design a crime investigation strategy applying knowledge about biotechnology and forensics

  • Explore possible career paths in biotechnology, including microbiologists, bio-technicians, biotechnology law and policy makers, product designers etc.

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

DOMAIN: Physical Sciences

Grade 8

Standard: Periodic table

Student Learning Outcome


Students will be able to:

 

  • Understand how the periodic table is organized and classify elements by family name, group number, and period number.

  • Recognize the pattern of the physical properties of the elements with relationship to period and column and classify them as metal and nonmetals

Knowledge:


Students will:


  • Define Periodic table as a way of classifying the elements.

  • Recognize the arrangements of elements in periodic table in terms of periodicity.

  • Identify the names and location of elements in periods and groups.

  • Explain Periodicity of elements in periodic table.

  • Define atomic radius and reactivity of elements.

  • Identify properties of metals and non-metals.

  • Relate reactivity of elements to their atomic sizes.

 

Key vocabulary 

 

 Periodicity, atomic number, electrons, metals, non-metals, metalloids, groups, trends, periods, elements, mass number.

Skills:


Students will be able to:


  • Relate the names, symbols and uses of elements in the periodic table

  • Locate different periods, groups, and blocks within the periodic table to become familiar with the structure and purpose of the periodic table

  • List common names for groups of elements in order to find the group and location of specific elements

  • Locate the areas of the periodic table where metals, nonmetals, and metalloids can be found,

  • Link the location of the element to the number of valency electrons and atomic number in order to explain why elements in the same group have similar properties

  • Predict the trends of atomic radius and reactivity of elements

  • Investigate the properties of particular elements

  • Classify an element as a metal, nonmetal, or metalloid based on its physical and chemical properties.

  • Make a presentation on chronological time presenting how current periodic table was developed over time based on many discoveries, models and revisions.

  • Build a 3-D model of periodic table using empty egg carton or any other resource

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

DOMAIN: Physical Sciences

Grade 8

Standard: Chemical reactions

Student Learning Outcomes


Students will be able to:

 

  • Recognize the types of chemical reactions and present them as word equations

  • State the law of conservation of energy and demonstrate the law with the help of an experiment

  • Differentiate between exothermic and endothermic reactions and recognize their importance in daily life

Knowledge:


Students will:


  • Identify chemical reaction and give examples.

  • Define the law of conservation of mass and demonstrate the law with an experiment.

  • Write and balance chemical equations.

  • distinguish between different types of reactions. (Combination, displacement, double displacement, combustion

  • Distinguish between endothermic and exothermic reactions.

  • Recognize the importance of exothermic and endothermic reactions in daily life.

  • Identify and practice single displacement reactions using the reactivity series


Key Vocabulary 

 

Endothermic, exothermic, displacement, combustion, electrolysis, combination, law of conservation. 

Skills:


Students will be able to:


  • Conduct simple chemical reactions.

  • Construct balanced equations of chemical reactions.

  • Compare and contrast types of chemical reactions.

  • Demonstrate law of conservation of mass in an experiment.

  • Relate the different types of chemical reaction to real life situations.

  • Design a car that is powered solely by a chemical reaction and can travel 25 feet. (STEAM)

  • Separate water into hydrogen and oxygen using electrolysis. (STEAM)

  • Make predictions of likely outcomes for a scientific enquiry.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings.

  • Choose equipment to carry out scientific investigations.

  • Carry out practical work safely.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities 

 

DOMAIN: Physical Sciences

Grade 8

Standard: Acids, Alkalis and Salts

Student Learning Outcomes


Students will be able to: 


  • Recognize the properties of acids, alkalis and salts and give their examples. 

  • Interpret the pH scale and identify acids, base and salts by using indicators.

Knowledge:


Students will:

  • Classify acid, base and salts and give example of each.

  • Identify the physical and chemical properties of acids, base and salts.

  • Define pH and its Ranges with reference to indicators

  • Interpret the pH scale and identify acids, base and salts.

  • Describe neutralization reaction with real life examples. 

  • Observe and write the uses of acid, base and salts in daily life. 


Key Vocabulary 


Methyl blue, Phenolphthalein, Litmus, neutralization, pH, indicator, carbonates, carbon dioxide, metals, dilute, concentrated, hydrogen, soapy, sour, bitter, conductor.

 

 

Skills:


Students will be able to:


  • Distinguish between acids, alkalis and salts.

  • Sort everyday solutions as acidic and alkaline.

  • Classify solutions as acidic, alkaline and neutral based on pH value and indicator used.

  • Investigate the effect of variety of acids and alkalis on different indicators.

  • Explore different types of indicators. (methyl blue, phenolphthalein, litmus etc.) in laboratory

  • Interpret readings from pH scale.

  • Relate the use of acids, bases and salts in real life.

  • List down the acids and alkalis used in house hold.

  • Compare and contrast acids and alkalis by making a Venn diagram.

  • Investigate neutralization reaction and make its connection to industry and agriculture.

  • Plan and conduct simple experiments to analyze properties of acids, base and salts.

  • Sort and classify data and information using tables and graphs. 

  • Make conclusion from their findings 

  • Choose equipment to carry out scientific investigations.

  • Carry out practical work safely.

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

 

 

 

 

 

 

DOMAIN: Physical Sciences

Grade 8

Standard: Waves and Energy

Student Learning Outcomes


Students will be able to:


  • Compare different types of waves and investigate their behavior

Knowledge:


Students will:


  • Define a wave.

  • Compare the types of waves (mechanical and electromagnetic) with daily life examples.

  • Distinguish between Longitudinal and transverse waves.

  • Identify;

1. water wave and Sound wave as mechanical wave

2. Light wave as electromagnetic wave

  • Define the terms; wavelength, frequency and time period of wave.

  • Relate;

1. pitch and frequency

2. Amplitude and frequency

  • Explain the factors affecting pitch and loudness of sound.

  • Understand and interpret wave forms in terms of pitch and loudness.

  • Make the inverse relation between time period and frequency.

  • Relate common phenomenon (e.g. echo, hearing thunder after seeing lightning) to the properties of sound.


Key Vocabulary


Longitudinal, transverse, mechanical, electromagnetic, pitch, frequency, amplitude, echo.

 

Skills:


Students will be able to:


  • Distinguish between types of waves.

  • Compare and contrast types of waves with connection to real life situations.

  • Relate different examples of waves to their types.

  • Use of graphs and charts to present patterns in data.

  • Relate the scientific terms while making wave patterns.

  • Compare and interpret wave forms in terms of pitch and loudness.

  • Construct the inverse relation between time period and frequency.

  • Relate common phenomenon (e.g. echo, hearing thunder after seeing lightning) to the properties of sound.

  • Make a wave model. 

  • Investigate to which characteristics of the human voice - pitch (frequency) and amplitude- people of all ages respond positively and negatively.

  • Investigate the behavior of longitudinal and transverse waves.

  • Illustrate ways that the energy of waves is transferred by interaction with matter. (including transverse and longitudinal/compressional waves)

 

 

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

 

DOMAIN: Physical Sciences

Grade 8

Standard: Refraction of light

Student Learning Outcome


Students will be able to:


  • Understand refraction of light and relate it real life examples.

  • Recognize different types of mirrors and discuss the characteristics of the images formed by them. 

Knowledge:


Students will:


  • Recognize that light is refracted at the boundary between air and any transparent material.

  • Distinguish between reflection and refraction of light with daily life examples.

  • Describe and show the dispersion of light through a glass prism.

  • Give examples of dispersion from daily life.

  • Describe the difference between real and virtual images.

  • Describe and show how an image is formed by the plane mirror.

  • Describe the characteristics of image formed by plane mirror. 

  • Recognize the types of curved mirrors (concave and convex mirrors).

  • Describe the characteristics of image formed by concave mirror and convex mirror

  • Describe different optical instruments using curved mirrors.

  • Analyze the values of refractive index of different materials

  • Define lens

  • Recognize the difference between convex lens and concave lens

  • Analyze image formation by convex lens and concave lens

  • Analyze image formation by concave lens

  • Describe the application of refraction in daily life.


Key Vocabulary:


Prism, real image, virtual image, concave, convex, plane mirror, upright, diminished, magnified, dispersion, refraction, incident ray, refracted ray.

Skills:


Students will be able to:


  • Illustrate a ray of light passing from one medium to another.

  • Analyze the relationship between density of material and speed of light travelling through material.

  • Predict the effect of transparent media of varying densities on the angle of refraction of light.

  • Estimate angles of refraction.

  • Compare refraction with reflection of light to one another.

  • Investigate how light refracts differently through different materials.

  • Apply understanding of refraction to everyday situations.

  • Apply understanding of dispersion to real life situations.

  • Make and discuss observations.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings. 

  • Compare and contrast images formed by plane mirror, concave mirror and convex mirror.

  • Apply understanding of images formed by different mirrors to real life situations. 

  • Use tools and apparatus safely.

  • Carry out practical work safely.

  • Interpret results using scientific knowledge and understanding in the form of drawings, tables and pictographs.

  • Make conclusion from their findings. 

  • Utilize Lenses in daily life (Applications)


Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 


 

DOMAIN: Physical Sciences

Grade 8

Standard: Effect of force

Student Learning Outcome


Students will be able to:

 

  • Discover the effects of forces in the interactions that they encounter in their everyday lives.

  • Investigate why objects float and sink in terms of density.

  • Investigate and study the effects of forces.

Knowledge:


Students will:


  • Recognize that several forces may act on an object which may or may not balance each other.

  • Study the effect of an unbalanced force on an object.

  • Differentiate between floating and sinking objects in terms of density.

  • Define ‘pressure with examples.

  • Relate pressure with force and area

  • Investigate effects related to pressure. (e.g. water pressure increasing with depth, a balloon expanding when inflated etc.)

  • Differentiate between mass and weight.

  • Study the effect of force in the presence of air pressure.

 

Key Vocabulary 


Pressure, density, pressure, balanced, unbalanced, weight, Newton, pascals, mass, weight.

 

 

 

Skills:


Students will be able to:


  • Relate and apply their knowledge about force and its effects in real life situations. 

  • Differentiate between balanced and unbalanced forces.

  • Examine the effect of an unbalanced force on an object.

  • Explore more interesting facts about the nature of force.

  • Conduct an experiment to distinguish between floating and sinking objects in terms of density.

  • Investigate effects related to pressure. (E.g. water pressure increasing with depth, a balloon expanding when inflated etc.)

  • Examine the effect of force in the presence of air pressure.

  • Predict and reflect on the results.

  • Solve numerical related to pressure and area, density, mass and weight.

  • Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on an object.

  • Develop scientific skills such as observation, hypothesizing, articulation of scientific understanding with evidence.

  • Show curiosity about the destructive power of forces in nature. (e.g., earthquakes, tsunamis, volcanic eruptions, tropical cyclones)

  • Make a hydraulic elevator. (STEAM)

  • Build a two stage rocket. (STEAM)

  • Relate the utilization of pulleys and gears in daily life.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 

 

DOMAIN: Physical Sciences


Grade 8


Standard: Electricity

Student Learning Objective


Students will be able to:


  • Describe current, potential difference, and resistance of an electrical system, stating their SI units.

  • Explain what is meant by power, relate it to an output of an electrical system, stating its SI unit. 

  • State how changes made to an electrical system can cause some electrical hazards and state some precautionary measures to ensure the safe use of electricity in the home

Knowledge:


Students will:


  • Define voltage and state SI unit of voltage.

  • Define resistance and its SI unit circuit.

  • Formulate that resistance is the ratio of voltage to current.

  • Analyze current variation by introducing different resistance.

  • Define electric power and state its unit

  • Recognize the electric power of various electric appliances.

  • Estimate the cost of using daily life electrical appliances (electricity bill)

  • Recognize the terms earth wire, fuse, circuit breaker.

  • Analyze the danger of overloading and short circuit and identify the importance of earth wire, fuses and circuit breakers.

  • List precautionary measures to ensure the safe use of electricity.


Key Vocabulary 


Circuit, voltage, resistance, earth wire, fuse, circuit breaker, switch, wire, rheostat, ammeter, voltmeter, Ampere, electric power, battery.

 

 

Skills:


Students will be able to:


  • Draw and interpret circuit diagrams and set up circuits containing electrical sources, switches, lamps, resistors (fixed and variable), ammeters and voltmeters.

  • Investigate the effect of varying resistance on the current in the circuit using fixed or variable resistors. (Note: formula V=IR is not required)

  • Investigate how series or parallel arrangement of fixed resistors affects the current as an output of the system.

  • Calculate the cost of using electrical appliances, using kilowatt-hour as a unit of electrical energy consumption.

  • Analyze the danger of overloading and short circuit 

  • Explore the importance of earth wires, circuit breakers and fuses.

  • Ensure the safe use of electricity.

  • Identify important variables; choose which variables to change, control and measure.

  • Present results as appropriate in tables and graphs.

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities

 



 

DOMAIN: Earth and Space Science

Grade 8

Standard: Astronomy

Student Learning Objectives: 


Students will be able to:


  • Describe the Big Bang Theory, explain the birth and death of sun and comprehend the terms star, galaxy, Milky Way and the black hole. 

  • Relate the life of a star with the formation of black hole, neutron star, Pulsar white dwarf, red giant.

  • Describe the advancements in space Technology. 

Knowledge:


Students will: 


  • Describe the Big Bang theory and explain how the universe began.

  • Explore and understand the terms star, galaxy, Milky Way and the black hole.

  • Explain the birth and death of our sun.

  • Relate the life of a star with the formation of black hole, neutron star, Pulsar white dwarf, red giant.

  • Show how information is collected from space by using telescopes (e.g. Hubble space telescope) and space probes. (e.g., Galileo).

  • Describe advancements in space technology and analyze the benefits generated by the technology of the space exploration.

 

Key Vocabulary

Big bang theory, Star, Galaxy, Milky way, Black hole, Neutron star, Pulsar white dwarf, red giant, Telescope, Hubble Space Telescope, Space Probes, Galileo. 

 

 

Skills:


Students will be able to:


  • Ask questions to begin scientific enquiry.

  • Articulate in their own words how the universe began and explain the big bang theory in story form. 

  • Compare the types of galaxies.

  • Evaluate the evidence that support scientific theories of the origin of the universe.

  • Imagine what would happen if the sun dies. 

  • Use telescope to view stars and planets. 

  • Research the latest advancements in space technology and present it in the classroom.

  • Interpret results using scientific knowledge and understanding.

  • Make conclusion from their findings

Assessments

 

Formative Assessments

 

Summative Assessments

 

Learning Activities