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TABLE OF CONTENTS

Page Numbers

Foreword ………………………………………………………………………………………………………………………………………….. i

Introduction ……………………………………………………………………………………………………………………………………… iii

Strands……………………………………………………………………………………………………………………………………………... vii

Syllabus of Work

Standard 4 …………………………………………………………………………………………………………………………………. 1

Standard 5 ………………………………………………………………………………………………………………………………. 11

Acknowledgements ………………………………………………………………………………………………………………………………. 22

FOREWORD

The Science Syllabus for Primary Schools in Trinidad and Tobago which was developed and introduced in the early eighties was significantly influenced by the then
prevailing curriculum thrust toward acquisition of skills, with the emphasis on scientific processes and pupils’ engagement in hands-on, minds-on activities. The
Syllabus was then modified in 1994 with the inclusion of topics related to the environment and technology. There remained however, insufficient focus on
concepts and content in the programme.

In 2001, the Government of the Republic of Trinidad and Tobago (GORTT) / International Bank for Reconstruction and Development (IBRD) Basic Education
Project presented an opportunity to review the existing Primary School Science Syllabus. It also made provision for the training of teachers to improve the
implementation of the Syllabus and the supply of equipment and resource materials to support its delivery.

This newly revised Science Syllabus for Primary Schools provides a focus on both the processes and content of science. It is designed to strengthen many of the
skills used by pupils every day such as creative problem solving, critical thinking, working co-operatively in teams, and using technology effectively. The Syllabus
also reflects a new emphasis on exploring and developing attitudes and values related to science that are consistent with sustainable development and socially
accepted moral and spiritual values.

The rapid developments in the fields of science and technology impact on all students of Trinidad and Tobago. Being involved in a search for how the natural
world operates and how scientific knowledge can be applied to the benefit of society, allows pupils to take control of their environment. It contributes to
development at a personal as well as national level and promotes self-fulfillment. The teaching of science is therefore an important aspect of nation building and
is critical to be undertaken by teachers who have mastery of subject matter and of modern teaching and learning techniques.

Teachers should model the behaviours and attitudes that they expect their young charges to acquire, and pupils should be given the opportunities to practise
these behaviours and attitudes. If a child is to learn to be creative and inventive, the child must be taught by a teacher who is creative and inventive and allowed
to practice being creative and inventive. If a child is to learn to solve problems, the child must be taught by a problem solver and allowed to solve meaningful
problems regularly.

The primary science curriculum was reviewed with inputs from an international and a local science consultant, science specialists and a specially selected group of
local science educators (see Acknowledgements for names of Science Curriculum Team Members). They combined their expertise and experience to revise the
existing curriculum document and to produce the new draft Science Curriculum Document. This draft was implemented on a phased basis, initially at the levels of
Infant Year I and II and Standard I in all primary schools in September 2001. The Standard II and Standard III syllabuses were piloted in September 2002.

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The teaching strategies and techniques that should be employed in implementing the new syllabus were also discussed and modelled in these workshops. ………………………………………………………. It was recognised that there was a need for necessary groundwork to be undertaken prior to full-scale implementation of the Draft Science Syllabus. Couva. Please write to: The Director of Curriculum Development. the Science Syllabus for Standard IV and Standard V was refined. Facsimile: 636-9296 or email: curriculum@tstt. Rudranath Capildeo Learning Resource Centre. This document is the result of these efforts.The Standard IV and Standard V Syllabuses were piloted in September 2003. As part of this preparation. Mc Bean. SHARON DOUGLASS-MANGROO DIRECTOR OF CURRICULUM DEVELOPMENT March 1st 2006 ii . reports from school visits and workshops. The Curriculum Development Division welcomes feedback and questions based on this syllabus. a series of Regional Workshops and School-based Coaching Activities were held to explain as well as orient School Supervisors.net. Principals and Teachers toward the constructivist approach to the teaching of science.tt We are confident that this new Standard IV to Standard V Primary Science Syllabus will contribute significantly to improving the quality of the teaching and learning of science in primary schools and to the achievement of the national educational goals.. Based on feedback obtained from questionnaires.

Scientific capability encompasses five distinct but connected aspects: 1) Competence ability to investigate scientifically 2) Curiosity an enquiring habit of mind 3) Understanding making sense of scientific knowledge and the way science works 4) Creativity ability to think and act in a non-linear way 5) Sensitivity critical awareness of the role of science in society combined with a caring and responsible disposition Becoming scientifically capable therefore involves not merely the acquisition of skills. PRIMARY SCIENCE SYLLABUS INTRODUCTION Science is a distinct form of creative human activity. especially through its application for practical purposes. The overall goal of science education is to develop scientific capability in all young people from 5 – 18. since it conveys more clearly the focus of science education for action as well as for personal enlightenment and satisfaction. and evaluating investigations. It is both a way of finding out about the world and a growing body of ideas and information about the way things work. The term “scientific capability” is used instead of “scientific literacy”. understanding and development of appropriate personal qualities and attitudes but also focuses on integrating and applying these personal and intellectual resources for both cognitive and practical purposes in a variety of contexts. designing and carrying out experiments. observing. knowledge. iii . exploring and understanding reality. At the heart of scientific activity is the desire to explore and understand the world and to do so using a distinctive mode of enquiry. Central to this mode of enquiry is a set of systematic processes such as hypothesizing. Consequently. measuring. Science is one of the essential features of any society. interconnected and overlapping disciplines within the scientific domain. recording and analyzing data. which involves one way of seeing. It is this mode of enquiry that allows students to collect the type of data needed for acquiring a view of the world that can complement other perspectives. science has earned a place in any balanced education and is a crucial factor in enhancing sustainable development in nations. It is not a homogenous activity generating a single form of knowledge but consists of a variety of distinguishable. It has profound effects on people’s lives and the environment.

Devise and carry out investigations to answer their questions. Objectives. and Suggested Assessment Activities. pupils should be more able to transfer their learning to situations they meet outside the classroom setting. The strands are: 1) Living things 2) Ecosystems 3) Matter and Materials 4) Structures and Mechanisms 5) Energy 6) Earth and Space Each strand is presented under the headings: Concepts. Two types of objectives are specified: Those that relate to concepts and those that relate to process. There are (6) strands through each year of the syllabus which helps pupils to develop important concepts in primary science. They help the pupil develop a sound understanding of the living and material world. One major change in this syllabus is the identification of concepts which pupils need to develop. Suggested Teaching/Learning Activities. By setting science in context. They will be able to: Make predictions and hypotheses. As pupils achieve the objectives they will develop and refine their approach to enquiry in science. iv . The second type of objectives relates to Enquiry skills. Interpret the outcomes and Evaluate their work and that of their peers.Organization of the syllabus This syllabus is sequenced from Infant I to Standard 5. Enquiry Skills.

Predicting Describe in advance the outcome of an event based on a pattern formed from previous experience. Classifying Grouping objects or events using one or more observed properties. pictures. touching. period of time between them and other events. It should be testable. Communicating and Conveying information by means of oral or written descriptions. and will not. Planning Enquiries. Designing procedures To obtain information about interrelationships between objects and events. motion. tasting. Hypothesizing A prediction based on observation or scientific knowledge and understanding. duration. They are classified to match the Enquiry Skills.In the objectives. position or location. Carrying out Carrying out procedures systematically and recording results in appropriate formats. v . Communicating Inferring Figuring out an explanation based on observations of an object or event. you may recognize the twelve processes from the 1994 syllabus. Commenting demonstrations etc. Controlling variables Discriminating among factors that will. Conducting Enquiries. affect the outcome of an experiment. maps. hearing and smelling – to find out about objects or events in the environment. Observing Using the senses – seeing. Outcomes and Interpreting data Explaining the meaning or the significance of information regarding an object or event. The processes defined in the 1994 syllabus are here integrated across this New Syllabus. Perceiving and describing objects in terms of their shape. Defining Operationally Constructing information from what has been done and what has been observed. which pupils develop as they study the six (6) strands previously listed. and evaluating outcomes and procedures. There are a number of Enquiry Skills. These are grouped into those that relate to: • Planning Enquiries • Conducting Enquiries • Communicating Outcomes and Commenting on their Investigations. Commenting on Investigations. graphs. Perceiving and describing events in terms of sequences. Measuring Finding out about an unknown quantity by comparing it with a known quantity. Using space-time relationships.

it is hoped that pupils will demonstrate greater objectivity in assessing scientific information with more open-mindedness and appreciation for alternative ideas. and the integration of performance- based assessments where pupils engage in activities to demonstrate skills developed and also present in a variety of ways to their peers. Teaching of each new concept should start by identifying what pupils think. Through their school science. Pupils come to school with views on many science concepts which impact on learning. drawing. pupils talk about and review their work and the work of others. Scientists and pupils often work in teams and produce knowledge together. There is not always a need for many formal and traditional assessment exercises. during the lesson. Pupils will be asking questions and answering them through a variety of types of investigations. vi . They will learn that others may interpret their evidence differently. journal entries and so on. They should then be able to recognize parallels between the way they work in the classroom and how scientists operate. The assessment of pupils’ learning can be done by observing them at work and by looking at the outcomes of their work. sorting activities.Pupils can learn about science as a human activity by emphasizing that people of all ages. The teaching and learning approaches in this science syllabus draw on recent research in science learning and promote the constructivist style of learning. Like scientists. There is thus a shift towards more formative assessments. discussing concepts. They can do this by brainstorming. cartoons. oral. sentence completion. Assessments can be in the form of written. backgrounds and groups have made contributions to science and technology throughout history. hands-on or technology-based presentations. They will learn to use a range of instruments to develop an appreciation of a quantitative approach to their investigations.

Energy 6. Earth and Space The following six strand-charts show the relationship between the strands. the sub-strands and the topic covered. Living Things 2. Matter and Materials 4. vii . STRANDS 1. Structures and Mechanisms 5. Ecosystems 3.

STRAND 1 – LIVING THINGS SUB-STRANDS STANDARD 4 STANDARD 5 GROWTH Variation of growth rates. MOVEMENT Food Preservation. NUTRITION Waste produced as a result of body EXCRETION function. Puberty – changes that occur. REPRODUCTION Flowers – function. SENSITIVITY Ears and hearing. IRRITABILITY/ Temperature. RESPIRATION viii . Growth response of moulds.

VARIETY There are different types of wetlands. STRAND 2 – ECOSYSTEMS SUB-STRANDS STANDARD 4 STANDARD 5 HABITAT Wetlands are important as a habitat. ENVIRONMENT ix . Organisms found in wetlands. INTERACTION ORGANISMS The Ozone Layer.

CHANGE SEPARATION USES x . STRAND 3 – MATTER AND MATERIALS SUB-STRANDS STANDARD 4 STANDARD 5 PROPERTIES Properties of water. Measuring – units. Volume of regular/irregular solids . Hard and soft water. Physical Properties of materials.

STRAND 4 – STRUCTURES AND MECHANISMS SUB-STRANDS STANDARD 4 STANDARD 5 Forces act on structures. STRUCTURES MECHANISMS Levers. xi . Safety when using simple machines. pulleys and gears.

First Law of Magnetism. Investigating an electromagnet.ENERGY SUB-STRANDS STANDARD 4 STANDARD 5 SOURCES/TYPES Sound energy. STRAND 5 . nation. Electrical Energy. USE Light energy. Safety measures with electricity. xii . CONSERVATION Conservation in home. Series and Parallel circuits. community. Magnetic energy. TRANSFER How sound is transferred. Environmental impact of the use of fossil fuel.

The Universe. Weather symbols. EARTH Weather and climate. Movement of the earth – earthquakes. xiii . STRAND 6 – EARTH AND SPACE SUB-STRANDS STANDARD 4 STANDARD 5 SPACE TRAVEL SOIL & ROCKS PLANETS Planets in our solar system.

SYLLABUS OF WORK .

Comment on their investigations. Organisms grow i demonstrate that Measurement Pupils investigate the range of sizes of pupils Draw a histogram to at different rates. Communicating by using boys’ heads are bigger than girls’ heads. tables.g. histograms measurements. 1 . girls. Make of boys vs. girls are taller than boys. e. individuals of the same in the class. STANDARD 4 – LIVING THINGS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 1. etc. Pupils make statements to answer experimental questions. hypothesis. between the measurements height. Compare the height of shortest girl with shortest boy. Commenting Pupils and teacher determine range of heights among boys and girls. Tabulate data. Analyse data. etc. Carry out activities based on a display the differences age vary widely in size.

transmitted. ii. Record what you see and hear. taps a can. Place hand on not have to sit in front of throat say “Aah”. The flower is i. Discussion on pollination. The ear detects i explain how sound travels Observe by seeing. Repeat exercise with both ears uncovered. shape of the ovary with that of the fruit. Stretch neck while air is coming Explain why one does sound to the ear and listening out. They then suggest the function of the sepals. touching Blow a balloon. touching Using Barbados Pride or similar flower. pupils Pupils summarize the the reproductive various parts of a flower and smell. describe the functions of Observe by seeing. 3. What do you feel in your throat? a radio in order to hear Class discussion on how sound is produced and it. pupils design an investigation. parts of the flower and plant Teacher leads discussion on possible reasons for describe events which Inferring the presence of coloured or scented petals. Another person records true direction. Discuss function of development of the fruit pollen. discuss the need for two Design and carry out With teacher’s help. Tabulate results and ears rather than one investigation to determine the direction from which a sound construct a general rule. Observe result in the structures producing pollen. Dissection of the flower to compare the and seeds. 2 . observe differences between an open flower and a functions of the selected structure of the bud.g. cover left/right ear of a person at centre of a circle while another at some position on the circumference. The listener points to where he/she thinks sound is coming from. STANDARD 4 – LIVING THINGS (Cont’d) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 2. originates e.

diagram of what happens to food waste products. STANDARD 4 – LIVING THINGS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 4. describe how the body Communicating orally Sweat – through the skin gets rid of these waste Observe by seeing Urine – through the kidneys products. them. Waste materials i.g. 3 . identify waste products of Communicating orally Ask pupils to draw and annotate a Make a table to display are produced as the body. describe how these waste Communicating orally Sweat is generated when the body substances are produced. body. Discussion on products are produced and the activities within generated as a result of body structures that get rid of the human function. sweat. Pupils locate these parts on chart of the human body. ii. Distinguish between undigested food material and metabolic waste. urine. temperature rises. Urine consists of excess water and salts. iii. how they a result of inside us. e.

Class field trip.g. components of wetlands. organisms present in a dragonflies. wetlands discussion on observations made. 4 . for commercial activity e. Use models to demonstrate Pupils prepare a document the value of wetlands in reducing flood advocating conservation of damage. as a feeding ground for birds. as a source wetland area.. wetlands.g. harvesting of crabs. illustrate the variety of shrimp. iv explain the importance of Communicate orally wetlands to man and other Design models Discuss importance of wetlands as a Pupils make models to organisms breeding ground for many organisms e. Use can be made habitat for of videos/pictures of wetland areas. fish. etc. preventing soil erosion etc. Photographic display. crabs. STANDARD 4 – ECOSYSTEMS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to:- 1. many organisms ii name some local wetlands Communicate visually Pupils locate local wetlands on a map of Matching wetlands with parts Trinidad and Tobago. oysters. oysters. of the country iii name some common Communicate in writing Visit to Wild Fowl Trust or other wetland area Pupils write a report on the organisms found in local to observe organisms in a wetland. Wetlands are i describe general Observation Pupils are made familiar with the basic Pupils list components important as a characteristics of wetlands.

Water from i compare the properties of Conduct experiments to show how Pupils provide water samples from Provide pupils with different different different water samples with water samples behave when soap is sources such as rain. water samples and ask them sources may soap added to them. water. spring. pupils define hard and soft Poster presentation. bottled and use a soap sample to compare the amount of have different provided by the teacher to compare lather formed. Operationally define hard and soft Establish whether various water Display of water samples water. samples are different. 5 . Measure height of lather and volume of liquid. Pupils identify after testing. Record and interpret data. Identify soft and hard water samples. pipe borne. From observation and interpretation of Control variables in the experiment results. properties height of lather formed. STANDARD 4 – MATTER AND MATERIALS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 1. hard and soft samples.

STANDARD 4 – MATTER AND MATERIALS (cont’d) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 2. fair test where appropriate. properties. ii compare the strengths of Compare strengths of various answer the following questions among various samples of common materials. iv investigate the ability of Design experiments to find which Plan and carry out investigations to materials to transmit materials transmit sound. the best? iii compare the ability of Compare absorbency of paper with Which is the best greaseproof paper? different types of paper to water. articles from materials based according to their Pupils design and conduct activities to on their properties. Group discussion after presentations Poster display Pupils identify appropriate applications for each activity. Which material transmits sound or light? v investigate the ability of Plan and conduct experiment to find Pupils design and complete Group presentations materials to transmit light. ideas. Which is the most absorbent paper? Display of products absorb water. Materials can be i compare the ability of Make and record pupils’ Elicit pupils’ ideas. 6 . out if the shape of an object affects experimental reports on the two transfer of sound. Challenge those Groups design and make classified substances to conduct heat observations. paper. investigations. Conduct a find out about other properties sound. Group presentations. others: Which material conducts heat.

Hands-on activities to demonstrate Pupils demonstrate how pulleys and gears how each machine makes work easier. Reports included in a portfolio. machine works and its applications. and gear systems. Pupils make chart on levers. Pupils will increase the gears. pulley and gear systems. applications. simple machines make work make work easier. applications of levers. and gears pulleys and gears. Project: Groups design and construct Presentation on how each model lever. Pupils will draw conclusions on the easier. pulleys and samples or a video of levers. functions of these machines. pulleys i. pulleys pulleys and gears. STANDARD 4 – STRUCTURES AND MECHANISMS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 1. 7 . Identify parts of levers. Experiment with simple machines. the relevant machines and choices. ii Describe how levers. Levers. Communicate examples and Pupils are shown photographs. Pupils will identify describe and explain their effect of forces.

Relate the production of sound to vibrations. Observation and assessment objects produced by the vibration of produced. Play a song using this instrument. rubber bands and chac chac. medium for sound to travel. Pupils will: (a) Strike a solid object-example steel bar. Touch objects and feel the vibration. Compare a vibrating object to one that is at rest. of pupils investigations. Have pupils interact with triangles. Vibrating i demonstrate that sound is Investigate how sound is Elicit pupils ideas about sound. with string/wire sounds and their vibrating media. tuning forks. 8 . ii explain that sound travels Investigate the need for a Telephones made with cups and linked Presentation of a chart on only through a medium. (b) Touch throat while making a sound and compare reaction when no sound is being produced. STANDARD 4 – ENERGY CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 1. (c) Make a musical instrument using water in bottles. produce sound an object.

Pupils classify materials ability to transmit light. intensities. from a source. mirror. investigate the passage of light through materials. sound levels. Presentation by EMA control measures suggested. transmit light. “dark box”. Identify light source. 2. STANDARD 4 – ENERGY (Cont’d) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: iii explain why sound and Communicating the need to control Pupils relate situations where noise is Letter to the EMA/newspaper noise should be controlled. experienced. and enters our eyes or Question pupils and let them record comes directly from the which materials allow light through source. using light sources. 9 . personnel. Explain that light travels Observe objects in varying light Look at an object in a ‘dark box’. Discussion on differences of based on their ability to information. them. Classify materials based on the Pupils compare with original ideas. light is admitted. iii Investigate the passage of Control variables to observe the Pupils manipulate materials in order to light through different passage of light. the more clearly the light sources by creating a object can be seen. When Pupils will display a variety of for seeing. – Demonstration/Poster reflected from an object sessions. ii Explain that we see when Control variables to observe an Pupils investigate the process of seeing Presentations on how we see light from a source is object. poster with pictures. Light is needed i. Provide noise control on noise pollution and justification. them.

recorded restructure their symbols where possible. listen to weather climate and weather conditions different climate. 10 . Standard play of a weather reporter doing can be standard symbols symbols are introduced and students a presentation. Pupils justify predictions. pattern over 2 to 3 days. 2. reports and bring in newspaper based and asked to classify each one.g. STANDARD 4 – EARTH AND SPACE CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 1. Classify weather and report. using symbols. Discussion follows to distinguish between weather and climate. e. 3. Weather i Record weather Communicate information Pupils are invited to develop ways of Project: Pupils engage in a role conditions conditions using about the weather. situations of the presence or weather affects weather conditions. cloud formation. The sun i describe the ways in which Predict the effects of the Discussion of the effect of energy from the Pupils are given varying affects the energy from the sun sun on weather. sun on weather. absence of the sun’s energy and conditions asked to predict the effects. Presentation by Meteorological Officers. conditions. recording weather conditions. Weather and i state differences Observe the effects of the Pupils are asked to observe the weather Pupils are given examples of climate are between weather and sun.

Identify changes that occur during extent they are undergoing puberty – sexual maturation. STANDARD 5 – LIVING THINGS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 1. adolescence. in terms of tall pupils. the stage of each adulthood. persons at various stages of puberty and adulthood.g. of each period. They are physical changes. iii discuss obvious physical changes Communicating Let pupils determine to what which occur during puberty. Let pupils identify where they think they are on the continuum. onset of pimples and acne. Discuss the relative lengths person. Discuss how there is a different ages and different rates wide variation in onset and rate of such for different people. hearing growth. development. that they are moving towards Observe by seeing support their chosen position of the adolescence. short adults) in order of development. continuum. ii identify changes which indicate Communicating orally Ask pupils to suggest reasons to Discuss reasons put forward. changes in these changes. etc. Distinct physical changes in the i place themselves on a Communicating orally and by Let pupils arrange pictures of humans Pupils are shown pictures of body occur at continuum between babyhood sequencing of photographs of different ages and body types (e. changes. voice. 11 . rapid iv state that changes happen at Observe by seeing. Identify states as asked to identify with babyhood. Identify puberty as the stage between childhood and adulthood. childhood. and reasons.

Pupils and teacher comment on the investigation. Pupils suggest a temperature of an experiment. in your home? iii identify the temperature Communicate by written description Based on their observations. Organisms i identify experimental Controlling variables.g. pupils at which mould grows Comment on investigation make inferences about the best. changes in be kept constant during type plastic bag. relationship between temperature and the rate of growth of mould and iv state safe procedures for Inferring communicate the outcome. 12 . growing micro-organisms.g. hypothesis and plan and carry out an the environment Hypothesizing investigation on the effect of temperature on mould growth. STANDARD 5 – LIVING THINGS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 2. e. growing in a sealed record of observations. the best place to store bread different temperatures. by using Pupils are taught safe procedures of Let pupils make a written respond to conditions which should samples of bread of similar size and mould growth e. Pupils identify safety procedures. Experimenting ii monitor the growth of Observe by seeing Pupils observe growth of mould over a Discussion – Where would be mould on bread at period of time.

food poisoning. Discuss the be produced as mould consequences of eating mouldy food grows e. important in Describe how mould feeds on bread in preventing order to grow. freezers and at from developing mould in the growth of mould on room temperature.g. Proper food i. describe how a mould feeds Communicate with written Review previous activity on effect of Small group presentations storage is description temperature on growth of mould.g. Include the fact that diseases. List and discuss other ways iii describe methods of Communicate by written description Let pupils make lists of the types of in which foods are protected reducing/preventing food stored in chillers. STANDARD 5 – LIVING THINGS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 3. Stress no touching or smelling of moulds. ii explain that poisons may Observe by looking poisons may be produced. putting in various foods methods work to prevent the growth cans/bottles. plastic wrap etc. 13 . Explain how these supermarket e. covering with of mould on these foods. Field trip to a shop or supermarket.

14 . 3. describe the ozone layer. they can help to reduce damage to to engage in conservation the ozone layer. activities. identify ways in which Make inferences. The ozone layer 1. practices and identify ways in which help encourage their families can be reduced. harmful radiation. effects of a depleted ozone skin diseases. location and function.g. STANDARD 5 – ECOSYSTEMS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to:- 1. pupils prepare posters for earth from display in the classroom. Communicate orally and in writing. bad sunburns. General discussion on substances Pupils suggest and list depletion of the ozone Predict consequences. discuss the effects of Communicate orally. damage layer on humans. 2. protects the layer e. effects of its depletion on humans e. Pupils examine their everyday Pupils prepare a brochure to damage to the ozone layer Communicate in writing. to the eyes.g. Pupils research features of the ozone Based on their research. which damage the ozone layer and methods for reducing the layer.

Measure the volume of an Class discussion on sources of errors and Presentation of findings. accurately measure volumes. 15 . e. Pupils discuss and present in groups the importance of measurements. Teacher observation. ii Determine the volume of Measure the dimension of Question pupils to elicit how the volume or Give pupils irregular shapes that regular and irregular objects accurately an irregular shaped object can be sink to measure volume. use a pointer. Record in portfolio. Apply to on water. piece of Styrofoam objects by the Suggest: tie a sinker. irregular object that floats how to improve accuracy. measurement. to submerge the and ask to measure the volumes displacement method object. STANDARD 5 – MATTER AND MATERIALS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 1. Matter can be i state the importance of Communicate orally the Groups identify measurements made Calypso/Role play on the measured in units of measurements rationale for units of previously in the course and the units of importance of units in standard units measurements measurement.g. in water or (b) float in water Measure the volume and Elicit from pupils how the volume of Give pupils irregular shapes that mass of irregular shaped irregular shaped objects can be measured float. shaped solids that (a) sink measured (one that sinks in water).

suggestions. Pupils demonstrate their pull. it. with and activities and report their results to show a comparison of force with without a simple machine. Interview/observe workers using machines. inclined and without a machine. The lever. Research in the library or via the internet. STANDARD 5 – STRUCTURES AND MECHANISMS CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 1. 16 . ii compare the force needed Experiment with machines Pupils will perform a variety of Performance assessment to to lift a load. plane and gear systems are suggested. machines machines. the class. iii describe safety measures Communicating safety Pupils in groups compose a calypso or Calypso/rap contest on safety when using simple measures via song rap on safety when using simple when using machines. Pupils identify what is needed to move an object. pulley. Forces act on i describe a force in terms of Define operationally a force Pupils are presented with an object Pupils will write an operational Structures a push or a pull and asked to suggest ways of moving definition of force in terms push.

Classify materials Teacher asks pupils to classify some Construct a mechanism that objects in a box. Observe the effects of Pupils draw cartoons to identify their form of energy magnetic materials.g. Make inferences based from interactions. 17 . The first law of magnetism is introduced based on pupils’ responses. perception of the effects of magnets. known poles. Magnets are uses magnetism e. Magnetism is a i identify magnetic and non. Materials are classified as magnetic or non-magnetic. magnets on materials. law of magnetism. ii identify the north and south Observe magnetic poles. identify the North and South seeking poles. seeking poles of the magnet. introduced as a means of separation of materials. STANDARD 5 – ENERGY CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to:- 1. Teacher supports pupils in defining the poles of the magnet. and pupils explore their use here. iii State that like poles repel. Define operationally the first Groups interact with two magnets of Groups present their findings unlike poles attract. Groups suspend a bar magnet to Observations of pupils. on observations when two poles are close to each other. a toy.

iv Develop a list of electrical Communicate visually. PowerGen. and an iron nail to Pupils plan and design a simple electromagnet make an electromagnet. wires and a cell. University of Electrical safety posters display. STANDARD 5 – ENERGY (Con’t) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ACTIVITIES ASSESSMENT ACTIVITIES Pupils will be able to: 2. definition for types of circuits. Pupils use fair testing project e. Resource personnel discuss with pupils about safety measures orally and via drama electrical safety e. cell or battery. using bulbs. Use newspaper clippings for research. Observe pupils’ conditions. different connections to make the bulb light. Drama/role play on electrical safety. Display of electromagnets with explanations. Pupils draw the resulting Pupils develop an operational circuits. about electrical safety Trinidad and Tobago. iii Construct an Experiment with circuits Use wire. Problem: Why does the rest of the lights in a Christmas tree light when one bulb blows? Pupils construct parallel /series circuit to demonstrate. 18 . Pupils identify other applications of parallel circuits.g. with the strength of the electromagnet.g. circuits. explore Pupils make and explain electric under certain circuit of circuits. Pupils use fair testing to demonstrate the investigation and assess their ii Construct a parallel circuit effect of the removal or addition of different reports. buzzer and explain to manipulate variables when experimenting function. Pupils explore applications of electromagnets. UWI engineers. Electricity flows i Construct a simple series Define operationally types Pupils. parts of the circuit.

done using secondary sources. The consumption i List ways to conserve communicate orally. Invite Powergen/TTEC personnel. fuel. energy conservation. energy can be country. ii Evaluate the Investigate alternatives to Projects on alternatives to fossil fuel are Develop a portfolio on the environmental fossil fuel. reduced. ways Pupils discuss how electricity can be Group presentations on electrical of electrical electricity of conserving electricity conserved in their homes. environmental impact of the use impact of the use of fossil of fossil fuels. EMA presentation to students Project presentations. 19 . communities. STANDARD 5 – ENERGY (Con’t) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED ASSESSMENT TEACHING/LEARNING ACTIVITIES STRATEGIES Pupils will be able to: 3.

Display. Pupils are given the characteristics fixed relationship of the planets in our among the planets focusing on relationships among and asked to identify the planet or with one other. the size Group presentations. Discuss the causes and effects of earthquakes including extent of damage and loss of life. 2. of the planets. The model is put together using wire. solar system planets. STANDARD 5 – EARTH AND SPACE CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES Pupils will be able to: 1. obtain agreement on Teacher assesses the model for scale. Reference books/CDs used. Visit to National Science Centre. with respect to both size and distance. vice versa. and label a picture of what they think to comment on the causes and causes earthquakes. Teacher discusses with pupils. earthquakes. The planets are in a i describe characteristics Communicate relationships Pupils research the solar system. Ask pupils to draw report of an earthquake and asked life. Earthquakes cause i explain the causes of Communicate causes of Teachers explores pupils’ experiences Pupils are given newspaper/internet damage and loss of earthquakes. Presentation by the Astronomical Society of Trinidad and Tobago 20 . pupils draw a model to scale accuracy and creativity. of earthquakes. The class is divided into groups each group makes a model of the solar system. Discussion effects of earthquakes ensues to clarify misconceptions.

Note what they observe. Observe the position of stars Pupils are invited on a clear night to Make a scrap book on “our entity made up of and planets. universe. galaxies. STANDARD 5 – EARTH AND SPACE (cont’d) CONCEPTS OBJECTIVES ENQUIRY SKILLS SUGGESTED SUGGESTED TEACHING/LEARNING ASSESSMENT ACTIVITIES ACTIVITIES 3. the universe via drawing. UWI Physics Department 21 . Invite personnel from the Astronomical Society of Trinidad and Tobago. lie on their backs on the ground on a skies” several galaxies sheet and observe the sky. Groups research the nature of the universe and present to the class. Discussion in class. Space is a vast i define the term ‘universe’. ii identity the nature of the Communicate the nature of Teacher discusses the meaning of Poster presentation by groups. Teacher points out the constellations on star charts and other celestial bodies.

Hollis Sankar (*). Science 5. Teacher. United Kingdom. St. 14. Terrance Manwah (*). Ramsundar Seenath (*). Corinth Teachers’ College 11. Curriculum Officer. Sherma Joseph. (*). University of the West Indies. Science Teacher Educator. Vernon Aqui. Henry Saunders (*). King Alfred’s College. Mary’s Anglican School 13. Trinidad. Shobha Sookdeo. St. Science Teacher Educator. Officers with an asterisk (*) after their names were directly involved in the refinement of the Draft Science Syllabus Standard 4 – Standard 5. Castara Government Primary School. Curriculum Coordinator. Ena Subnaik (*). Teacher. Augustine. School of Education. Senior Lecturer in Science Teacher Education. Kishore Lal. Longdenville Presbyterian 12. Princes Town Methodist School 13. Principal I. Steve A. Caroni Education Division 7. Claudette Ible. 22 . Valsayn Teachers’ College 9. Curriculum Officer.ACKNOWLEDGEMENT The Ministry of Education wishes to express its appreciation to the following members of the Curriculum Team who participated in the Review and Revision of the Primary School Science Syllabus. Chemistry 6. Christophine Paul. Curriculum Officer. Fr. Charly Ryan. Integrated Science 4. Teacher Educator. Cheryl Bowrin. Curriculum Secretariat CONSULTANTS Dr. Mathematics. Faculty of Medical Sciences. Bisram Ramesar. Biology 3. Winchester. Principal I. West. Doltan Ramsubeik . Curriculum Officer 8. Computer Science) 2. Tobago (former Science Curriculum Facilitator). (Science. West Indies. Ahmad Yusuff Ali. Lecturer. Curriculum Facilitator – Science. Curriculum Officer. 1. Valsayn Teachers’ College 10.