REPUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION

Secondary School Curriculum

SCIENCE
(Biology, Chemistry and Physics)

Forms One – Three

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Curriculum Development Division

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© Ministry of Education
Published in 2014 by the
Curriculum Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva

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PART 2: The Science Curriculum
Introduction
At the Lower Secondary level, the revised Science curriculum focuses on established
global practices that inform the study of Science, as well as elemental concepts in
the study of Biology, Chemistry and Physics. This curriculum builds on the Science
curriculum taught at the primary level and also prepares students for further study
at the Caribbean Secondary Education Certificate (CSEC) level. Learning outcomes in
this curriculum were developed based on research and study of international best
practices in addition to feedback provided by all relevant stakeholders. They are
what are globally accepted as relevant and current to meet the needs of the 21 st
century learner. This revised curriculum also places emphasis on scientific inquiry
and linking scientific concepts to technological applications. It also integrates the
use of Information Communication Technology (ICT) into teaching, learning and
assessment practices.

Change from Integrated Science to the Pure Sciences

The lower secondary school science curriculum has changed from Integrated
Science to Science as Biology, Chemistry and Physics with each pure
science subject having its own individual curriculum.

Teachers are guided by the content scope outlined for each of the pure sciences and
can make appropriate adjustments to the sequencing of topics. They are also free to
add enrichment content based on the ability of their students. However, all listed
learning outcomes should be covered over the three-year period.

The change from integrated science to the three pure sciences was facilitated based
of the following considerations

1. Suggestions from Science teachers in our secondary schools.

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 2. Suggestions made by stakeholders during the national curriculum review
consultations.
3. Efforts to improve academic performance in Science at both the lower
secondary and upper secondary schools.
4. To better prepare science students for their School Based Assessments
(SBA’s).
5. In keeping abreast with global trends such as steam etc.

The implementation of the three pure science curricula can be done by one or
more teachers per class and depending on the available science teachers within
the school, their strengths and qualification in the respective pure sciences. Where
more than one teacher is teaching a particular class in form one all the teachers do
not have to teach the first part of the curriculum that is common to all three pure
sciences separately but they can teach it collaboratively.

All relevant efforts to facilitate the change should be undertaken in all secondary
schools in its implementation, whether or not all aspects are explicitly identified in
the curriculum document or otherwise

Subject Philosophy
Science is the systematic study of man and the interactions with his environment for
its use and preservation through observation and experimentation. It requires the
use of the scientific method which fosters 21st century skills such as:

 Critical thinking and problem solving

 Creativity and innovation
 Communication and collaboration
 ICT (Information, Communications and Technology) literacy
 Life and career skills
This curriculum allows for students to acquire conceptual understanding of scientific
principles as they are directly involved in activities designed for them to acquire the
knowledge and skills which will enable them to function effectively in a global
environment.

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Rationale for Teaching and Learning Science
It is recognized that Science helps us to understand ourselves as well as our
environment.
Currently in Trinidad and Tobago, there is the need for citizens to be both
scientifically and technologically competent to function effectively both in their
personal and professional lives.
Science education can provide a sustainable basis for a knowledge driven economy
to better position our citizens for global competitiveness. Using an inquiry-based
approach to the teaching of Science can develop students who are analytical
thinkers and problem solvers and empowering them to contribute to scientific
knowledge and research for the improvement of society. This perspective can
naturally transfer to the development of the healthy, safe, and progressive
interdependence of all people.

Goals
The goals of this Science curriculum are directly aligned to the Ministry of
Educations’ value outcomes. It will enable students to:
 Appreciate Science as an enjoyable activity, which enables them to achieve
their full potential in a technology-driven society.
 Explore their natural curiosity, and inspire them to learn Science as they
develop socially and culturally and demonstrate responsiveness to social
realities and natural phenomena.
 Recognize Science as a means of guiding them how to lead healthy and safe
lives and make informed and responsible choices as they develop and mature
both emotionally and physically.
 Become academically balanced through the development of literacy,
numeracy, Information Communication Technology (ICT), interpersonal and
intra-personal skills and positive attitudes to work.

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General Intended Learning Outcomes
The following general intended learning outcomes are expected of students upon
completion of the study of Science in the lower secondary school:

1. Understand the nature of Science.

2. Stimulate students’ curiosity and creativity.
3. Investigate scientific issues and communicate their findings.
4. Demonstrate the ability to make appropriate and informed choices using their
knowledge of the role of Science in addressing the complex social issues.
5. Use technology as a tool to research, organize, evaluate and communicate
information.
6. Work effectively in diverse teams.

These outcomes can best be attained through scientific inquiry where students
assume an active role in their learning. All activities suggested in the implementation
of the curriculum prepare students to deal with the challenges of everyday life.

Structure of the Curriculum Document

The Science curriculum is designed to ensure that all students progress smoothly as
they develop knowledge, skills and attitudes as they study Science. Students are
introduced to the main concepts associated with the Natural Sciences. Content in
Biology, Chemistry and Physics is distributed throughout Forms One, Two and
Three, to set the foundation for study at the higher levels. As students are taught,
they should be continuously assessed and appropriate feedback always provided in a
timely manner. These assessments can also be used to guide further planning for
instruction.

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Teaching Strategies
Teachers are requested to use all appropriate teaching strategies in their teaching
according to the:
 Learning outcomes being taught
 Needs and learning styles of the students

Some teaching strategies that can be used for the implementation of this curriculum
are as follows:
o Demonstrations
o Drill and practice
o Lecture
o Questioning technique
o Circus/workstations
o Conducting experiments
o Field observations
o Field trips
o Jigsaw
o Role playing
o Think, pair, share
o Discussion – group, panel
o Debates
o Case studies
o Problem-based learning
o Project-based learning
o Computer assisted instruction
o Portfolio
o Games

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 o Model building
o Simulations
o Storytelling
o Peer instruction
o Concept mapping

Assessment Strategies
Assessment must be ongoing and varied, and the approach used must be reliable
and valid. It should include an appropriate scoring rubric that is unambiguous and
transparent. As far as possible, teachers of classes at the same level should conduct
common assessments. Marking and feedback should also be an integral part of the
assessment process.
Some assessment strategies that can be used for the implementation of this
curriculum are as follows:

o Examinations – Final and mid - term

o Pen/pencil and paper test
o Essays
o Research reports
o Quizzes
o Questioning
o Field reports
o Written presentations
o Oral presentations
o Simulations
o Role play
o Formal and informal observations
o Debates
o Projects

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 o Laboratory work
o Group work
o Models
o Songs, jingles
o Poems
o Stories
o Videos
o Laboratory report
o Exhibitions
o Portfolios

National Certificate of Secondary Education (NCSE)

The continuous assessment component of the NCSE must be completed each term
effective from Form One onward and the score should be derived from a minimum
of the following activities per science subject (Biology, Chemistry, Physics) per term:

 One practical activities performed and written up

 One project
 Pencil and paper tests

Where availability of laboratory space is a challenge, teachers should allow students

to perform appropriate laboratory experiment in the classroom and/or conduct
relevant experimental demonstrations.

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 Computing Final Marks from the three science subjects for NCSE

Contribution to final
Form End of year continuous marks
marks for certification

Course Assessments
Form 1 100% 15%
Internal School examinations

Course Assessments 60%

Form 2 100% 30%
Internal School examinations

Course Assessments (up to Term 2) 100% 15%

Form 3
National Examinations 40%

Conclusion
It is envisioned that the revised Science curriculum will serve the needs of the
teachers and other stakeholders and will ultimately enhance Science education in
Trinidad and Tobago.

Information and resources suggested can be used as needed to inform planning and
implementation in order to cater to the different needs and interests of students.
Teachers are encouraged to innovatively use the information provided based on
their particular situations when creating projects, carrying out investigations or any
appropriate authentic learning activity. Participation in games, field trips and science
fairs are recommended. It is commonly recognizing that recreational activities,
natural or real life events and occurrences as well as the operations of industries can
be meaningful contexts for deepening students’ understanding of scientific concepts
and principles, all making Science more relevant for students.

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The Curriculum Development Division (CDD) is available to render any support as
necessary in the use and implementation of this curriculum guide.

The curriculum guide is accompanied by a Teachers’ Guide that provides suggested

teaching and learning strategies and samples of lesson plans that can guide
teachers in the implementation of the curriculum.

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PART 3: Curriculum Content

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Secondary School Curriculum

SCIENCE /BIOLOGY
Forms One – Three

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 BIOLOGY

Foreword

This document serves to introduce students to the fundamental principles of Biology that will lay a foundation for future
studies in the discipline. It encompasses broad areas such as, the characteristics of life, human body systems and the
environmental impact of human activities. It allows students to understand the basic mechanisms of life, the
interconnection among systems and to translate that knowledge into addressing many of the challenges faced daily in
making complex choices and decisions. The learning outcomes selected, focus on the application and integration of the
knowledge and skills acquired in specific topics, and their relation to everyday life. The suggested teaching, learning and
assessment strategies have been carefully researched, and represent best practices informed by existing pedagogy. They
also emphasize the infusion of Information Communication Technology (ICT) in teaching and learning, to make the
learning more interesting and relevant and to make teaching and assessing more efficient.

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 Framework for Topics in the Science Curriculum - Biology

Form 1  Science and Scientific Processes

 Scientific Measurement and International System (SI) of units
 Safety in Science
 Characteristics of Living Things
 Classify Life According to Cellular Structure
 Levels of Organization in Living Things
 Processes in cellular structures

Form 2  Diet and Health

 Human Body Systems: The Circulatory System
 Human Body Systems: Respiratory System
 Energy in Ecosystems

Form 3  Human Body Systems: The Reproductive System

 Communicable Diseases of the Reproductive System
 Environmental Impact of Human Activities

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 Framework for Learning Outcomes in the Science Curriculum - Biology

Key For Numbering:

First Number: Year Second Number: Topic Third Number: Objective
Example: 1.1.1 – Year One, Topic One, Objective One.

LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
1.1.1 2.1.1 3.1.1
Differentiate between Science and Recognize the importance of a Outline the structure of the human male
technology. balanced diet and female reproductive systems and the
function of the parts.

1.1.2 2.1.2 3.2.1

Demonstrate the use of the Outline the basic structure of the
Identify the different types of
scientific method
digestive system and functions of Communicable Diseases of the
Reproductive System
each part.

1.1.3 2.1.3 3.2.2

Recognize a scientific report as a means Explain how humans obtain nutrients Explain the transmission of HIV infection
of communicating information from from food and other communicable sexually
scientific investigations. transmitted diseases

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 LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
1.2.1 2.1.4 3.2.3
Discuss the importance of the Relate diet to weight gain and loss List strategies for protecting oneself
International System (SI) of units against HIV infection

1.2.2 2.2.1 3.3.1

Demonstrate the correct procedures for Outline the basic structure of the Explain the impact of human activities
use of common measuring instruments. on the local and global environment
circulatory system.

1.4.1 2.2.3
Describe the characteristics of living Investigate the relationship between
things exercise and pulse rate

1.5.1 2.2.4
Compare plant and animal cells Identify health conditions associated
according to their structure and with the circulatory system.
function.

1.6.1 2.3.1
Recognize the relationships between Outline basic structure of respiratory
specialized cells, tissues, organs and system
organ systems

1.7.1 2.3.2
Describe how substances move into and Distinguish between breathing and
out of cells respiration in humans

1.7.2 2.3.3
Describe the process of photosynthesis Relate increase in physical activity to
increase in breathing rate

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 LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
2.8.1
Illustrate energy flow from the sun to
plants and animals

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 Curriculum Content Science/Biology
FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

1.1
Science and Scientific Processes

1.1.1  Science - the systematic  Teacher and student  Student group project:
Differentiate study of the structure and discussions: Students research power point
between Science behavior of the physical and using the internet and compile a presentation/video using
and Technology. natural world through list of practical examples of movie maker/ information
observation and experiment. using scientific knowledge to leaflet (publishing
 Technology – Applications of make decisions: Driving slowly software) to be shared
knowledge, tools and on wet roads, opening a jam with the school body via a
processes to address specific bottle with a metal cover, school blog or wiki:
human needs and solve removing stains using lime juice, Important Scientific
problems storage of foods, personal discoveries that affect
 Scientific understandings, hygiene. Students compile a everyday life: Discovery of
discoveries and inventions table of internet links to practical gravity, electricity,
are used to solve problems examples of real world evolution, penicillin, x-
that directly affect peoples’ applications on a word rays, DNA. Products

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

lives. document. shared with student body.

 Scientific knowledge is used Projects to be marked
to inform personal and using teacher-created
community decisions. rubric.
 Scientific knowledge is not
complete but can be built on
through research and
investigations.

1.1.2 Introduction to problem solving  Using multimedia, teacher  Students select one
Demonstrate the using the scientific method: presents students with scenarios scientific development or
use of the  Questioning (brainstorming) that can be investigated and discovery and summaries
scientific and hypothesizing understood using the scientific the main steps followed
method.  Planning and Conducting method. Teacher allows students by the scientist from
 Data collection to brainstorm and discuss the identification of the
 Recording and Reporting following statements: problem to inferences
 Processing and analyzing from data collected.
o Ants walk up the trunk of a
data and information  Students review
tree in a straight line.
documentary of a

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

o Tall people hold their breath scientific discovery and

longer than short people. prepare a synopsis of how
the main skills scientists
use was employed.

1.1.3  Scientific format (headings  Teacher presents video of  Teacher creates

Recognize a and appropriate content): students conducting practical worksheets to assess
scientific report  Aim activity. students’ understanding of
as a means of  Apparatus and materials  Teacher will provide a sample scientific format.
communicating (including diagrams ) lab report and discuss all the  In groups, students will
information from  Method/Procedure relevant headings and its perform a practical activity
scientific  Results/Observations requirements. and prepare a lab report.
investigations. (annotated drawings)  Teacher created rubric
 Analysis should include the
 Discussion following criteria:
 Conclusion
o Aim
o Apparatus and
materials (include

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

diagrams )
o Method/Procedure
o Results/Observations
(annotated drawings)
o Analysis
o Discussion
o Conclusion

 Using rubric students

engage in peer
assessment and provide
relevant feedback to each
other.

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

1.2
Scientific Measurement and SI system

1.2.1  Measurement is global and  Teacher and student discussion  Create Mnemonic or
Discuss the needs to be standardized. exploring non-conventional acrostics or rhymes to aid
importance of  Reasons for the importance methods of measuring e.g.: memorization of the
the International of measurements: pinch of salt, hand span. order of prefixes in the
System (SI) of
 Accuracy.  Teacher and student discussion metric system, for every
units.
 Standardization about the unreliability of senses power of ten from 6 to -

 Unreliability of senses. and the need for measuring 6, is:

instruments along with a Megametre, Kilometre,
 Identification of the
practical activity e.g. students Metre, Decimetre,
International System of Units
comparing the temperature of Centimetre, Millimetre,
(SI) symbol and its
warm/cold water using touch. Micrometre,
conversion when measuring

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

length, mass, volume, time,

 Multiple Choice items
and temperature:

 Length – metre (m);

kilometre (km);
centimetre (cm);
millimetre (mm)
 Mass – grams (g);
kilograms (kg)
 Volume – cubic
centimetre (cm³); litre
(l); millilitre (ml)
 Time – seconds (s);
minutes (min); hours (hr)
 Temperature – degree
Celsius (ºC) and degree
Kelvin (ºK)
 Express multiples and
submultiples of units

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

using appropriate
prefixes and scientific
notation.

 Repetition, estimation with

linear scale, no- parallax,
zeroing.

1.2.2  There are standard  Students use instruments to  Circus of measurement

Demonstrate the instruments used for measure length, mass, volume, tasks for which each
correct measurement in science: and time. student must record their
procedures for  Length – metre rule,  Students record in a word table readings in appropriate
use of common caliper, tape the units used in each tables. A checklist is used
measuring  Mass – balance instrument and the abbreviated to assess proper use of
instruments.  Volume – measuring term used in measurement. instruments.
cylinder, beaker  Students are given a variety of  Student project:
 Time – stop watch quantities to measure and o Describe the
 Temperature – prepare a report on difficulties measurement
thermometer incurred following classroom requirements to prepare
discussion. a cake using a recipe as

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

 Measurements should be outlined in the directions

 Some limitations in using recorded in a properly headed on the package/box-
instruments: table. identifying necessary
 Error: zero/end error, measurements: mass,
parallax volume, time,
 Range temperature.
 Precision – estimation o Students review recipe
of scale readings with appropriate
substitutions for use with
standard lab. measuring
instruments.

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

1.3
Safety in Science

1.3.1  Careful handling of  Teacher and student discussion  Students prepare chart of
Demonstrate apparatus and material. with the use of a suitable video, laboratory rules using
safe practices  Potential safety hazards in on general rules for using collage- making software
when conducting the laboratory laboratory safely, personal to be attached to
investigations.  Precautionary measures to protective equipment available notebooks. Chart to be
ensure personal safety. in the laboratory. marked using teacher-
 Common safety symbols.  Use “Think, Pair, Share” with created rubric.
students to discuss observations  Students prepare poster
about laboratory safety from using collage-making
appropriate video that highlight: software showing
eyewash chemical symbols and

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

fountain, shower, fire blanket, their corresponding

washing spilled chemicals from hazards to be displayed in
skin. labs.
 Teacher display devices and  Students’ role play on
containers bearing symbols careful handling of
commonly found on laboratory apparatus and material
chemicals: corrosive, toxic, and precautions to ensure
radioactive, flammable, personal safety.
explosive, harmful, irritating,
oxidizing.

1.4
Characteristics of Living Things

1.4.1 Characteristics of living things:  Teacher uses pictures,  Students use jigsaw
Describe the  Growth specimens to elicit responses approach to prepare a
characteristics of  Respiration from students about wall chart illustrating each
living things.  Irritability characteristics that all living of the terms represented
things display. by the acrostic GRIMNER

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

 Movement
 Nutrition
 Excretion
 Reproduction

1.5
Classify Life According to Cellular Structure

1.5.1  A cell is the smallest  Teacher guides students in use  Students construct a table
Compare plant structural unit of living things of a light microscope to view to summarize structure
and animal cells that can perform all the prepared slides of plant and and function of parts of
according to functions necessary for life. animal cells. the cell from prepared
their structure slide.
 All cells possess basic  Students prepare slides with
and function.
structures regardless of cell typical plant and animal cells for  Students conduct research
specialization. viewing using light microscope using the internet and

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

 There are a number of e.g. Onion cells and human present findings in the
structures/organelles cheek cells. form of a model of a plant
common to both plant and  Teacher uses diagrams or and animal cell.
animal cells: nucleus, drawings of a typical plant and
chromosomes, cytoplasm, animal cells. Students will
cell membrane, and compare and record the
mitochondria. observations in a table.
 There are a number of
structures found in plant
cells that distinguish plant
cells from animal cells: cell
walls, large central vacuole,
chloroplasts, and starch
grains.
 Each part of the cell
performs a specific function.
 Relating the structures and
functions of mitochondria
and chloroplasts and nucleus

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

to the overall function of the

cell to include cellular
respiration and
photosynthesis.

1.6
Levels of Organization in Living Things

1.6.1  Cells vary widely in form and  Guided by the teacher, students  Student construct
Recognize the function. will prepare a table listing some plasticine models of
relationships  Specialized cells perform specialized cells and their roles organs and/or organ
between specific functions in living in plants and animals. systems (no details of
specialized cells, organisms, e.g., neuron,  Student view video clips or organs required).
tissues, organs blood cells, sperm, ovum, power point presentation of  Students refer to a
and organ smooth muscle, palisade, organ systems. model/jigsaw of the
systems. guard cells, root hair. human and plant body to
 Unicellular e.g. Yeast, identify organs and organ

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

Amoeba and multicellular systems that carry out

organisms e.g. Humans and different functions.
flowering plants.
 Cells Tissues
Organs Organ systems.
 The body of a large, complex
organism is composed of
organ systems that carry out
different functions.
 Basic functions of the
following human body
systems: Circulatory,
Digestive, Respiratory,
Excretory, Skeletal, Muscular
and Reproductive
 The main organs in a plant:
root, stem, leaf, flower, fruit.

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

1.7
Processes in cellular structures

1.7.1  The cell communicates with  Teacher demonstrate examples  Students conduct
Describe how its environment by taking in of diffusion e.g., smelling investigation of osmosis in
substances move and releasing materials. perfume, and relate to gaseous living things, e.g.,
into and out of  Diffusion is the movement of exchange in organisms. cucumber/potato/raisin
cells. particles from a region of  Demonstrate the application of and compose laboratory
higher concentration to a osmosis, e.g., in rehydrating report.
region of lower dried fruits, potato strip
concentration.
 Osmosis is the movement of
water particles from a region
of higher water
concentration to a region of
lower water concentration
through a selectively
permeable membrane.
Osmosis and diffusion are

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT
OUTCOMES LEARNING STRATEGIES STRATEGIES

two processes by which this

exchange takes place.

1.7.2  Annotated drawing showing  Teacher demonstrates use of  Students draw annotated
Describe the structure of a leaf noting the the light/stereo microscope to diagrams of a simple leaf.
process of following: chloroplast and view stomata and chloroplast.  Students conduct an
photosynthesis stomata.  View video clips of experiment to
 Necessary conditions and photosynthesis. demonstrate the evolution
raw materials for  Teacher demonstrates an of oxygen in Elodea and
photosynthesis. experiment to test a leaf for prepare a lab reports.
 Products of photosynthesis. starch.  Students compose and
 Photosynthesis sustain life: perform song/rap based
produces food and oxygen on photosynthesis.
and controls the levels of
carbon dioxide in the
atmosphere

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 Curriculum Content Biology
FORM TWO

LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED

OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

2.1
Diet and Health

2.1.1  Diet includes everything that a  Students view video clip of  In groups, students
Recognize the person eats or drinks. balanced diets after prepare a brochure
importance of a  Food contains nutrients that completing “KWL”. using Publisher of
balanced diet. are needed by all body cells.  Role play: students set up common foods and
 A balanced diet contains the a restaurant that serves their nutrient content
different nutrients meals to persons of varying to be displayed in the
(carbohydrates, proteins, fats, needs – babies, pregnant school cafeteria.
water, vitamins, minerals, and women, elderly persons,  Conduct research of
fiber) in the correct athletes. Students advise food offerings of
proportions. customers on suitable meal school cafeteria or
 Daily activities and choices and alternatives. school meals to
physiological conditions can be assess whether
influenced by ones diet. students are offered

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

a balance option.

2.1.2  Basic structure of the human  Students label diagrams,  Students prepare
Outline the basic digestive system listing all the charts or assemble models power point
structure of the parts and basic functions of the of the digestive system. presentation showing
digestive system parts. the different parts of
and functions of the alimentary canal
each part. and their functions.

2.1.3  Digestion entails physical and  Teachers use a video  Conduct food tests
Explain how chemical changes in the food. depicting digestion in on samples of food,
humans obtain  Physical changes are brought humans. students brought for
nutrients from about by chewing and churning  Teachers display charts lunch and deduce
food. of the stomach. showing the parts of the the most popular
 Chemical changes release digestive system in the food group
simpler substances from the classroom. consumed.
food:  Teacher guides students as  Students plan or
o Carbohydrates- simple sugars they conduct food tests on design investigations
common food items to to test hypotheses

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LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

(e.g. glucose) identify main nutrient, e.g., on relating food

o Proteins - amino acids. protein, starch, and particle size and
o Fats - fatty acids and glycerol. glucose, fat/oils. responses to food

These simple substances enter the tests etc:

blood stream and are taken to the

o Formulate
body cells. hypothesis.
o Outline the
 Enzymes are also involved in
procedure to conduct
the breakdown of food experiment:
materials  Identify
applicable
(Students are only required to variables
know general categories of (manipulated,
responding and
enzymes involved e.g. control).
carbohydrases, proteases and  Perform and
record activity
lipases.  Describe findings
and identify
 The main nutrient components limitations
 State
of foods can be identified using conclusions.
simple food tests.

38
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

 Students compose a
monologue/ write a
story to narrate the
digestion of a
sandwich.

2.1.4  The regulation of body weight  Teacher and student  Student project:
Relate diet to and body fat may be linked to discussion on the effects of
o Compile a
weight gain and diet, physical activity, lifestyle, diet on weight gain, loss
journal/blog/wiki
loss. and behavior. and one’s health.
space/google docs.
 Weight gain and loss can also  Guided by the teacher,
to monitor individual
be due to genetic students research,
diet for a week to
predisposition. summarize and analyze
determine the
 Diet can be used to regulate information from
components of foods
health problems such as such magazines/newspaper
consumed. Students
as diabetes, heart disease and articles and internet as it
use date collected to
the health risks associated with relates to diet and health.
make informed
weight gain and loss.  Teacher invites community

39
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

 Health problems can also be health workers for choices.

caused by disturbed eating discussion and information o The class makes a
patterns. sharing with students. list of specific steps
 Eating a balanced diet and  Use height - weight chart that can be taken to
exercising regularly is to determine body mass maintain a healthy
necessary for maintaining a index (BMI) and discuss body weight.
healthy body. the significance of o Interview people who
 Achieving and maintaining a maintaining a healthy have successfully lost
healthy body weight is weight. weight and kept it off
important. and discuss their
strategies.

 Students use the

information from
above activities and
prepare a power
point presentation on
the relationship

40
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

between diet and

heart disease to be
delivered to the
student body.

2.2
Human Body Systems: The Circulatory System

2.2.1  Components of the circulatory  Teachers use a video  Students prepare

Outline the basic system: pump (heart), arteries, showing the circulatory graphic organizer
structure of the veins, capillaries, and blood system in humans. showing the
circulatory  Teachers display charts components of the
system. showing the circulatory circulatory system.
system in the classroom.

2.2.2  The circulatory system  Guided by teacher students  Students prepare a

Relate the main transports substances view prepared slides of table listing the
parts of the throughout the body. relevant specimens. structures in the
circulatory  Basic structure and functions of circulatory system

41
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

system to its the heart, blood vessels (no and their individual
functions in the details of the specific blood functions
human body vessels are required)..
 Components of the blood

2.2.3  Pulse rate is directly related to  Teacher leads discussion of  Students plan or
Investigate the heart rate. It can be measured relevant statistical data. design investigations
relationship at certain points on the body,  Teacher coordinates to test hypotheses
between e.g. wrist, neck, temple, ankle. students’ participation in on relating height,
exercise and  Pulse rate is related to the level practical activity to show age, gender and
pulse rate of activity. the relationship between pulse rate etc:
pulse rate and exercise.
o Formulate
hypothesis.
o Outline the
procedure to conduct
experiment:
 Identify applicable
variables
(manipulated,
responding and

42
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

control).
 Perform and
record activity
 Describe findings
and identify
limitations
 State conclusions.

2.2.4  Atherosclerosis, high blood  Teacher presents relevant  Students research

Identify health pressure, varicose veins. statistical data, article or specific conditions
conditions video clip and leads and prepare power
associated with discussion with students point or video
the circulatory presentation of
system. health conditions and
causative factors.

2.3
Human Body Systems: Respiratory System

2.3.1  Basic structure of the human  Teacher refers to video,  Students prepare
respiratory system listing all animation or simulation of labelled diagrams

43
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

Outline basic the parts and basic functions of respiratory system. and/or models of the
structure of the parts. respiratory system.
respiratory
system.

2.3.2  Breathing is the process by  Students observe the  Students prepare a

Distinguish which air moves in and out of changes in the body (the table of comparison
between the lungs (inhalation and thorax) as students inhale of composition of
breathing and exhalation). and exhale. inhaled and exhaled
respiration in  Breathing involves the  Students demonstrate air in various
humans. movement of muscles inhalation and exhalation environments.
(intercostal muscles and using balloon and plastic  Conduct experiments
diaphragm), which brings bottle models. to demonstrate the
about changes in volume and presence of carbon
 Conduct interviews with
pressure in the chest cavity. dioxide (limewater)
visiting experts (e.
 Inhaled and exhaled air differs and water vapor
SWMCOL, fire officers, EMA
in composition. (mirror) in exhaled
etc.) on local incidences of
 Inhaled air contains more air and prepare lab
domestic and industrial

44
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

oxygen than exhaled air, which smoke emissions and report.

contains more carbon dioxide. hazards associated with  Student project:
 Respiration - the chemical each. Students conduct
breakdown of complex food research on the
substances, such as effects of smoking
carbohydrates, fats and and prepare
proteins, during which energy pamphlet (MS
and Carbon dioxide are publisher) advising
released. student body of the
 Word equation to represent health risks of
respiration: smoking.
Oxygen + Food
 Students write letters
Energy + Carbon dioxide +
that may be
Water.
submitted via email
 Respiration takes place in the
to a newspaper
mitochondria of the cell.
editor, mayor or local
Respiration is the process that
government
releases energy from food.

45
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

 Health risks associated with representative

smoke inhalation. explaining their
concerns about
uncontrolled fires
(landfill, backyard,
agricultural lands and
hills) with
recommendations.

2.3.3  Respiratory/Breathing rate -  Teacher and students Student Project:

Relate increase number of breaths taken by a analyse relevant data  Students investigate
in physical person within 60 seconds.  Presentations of experts the relationship
activity to  The more physical activity (Sporting personal, medical between breathing
increase in done, the faster the practionner, health officers) rates and physical
breathing rate. respiratory/breathing rate. fitness:
 Relate breathing rate to levels
o Working in groups,
of physical fitness.
students measure
breathing rates by

46
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

using a watch to
time 60 seconds
and count the
number of breaths
taken within the 60
seconds.
o Compare breathing
rates for different
scenarios (before
and after physical
activity, age
groups, gender)
o Students compile
data collected using
Excel and prepare
reports.
o Students present
findings during the

47
LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED
OUTCOMES LEARNING STRATEGIES ASSESSMENT
STRATEGIES

school assembly.

48
 Curriculum Content Science/Biology
FORM THREE

LEARNING CONTENT SCOPE SUGGESTED TEACHING AND SUGGESTED ASSESSMENT

OUTCOMES LEARNING STRATEGIES STRATEGIES

Human Body Systems: The Excretory System : 3.1

3.1.1  Excretion is the process by which  Use charts/models to identify  Construct table of organs
organisms get rid of metabolic organs concerned with excretion and their excretory
Identify the waste products
and their location in the body
excretory  The kidneys produce urine
organs and  The lungs remove carbon dioxide
their excretory  Sweat glands in the skin produce
products sweat
 The liver gets rid of nitrogen by
producing urea, which is
excreted in urine

49
 3.2
Human Body Systems: The Reproductive System

3.2.1  Reproduction allows for the  View video clip on  Students annotate
Outline the continuation of the species. reproductive system. diagrams to identify
structure of the  The female reproductive  Classroom discussions with the structure and
human male system consists of ovaries, reference to charts or function of the male
and female uterus, fallopian tubes, “KWL” and female
reproductive cervix, and vagina. reproductive system.
systems and  The male reproductive  Structured questions
the function of system consists of testes,
the parts. scrotum, sperm ducts, and
penis.
 Ovaries produce ova and the
testes produce sperms. These
are specialized reproductive
cells.

50
 3.3
Communicable Diseases of the Reproductive System

3.3.1 Herpes, Gonorrhoea,  Power point on research on  Prepare a pamphlet for

Identify the chlamydia, syphilis Human the various types of distribution to student
different types papilloma virus, HIV communicable diseases of body including
of the reproductive system highlighted
Communicable  Presentations by health international days of
Diseases of the officer or medical recognition.
Reproductive practitioner
System

3.3.2  HIV (Human  Teacher utilizes resource  Design a brochure on

Explain the immunodeficiency virus) personnel from the health HIV for dissemination
transmission of infection is a chronic disease sector to discuss to the student body.
HIV that progressively damages communicable sexually
 Perform a puppet
(Human the body’s immune system transmitted diseases.
show/ design a cartoon
immunodeficien resulting in AIDS (Acquired
strip for use in HIV

51
cy virus). immunodeficiency syndrome).  Use stories from education within the
 HIV lives only within cells and newspapers, magazines, school.
body fluids, not outside the etc. to stimulate
body. discussions and list the
 The three main routes of positive behaviors that help
transmission are: avoid HIV infection.

 Specific kinds of sexual

contact, especially
unprotected anal or
vaginal intercourse.
 Direct exposure to
infected blood.
 From an HIV-infected
woman to her offspring
during pregnancy,
childbirth, or
breastfeeding.

3.3.3  Making careful choices about  Role-play situations that  Compose a calypso,
Discuss sexual activities reduces the may be responsible for the rap, poem, skit, etc. to
strategies for risk of contact with HIV. transmission of reflect strategies for

52
protecting  Strategies may include : communicable sexually protecting yourself
oneself against transmitted diseases and from HIV infection.
o Abstinence
HIV infection. highlight methods of  Role-play situations
o Avoidance of
protecting oneself. that show compassion
exchange of body
when dealing with
fluids.
persons infected with
o Protected sex
HIV
o Limit the number of
partners
o Get tested for HIV
regularly
o Avoid sharing
needles or syringes.

3.4
Environmental Impact of Human Activities

3.4.1  Causes of alteration of the  Work in groups to research  Design posters to

Explain the environment: a topic and do a educate the public on
impact of presentation, e.g., on the one of these worldwide
 Industrialization.
human effects of one of man’s environmental
 Urbanization.
activities on activities on the concerns.
 Use/misuse of
the local and
53
global genetically modified environment.  Student projects:
environment products.  Dramatize the
o Research agencies,
 The deliberate or consequences, in 30 years,
policies and laws in
accidental of human activities if it
Trinidad and Tobago to
introduction/removal of goes unchecked.
monitor and guide
endemic species to new  View photographs or a
conservation initiatives.
habitats. documentary on a local
o Debate topics related
environmental concern and
 Consequences of alteration of to conservation vs
discuss how the problems
the environment: industrialization.
can be addressed.
o Prepare a speech
 Deforestation.  Organize activities to
aimed at educating the
 Habitat destruction. promote environmental
public on the value of
 Species depletion awareness, e.g., displays,
hunting only during the
 Habitats can be preserved by: lectures by students for
fixed season, when
 Establishment and World Environment Day on
hunting is allowed, and
protection of national June 5th each year.
of not hunting the
nature reserves (local  Field trip to any site of
protected species.
examples) interest.
o Tabulate items we use
 Developing and enforcing  Role-play an exchange
laws to minimize adverse on a daily basis and
between a game warden
impact on environment identify the natural
and a poacher in a game
resources that are

54
 (refer to responsible sanctuary. used to make each
agencies) item.
 Protected species in o Keep a record for one
Trinidad and Tobago. week of household
garbage and group
 Changes in the environment
items as biodegradable
have also led to worldwide
or non-biodegradable,
phenomena egThe
and suggest how each
greenhouse effect (global
can be sorted and
warming).
reused.
 Individuals can cultivate
o Students compile a
habits of:
portfolio to document
 Reusing. school initiatives to aid
 Reducing. in conservation.
 Recycling.
 Restoring the
environment by
replanting trees, cleaning
litter on beaches, etc.

55
 Glossary

Annotate
Add a brief note to a label.

Classify
Place into groups according to similarities and differences.

Compare
Identify similarities and differences for each feature.

Define
State concisely the meaning of a word or term.

Demonstrate
Show clearly by giving evidence.

Describe
Give detailed information of the appearance and/or arrangement of a structure or process. Descriptions may employ
words, drawings and/or diagrams.

Design

56
 (a) Plan and present an activity/item with all relevant practical detail.
(b) Plan and present an experiment applying the scientific method.

Draw
Construct a two dimensional illustration to show accurate likeness and proportion of a specimen, using drawing
guidelines.

International System of Units (SI)

Le Système international d'unités) is the modern form of the metric system and is the world's most widely used system of
measurement.

Investigate
Use the scientific method to arrive at logical conclusions.

Measurement
Involves identifying the quantity, unit, measuring instruments and using instruments correctly.

Obesity
This condition is a more serious degree of overweight and is associated with a number of health risks, e.g., impaired
heart and immune function, hypertension, kidney diseases, gallbladder, arthritis, etc.

Observe
Study and examine, using appropriate senses and/or extensions of them (e.g., thermometer, microscope etc.).

57
58
Secondary School Curriculum

SCIENCE/CHEMISTRY
Forms One – Three

59
 Chemistry

Foreword
Chemistry is the study of matter and its composition. Everything in the world, including you, is made up of matter. It’s a
branch of physical science that studies the composition, structure, properties and change of matter. Chemistry deals with
such topics as the properties of individual atoms, how atoms form chemical bonds to create chemical compounds, the
interactions of substances through intermolecular forces that give matter its general properties, and the interactions
between substances through chemical reactions to form different substances.

Chemistry is also the study of what happens when matter interacts with other matter, such as when your mom mixes
ingredients for making “roti” or “bake” and puts some flour, salt, water and oil into a bowl and then mixes it before
placing it onto the stove for cooking. Chemistry is also when you pour dish washing liquid onto a sponge with water to
clean dirty plates and spoons, or even when you use nail polish remover “acetone” to remove old nail polish.

60
 Framework for Topics in Science Curriculum - Chemistry

Form 1  Science and Scientific Processes

 Scientific Measurement and International System (SI) of units
 Safety in Science
 Properties of Matter
 Atoms, Elements and Compounds
 Compounds and Mixtures
Form 2
 Physical and Chemical Processes
 Separating Mixtures
Form 3
 Chemical Bonding
 Acids and Alkalis

61
 Framework for Learning Outcomes in the Science Curriculum - Chemistry

Key For Numbering:

First Number: Year Second Number: Topic Third Number: Objective
Example: 1.1.1 – Year One, Topic One, Objective One.

LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
1.1.1 2.1.1 3.1.1
Differentiate between Science and Distinguish between physical and Explain how atoms combine to form
technology. chemical changes molecules
1.1.2 2.1.2 3.2.1
Demonstrate the use of the scientific Distinguish between physical and Distinguish between substances that are
method chemical properties acids and alkalis
1.1.3 2.1.3 3.2.2
Recognize a scientific report as a means of Distinguish between types of mixtures. Describes chemical reactions involving acids
communicating information from scientific and bases
investigations.
1.2.1 2.1.4
Discuss the importance of the International Discuss the formation of different types
System (SI) of units of solutions
1.2.2 2.1.5
Demonstrate the correct procedures for use Describe heterogeneous mixtures
of common measuring instruments.
1.3.1 2.2.1
Demonstrate safe practices when Explain methods of separating mixtures
conducting investigations

1.4.1 Differentiate among the three states

of matter

62
 LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
1.4.2
Relate the properties of matter to the
arrangement of particles
1.4.3
Explain how temperature causes changes in
states of matter
1.5.1
Describe the structure of the atom
1.5.2
State the chemical symbols of
elements 1 -20.
1.5.3
Illustrate the atomic structure of elements
of atomic numbers 1-10
1.5.4
Distinguish among atoms, elements and
molecules
1.6.1
Distinguish between compounds and
mixtures

63
 Curriculum Content SCIENCE/CHEMISTRY
FORM 1
LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
1.1
Science and Scientific Processes
1.1.1  Science - the systematic study of the  Teacher and student  Student group project:
Differentiate between structure and behavior of the physical discussions: Students power point
Science and and natural world through observation research using the presentation/video using
Technology. and experiment. internet and compile a movie maker/
 Technology – Applications of list of practical examples information leaflet
knowledge, tools and processes to of using scientific (publishing software) to
address specific human needs and knowledge to make be shared with the
solve problems decisions: Driving slowly school body via a school
 Scientific understandings, discoveries on wet roads, opening a blog or wiki: Important
and inventions are used to solve jam bottle with a metal Scientific discoveries that
problems that directly affect peoples’ cover, removing stains affect everyday life:
lives. using lime juice, storage Discovery of gravity,
 Scientific knowledge is used to inform of foods, personal electricity, evolution,
hygiene. Students penicillin, x-rays, DNA.

64
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
personal and community decisions. compile a table of Products shared with
 Scientific knowledge is not complete internet links to practical student body. Projects to
but can be built on through research examples of real world be marked using
and investigations. applications on a word teacher-created rubric.
document.
1.1.2 Introduction to problem solving using the  Using multimedia,  Students select one
Demonstrate the use scientific method: teacher presents scientific development or
of the scientific  Questioning (brainstorming) and students with scenarios discovery and summaries
method. hypothesizing that can be investigated the main steps followed
 Planning and Conducting and understood using the by the scientist from
 Data collection scientific method. identification of the
 Recording and Reporting Teacher allows students problem to inferences
 Processing and analyzing data and to brainstorm and discuss from data collected.
information the following statements:  Students review
o Ants walk up the documentary of a
trunk of a tree in a scientific discovery and
straight line. prepare a synopsis of
o Tall people hold their how the main skills

65
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
breath longer than scientists use was
short people. employed.
1.1.3  Scientific format (headings and  Teacher presents video  Teacher creates
Recognize a scientific appropriate content): of students conducting worksheets to assess
report as a means of  Aim practical activity. students’ understanding
communicating  Apparatus and materials  Teacher will provide a of scientific format.
information from (including diagrams ) sample lab report and  In groups, students will
scientific  Method/Procedure discuss all the relevant perform a practical
investigations.  Results/Observations (annotated headings and its activity and prepare a lab
drawings) requirements. report.
 Analysis  Teacher created rubric
 Discussion should include the
 Conclusion following criteria:
o Aim
o Apparatus and
materials (include
diagrams )
o Method/Procedure

66
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
o Results/Observations
(annotated
drawings)
o Analysis
o Discussion
o Conclusion
 Using rubric students
engage in peer
assessment and provide
relevant feedback to
each other.
1.2
Scientific Measurement and SI system
1.2.1  Measurement is global and needs to be
 Teacher and student  Create Mnemonic or
Discuss the standardized.
discussion exploring acrostics or rhymes to
importance of the  Reasons for the importance of
non-conventional aid memorization of the
International System measurements:
methods of measuring order of prefixes in the
(SI) of units.  Accuracy.
e.g.: pinch of salt, hand metric system, for every

67
LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
 Standardization
span. power of ten from 6 to -
 Unreliability of senses.
 Teacher and student 6, is:
 Identification of the International
discussion about the Megametre, Kilometre,
System of Units (SI) symbol and its
unreliability of senses Metre, Decimetre,
conversion when measuring length,
and the need for Centimetre, Millimetre,
mass, volume, time, and temperature:
measuring instruments Micrometre,
 Length – metre (m); kilometre
along with a practical
(km); centimetre (cm); millimetre
activity e.g. students  Multiple Choice items
(mm)
comparing the
 Mass – grams (g); kilograms (kg)
temperature of
 Volume – cubic centimetre (cm³);
warm/cold water using
litre (l); millilitre (ml)
touch.
 Time – seconds (s); minutes (min);
hours (hr)
 Temperature – degree Celsius (ºC)
and degree Kelvin (ºK)
 Express multiples and submultiples
of units using appropriate prefixes

68
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
and scientific notation.
 Repetition, estimation with linear scale,
no- parallax, zeroing.
1.2.2  There are standard instruments used  Students use instruments  Circus of measurement
Demonstrate the for measurement in science: to measure length, mass, tasks for which each
correct procedures  Length – metre rule, caliper, volume, and time. student must record their
for use of common tape  Students record in a readings in appropriate
measuring  Mass – balance word table the units used tables. A checklist is used
instruments.  Volume – measuring cylinder, in each instrument and to assess proper use of
beaker the abbreviated term instruments.
 Time – stop watch used in measurement.  Student project:
 Temperature – thermometer  Students are given a o Describe the
variety of quantities to measurement
 Some limitations in using instruments: measure and prepare a requirements to prepare
 Error: zero/end error, parallax report on difficulties a cake using a recipe as
 Range incurred following outlined in the directions
 Precision – estimation of scale classroom discussion. on the package/box-
readings  Measurements should be identifying necessary

69
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
recorded in a properly measurements: mass,
headed table. volume, time,
temperature.
o Students review recipe
with appropriate
substitutions for use
with standard lab.
measuring instruments.
1.3
Safety in Science
1.3.1  Careful handling of apparatus and  Teacher and student  Students prepare chart
Demonstrate safe material. discussion with the use of laboratory rules using
practices when  Potential safety hazards in the of a suitable video, on collage- making software
conducting laboratory general rules for using to be attached to
investigations.  Precautionary measures to ensure laboratory safely, notebooks. Chart to be
personal safety. personal protective marked using teacher-
 Common safety symbols. equipment available in created rubric.
the laboratory.  Students prepare poster

70
LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES
 Use “Think, Pair, Share” using collage-making
with students to discuss software showing
observations about chemical symbols and
laboratory safety from their corresponding
appropriate video that hazards to be displayed
highlight: eyewash in labs.
fountain, shower, fire  Students’ role play on
blanket, washing spilled careful handling of
chemicals from skin. apparatus and material
 Teacher display devices and precautions to
and containers bearing ensure personal safety.
symbols commonly found
on laboratory chemicals:
corrosive, toxic,
radioactive, flammable,
explosive, harmful,
irritating, oxidizing.

71
 LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
OUTCOMES TEACHING AND ASSESSMENT
LEARNING STRATEGIES
STRATEGIES

1.4
Properties of Matter
1.4.1  Matter has mass and occupies space  Brainstorm scientific  Students match pictures
Differentiate among  Mass is measured in kilograms or terms that have different illustrating matter in
the three states of grams meanings when used in different states with the
matter.  Scientific and common use of terms – everyday situations: physical property they
mass and weight (use in vending and range, weight, scale. best demonstrate in the
diet)  Classroom discussion scenario
 The ratio of the amount of matter to with students on the  Students prepare tree
the space it occupies is defined as different states of matter map showing the
density. with reference to differences in each of the
 Matter can exist in different forms everyday applications, three main states of
called states. e.g.: matter (see teachers’
 Matter can be classified as solid, liquid, o Compressibility: guide)
or gas according to their physical compressed natural
properties – shape, compressibility, gas (CNG), liquefied
volume, density, flow petroleum gases

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(LPG.)
o Density: anchors,
hot air balloons.
 Students view video on
states of matter.
1.4.2  Properties of the states of matter are  Draw diagrams to show  Students construct
Relate the properties determined by the arrangement of arrangement of particles models using
of matter to the particles. in solids, liquids, and plasticine/marbles
arrangement of  The arrangement of particles gases  Students complete
particles. (movement, spacing, ordering and  Simulate behaviors for worksheet with cloze
forces) gives rise to the general each state using tray and items based on the
properties of solids, liquids, and gases. marbles, placed on a relationship between
vibrating surface. particle arrangements
and the properties of
each state of matter
1.4.3  Change in temperature has an effect  Students draw diagrams  Students conduct
Explain how on the arrangement of particles in showing changes in state practical activity and
temperature causes matter. due to temperature. prepare a lab report on

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changes in states of  Changes in temperature bring about:  Use a video or simulation changes in states due to
matter.  Melting to relate changes in changes in temperature
 Freezing states of matter to the using everyday examples
 evaporation/vaporization water cycle. e.g. ice, water and
 condensation/liquefaction  Teacher explores the steam, dry ice,
 sublimation environmental impact of ammonium chloride.
 These processes are reversible. global warming on the
melting polar ice caps
and rising sea levels
through relevant videos
and research article.
Topic: 1.5
Atoms, Elements and Molecules
1.5.1  Atoms are the smallest indivisible  Teachers use the solar  Students construct
Describe the particle of matter that can exist on its system as an analogy to models of the atom using
structure of the atom. own. describe the structure of plasticine/other suitable
 An atom consists of a central nucleus the atom. materials.
with electrons orbiting it.  Teachers use video clips  Demonstrate structure of

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 The nucleus consists of protons and of atomic structure the atom using role play.
neutrons. showing movement of  Students conduct
 Electrons orbit nucleus in fixed ‘shells’ sub-atomic particles. research using the
while protons and neutrons are fixed internet and prepare
and located in the central nucleus. table of comparison of
 Electrons, protons and neutrons are properties of sub-atomic
referred to as sub-atomic particles. particles.
1.5.2  Students sing-a-long to  Teacher provides

State the  List of elements include: songs or complete students with a scientific

chemical symbols acrostic using symbols of article that included

H, He, Li, Be, B, C,N,O, Fl, Ne, Na, commonly found chemical symbols.
of elements 1 -20
Mg, Al, Si, P, S, Cl, K, Ca elements as shared by Students replace symbols
teacher. with the names of
elements.
1.5.3  Relationship between sub-atomic  Guided by teacher  Students create table
Illustrate the atomic particles: students prepare listing name, symbol and
structure of elements For neutral atom plasticine to construct numbers of each sub-
of atomic numbers 1-  p=e models of atoms of atomic particle for

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10.  Atomic number is number of p=e different elements. elements 1-10.
 Mass number is sum of p and n  Teacher project  Students use Microsoft
 Elements vary because their atoms simulations of model of word to illustrate atomic
contain different numbers of the atom showing structures of elements 1
electrons, protons and neutrons. numbers and location of to 10.
 Electronic configuration of elements each component
indicates distribution of electrons
amongst the ‘shells’: H1, C 2:4,
O 2:6 Ne  2:8
1.5.4  Elements are made up of atoms of the  Students view video clip,  Students complete
Distinguish among same kind. simulation or power point worksheets or prepare
table of comparison of
atoms, elements, and Molecules are made up of two presentation of
atoms, elements and
molecules. or more atoms of the same elements, molecules, and molecules.
(oxygen) or different (water) compounds
elements.

1.6
Compounds and Mixtures

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1.6.1  Compounds:  Teachers demonstrate to  Students prepare a table
o consists of atoms of two or more
Distinguish between students, mixtures and of identified differences
different elements bonded together,
compounds and compounds using iron between compounds and
mixtures. o can be broken down into a simpler
filings and sulphur. mixtures using MS word.
type of matter (elements) by chemical Students observe the  Teacher projects pictures
means (but not by physical means), activity and identify or displays samples of
o has properties that are different from differences in properties compounds or element,
its component elements, and always between mixtures and disclosing each in
contains the same ratio of its compounds. random order. Students
component atoms. identifies each and gives
 Mixtures: reason (s), recording
o consists of two or more different
each case in writing
elements and/or compounds physically
intermingled or combined,
o can be separated into its components
by physical means, and
o often retains many of the properties of

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its components

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 Curriculum Content SCIENCE/CHEMISTRY
FORM TWO

LEARNING CONTENT SCOPE SUGGESTED SUGGESTED

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LEARNING STRATEGIES
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2.1
Physical and Chemical Processes
2.1.1  Physical changes are readily reversible  Teacher demonstrates  Students complete
Distinguish and do not produce new substances. physical and chemical circus of experiments
between physical  Chemical changes are difficult to changes using: ice and to distinguish between
and chemical reverse and produces new substance. water, burning simple physical and
changes. magnesium ribbon. chemical changes
 Students identify physical giving reasons for their
and chemical changes in answers.
various activities at home
(e.g., cooking).
2.1.2  Substances have different physical  Through classroom  “Show and Tell”
Distinguish properties such as: hardness, discussions, students game: Each group of
between physical elasticity, texture, size of particles, relate chemical and students is provided a

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and chemical colour, shape, strength, solubility, physical properties in different material
properties. conductivity, magnetism, scent etc. everyday activities. e.g. which they can
 Chemical properties describe how rusting, lime scale manipulate in any way.
substances react. Some reactions accumulation, browning They demonstrate to
produce heat, take in heat, of fruit on exposure to rest of class identifying
decompose, produce gases, etc. air, brining, dehydrating the property changed
 Changes in physical properties are etc. and whether it is
easily reversible. physical or chemical.
 Changes in chemical properties are not  Worksheets with
easily reversible. matching, cloze or
structured items.
2.1.3  There are different types of mixtures:  Students are provided a  Students tabulate
Distinguish  Gas/gas- air (oxygen in nitrogen) range of readily available observations and
between types of  Gas/liquid-carbonated drinks materials in different inferences on practical
mixtures  Liquid/liquid-vinegar in water states. They predict the activity.
 Solid/liquid- brine outcomes of mixing the  Students research the
 Solid/solid- soil substances. Student composition of various
conduct activity and mixtures eg. air, crude

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record observations. oil etc. and prepare
(Teacher may table of components
demonstrate using MS word.
combinations involving
gases or where safety is
an issue)
2.1.4  Solutions are homogenous mixtures.  Students prepare  Students prepare lab.
Discuss the  Solutes dissolve in solvents to form different types of report on practical
formation of solutions. solutions using readily activities conducted.
different types of  A saturated solution is formed when no available materials Students can also be
solutions. more solute can dissolve in a specific  Teachers use video clips assessed on use of
volume of solvent. to emphasize concepts relevant apparatus.
 Aqueous solutions are formed when involved in formation of  Structured questions.
solutes are dissolved in water. solutions.
2.1.5  Heterogeneous mixtures are  Students complete  Students prepare lab.
Describe suspensions, colloids, or mechanical “KWL” about various reports of practical
heterogeneous mixtures. types of mixtures. They activities.
mixtures then prepare  Worksheets with

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LEARNING CONTENT SCOPE SUGGESTED SUGGESTED
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suspensions, colloids, blanks to complete or
and mechanical mixtures True/ False statements
and record observations.
e.g. colloids (e.g., gels,
paints, glue) and make
inferences about their
homogeneity (make use
of hand lens and
microscopes.)
2.2
Separating Mixtures
2.2.1  The choice of separation method  Teacher demonstrates  In groups students
Explain methods depends on the physical properties of separation techniques select method for
of separating its components: (according to availability separating given
mixtures of equipment and mixture samples (e.g.
Property Method of Separation safety). soil and water,
Particle size Filtration, sieving, hand-  View video clips where vinegar-oil emulsion,
picking equipment is not pigments in black

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available. ink/hair dye, solution
Boiling point Distillation- significantly  Teacher may of potassium alum,
different boiling points. demonstrate distillation. sample of pond/rain
Fractional distillation- water.
similar boiling points, o conduct activity
but not identical using the selected
Solubility Chromatography method of
Density Decanting separation and
Separating funnel o each student
Centrifuge prepares a lab
Sedimentation report.
Volatility Evaporation  Research separation
methods used
industrially e.g.
petroleum products
from crude oil, water
purification, vegetable
oils. Prepare a flow

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diagram using a word
document outlining the
steps involve in
selected separation
method.

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 Curriculum Content CHEMISTRY
FORM THREE

LEARNING CONTENT SCOPE SUGGESTED SUGGESTED

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STRATEGIES
3.1
Chemical Bonding

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3.1.1  The main reason atoms combine is  Students observe online  Students match word
Describe how to achieve a stable outermost simulation that names of simple
atoms combine electronic configuration (2, 2.8, 2.8.8 demonstrate how atoms molecules to the
to forms etc) form stable corresponding chemical
molecules  A stable electronic configuration can configurations formula.
be achieved by either gain, loss or  Students use models of  Students draw “dot and
sharing of electrons atoms made from split cross” diagrams to
 The chemical formula of molecules peas or plasticine to illustrate formation of
indicates amounts of atoms of each demonstrate the various molecular bonds by gain,
component element(s) that are types of bonding. loss or sharing of
combined.  Teachers provide electrons.
 The resulting types of bonding samples of substances
amongst atoms can be ionic, representative of each
covalent and metallic type of bonding and
 Molecules and Compounds differ in students compare their
properties depending on the type properties from direct
bonding. observation or simple
experiments.

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3.2
Acids and Alkalis
3.2.1  Many common substances are  Test a range of  Students prepare
Distinguish classified as acidic or alkaline in substances with different indicators using plant
between nature indicators to determine extracts from hibiscus
substances that  Acidic substances are sour, corrosive, whether they are acids petals, sorrel, red
are acids and and turn blue litmus red. or alkalis cabbage, etc. and use to
alkalis.  Common acids include: Hydrochloric  Students test a range of verify acidity or alkalinity
acid (stomach), sulphuric acid (acid substances with pH of food items or
rain), vinegar. paper (universal beverages.
 Alkaline substances are caustic, indicator) and classify as  Worksheet matching
soapy to the touch, and turn red strong or weak acids or name to chemical
litmus blue. alkalis. formula
 Common alkali include Saliva,
ammonia, baking soda.
 The pH scale can be used to
determine whether substances are
either strong or weak acids or alkalis.

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 The name and chemical formula of
some common acids and alkalis:
 Hydrochloric (HCl), nitric
(HNO3)
 Sulphuric (H2SO4)
 Ethanoic acids (CH3COOH), etc.
 Sodium (NaOH)
 Ammonium (NH4OH)
 Calcium (Ca(OH)2)
 Potassium (KOH) hydroxides,
etc.
3.2.2  Acids react with substances to form  Conduct experiments to  Prepare lab report of
Describes salts and other products: demonstrate each type of experiments conducted.
chemical  Acid + alkali  salt + water reaction  Students prepare a
reactions (neutralization reaction)  Classroom discussion of sample of a salt from an
involving acids.  Acid + metal  salt + hydrogen everyday examples of acid provided and
 Acid + carbonate  salt + carbon reactions with acids: use of present the steps taken
dioxide + water alkaline lime, [CaO, in a flow map.

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 Word equations are used to calcium oxide] or slaked
represent chemical reactions. lime [Ca(OH)2, calcium
hydroxide] in acidic soil,
antacid indigestion
tablets, bee stings (pH
5.0-5.5) can be neutralised
by calomine lotion, . White
spots (actually aluminum
salts) can form on foil due
to acidity of foods .
Bicarbonate or [sodium
hydrogencarbonate
NaHCO3, sodium
bicarbonate, baking
powder] reacts with acidic
sour or buttermilk.

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90
 Glossary

Annotate
Add a brief note to a label.

Classify
Place into groups according to similarities and differences.

Compare
Identify similarities and differences for each feature.

Define
State concisely the meaning of a word or term.

Demonstrate
Show clearly by giving evidence.

Describe
Give detailed information of the appearance and/or arrangement of a structure
or process. Descriptions may employ words, drawings and/or diagrams.

Design
(a) Plan and present an activity/item with all relevant practical detail.
(b) Plan and present an experiment applying the scientific method.

Draw
Construct a two dimensional illustration to show accurate likeness and proportion
of a specimen, using drawing guidelines.

International System of Units (SI)

Le Système international d'unités) is the modern form of the metric system and is
the world's most widely used system of measurement.

Investigate
Use the scientific method to arrive at logical conclusions.

Measurement
Involves identifying the quantity, unit, measuring instruments and using
instruments correctly.

91
Obesity
This condition is a more serious degree of overweight and is associated with a
number of health risks, e.g., impaired heart and immune function, hypertension,
kidney diseases, gallbladder, arthritis, etc.

Observe
Study and examine, using appropriate senses and/or extensions of them (e.g.,
thermometer, microscope etc.).

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Secondary School Curriculum

PHYSICS
Forms One – Three

93
 PHYSICS

Forward
Have you ever wondered about questions such as;

 Why am I hot?
 Why is the sky blue?
 Why is metal a conductor but wood an insulator?
 What is an atom and how small is it?
 What’s light? or How are rainbows form?
These are the questions of which physics is made. The word “physics” is derived from the Greek word “physika,”
which means “natural things.” Physics is an inquiry into the world and the way it works; it involves getting conscious
about your world around you. The basic laws of physics involve physical quantities such as force, velocity, volume, and
acceleration, all of which can be described in terms of more fundamental quantities. The three most fundamental
quantities are length, mass, and time.
The study of physics help Physicists understand the universe in which we live by observing the phenomena of
nature, such as the sky being blue and by looking for patterns and principles to explain these phenomena.
Discoveries made by Physicists have changed our daily lives and in the ways we live and think. This was seen in the
invention of the transistor by William Shockley of Bell Laboratories in 1947 that had ultimately led to the
practical reality of smart phones, digital cameras, electronic games, desktops and laptops computers because
transistors became one of the basic building blocks of modern technological life.

94
 Framework for Topics for Science Curriculum - PHYSICS

Form 1  Science and Scientific Processes

 Scientific Measurement and International System (SI) of units
 Safety in Science
 Forces
 Energy transformations
Form 2  Motion
 Thermal Energy

Form 3  Electricity
 Magnetism
 Light

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 Framework for Learning Outcomes for Science Curriculum - Physics

Key For Numbering:

First Number: Year Second Number: Topic Third Number: Objective
Example: 1.1.1 – Year One, Topic One, Objective One.

LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
1.1.1 2.1.1 3.1.1
Differentiate between Science and Investigate motion of a body Distinguish between electrical insulators and
technology. conductors.
1.1.2 2.1.2 3.1.2
Demonstrate the use of the scientific Apply Newton’s laws to explain motion of Construct simple circuits.
method. solid objects.
1.1.3 2.1.3 3.1.3
Recognize a scientific report as a means of Discuss factors that affect the moment of Represent simple circuits using diagrams.
communicating information from scientific a force.
investigations.
1.2.1 2.1.4 3.2.1
Discuss the importance of the International Discuss factors that affect the stability of Demonstrate the effects of magnetic forces.
System (SI) of units. objects.
1.2.2 2.2.1 3.2.2
Demonstrate the correct procedures for use Distinguish between temperature and Describe the magnetic effect of current.
of common measuring instruments. heat.
1.3.1 2.2.2 3.3.1
Demonstrate safe practices when Compare methods of heat transfer for Investigate the transmission of light.
conducting investigations. various media.
1.4.1 2.2.3
Determine the resultant of two or more Distinguish between thermal insulators
parallel forces acting on a solid object. and conductors.
1.4.2

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 LEARNING OUTCOMES
FORM ONE FORM TWO FORM THREE
Discuss the importance of gravitational
forces acting on bodies.
1.4.3
Investigate the relationship between an
applied force and pressure.
1.5.1
Distinguish amongst various forms of
energy.
1.5.2
Investigate the conversion of energy from
one form to another.

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 Curriculum Content Physics
FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED
OUTCOMES AND LEARNING ASSESSMENT
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1.1
Science and Scientific Processes
1.1.1  Science - the systematic study of  Teacher and student  Student group project:
Differentiate between the structure and behavior of the discussions: Students power point
Science and physical and natural world through research using the internet presentation/video using
Technology. observation and experiment. and compile a list of movie maker/
 Technology – Applications of practical examples of using information leaflet
knowledge, tools and processes to scientific knowledge to (publishing software) to
address specific human needs and make decisions: Driving be shared with the
solve problems slowly on wet roads, school body via a school
 Scientific understandings, opening a jam bottle with a blog or wiki: Important
discoveries and inventions are used metal cover, removing Scientific discoveries that
to solve problems that directly stains using lime juice, affect everyday life:
affect peoples’ lives. storage of foods, personal Discovery of gravity,
 Scientific knowledge is used to hygiene. Students compile a electricity, evolution,
inform personal and community table of internet links to penicillin, x-rays, DNA.

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decisions. practical examples of real Products shared with

 Scientific knowledge is not complete world applications on a student body. Projects to
but can be built on through word document. be marked using
research and investigations. teacher-created rubric.
1.1.2 Introduction to problem solving using the  Using multimedia, teacher  Students select one
Demonstrate the use scientific method: presents students with scientific development or
of the scientific  Questioning (brainstorming) and scenarios that can be discovery and summaries
method. hypothesizing investigated and understood the main steps followed
 Planning and Conducting using the scientific method. by the scientist from
 Data collection Teacher allows students to identification of the
 Recording and Reporting brainstorm and discuss the problem to inferences
 Processing and analyzing data and following statements: from data collected.
information o Ants walk up the trunk  Students review
of a tree in a straight documentary of a
line. scientific discovery and
o Tall people hold their prepare a synopsis of
breath longer than short how the main skills
people. scientists use was

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employed.
1.1.3  Scientific format (headings and  Teacher presents video of  Teacher creates
Recognize a scientific appropriate content): students conducting worksheets to assess
report as a means of  Aim practical activity. students’ understanding
communicating  Apparatus and materials  Teacher will provide a of scientific format.
information from (including diagrams ) sample lab report and  In groups, students will
scientific  Method/Procedure discuss all the relevant perform a practical
investigations.  Results/Observations headings and its activity and prepare a lab
(annotated drawings) requirements. report.
 Analysis  Teacher created rubric
 Discussion should include the
 Conclusion following criteria:
o Aim
o Apparatus and
materials (include
diagrams )
o Method/Procedure
o Results/Observations

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(annotated
drawings)
o Analysis
o Discussion
o Conclusion
 Using rubric students
engage in peer
assessment and provide
relevant feedback to
each other.
1.2
Scientific Measurement and SI system
1.2.1  Measurement is global and needs to
 Teacher and student  Create Mnemonic or
Discuss the be standardized.
discussion exploring non- acrostics or rhymes to
importance of the  Reasons for the importance of
conventional methods of aid memorization of the
International System measurements:
measuring e.g.: pinch of order of prefixes in the
(SI) of units.  Accuracy.
salt, hand span. metric system, for every
 Standardization
 Teacher and student power of ten from 6 to -

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 Unreliability of senses.
discussion about the 6, is:
 Identification of the International
unreliability of senses and Megametre, Kilometre,
System of Units (SI) symbol and its
the need for measuring Metre, Decimetre,
conversion when measuring length,
instruments along with a Centimetre, Millimetre,
mass, volume, time, and
practical activity e.g. Micrometre,
temperature:
students comparing the
 Length – metre (m); kilometre
temperature of warm/cold  Multiple Choice items
(km); centimetre (cm);
water using touch.
millimetre (mm)
 Mass – grams (g); kilograms
(kg)
 Volume – cubic centimetre
(cm³); litre (l); millilitre (ml)
 Time – seconds (s); minutes
(min); hours (hr)
 Temperature – degree Celsius
(ºC) and degree Kelvin (ºK)
 Express multiples and

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submultiples of units using

appropriate prefixes and
scientific notation.
 Repetition, estimation with linear
scale, no- parallax, zeroing.
1.2.2  There are standard instruments  Students use instruments to  Circus of measurement
Demonstrate the used for measurement in science: measure length, mass, tasks for which each
correct procedures  Length – metre rule, caliper, volume, and time. student must record their
for use of common tape  Students record in a word readings in appropriate
measuring  Mass – balance table the units used in each tables. A checklist is used
instruments.  Volume – measuring cylinder, instrument and the to assess proper use of
beaker abbreviated term used in instruments.
 Time – stop watch measurement.  Student project:
 Temperature – thermometer  Students are given a variety o Describe the
of quantities to measure measurement
 Some limitations in using and prepare a report on requirements to prepare
instruments: difficulties incurred following a cake using a recipe as
 Error: zero/end error, classroom discussion. outlined in the directions

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 LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED
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parallax  Measurements should be on the package/box-

 Range recorded in a properly identifying necessary
 Precision – estimation of headed table. measurements: mass,
scale readings volume, time,
temperature.
o Students review recipe
with appropriate
substitutions for use
with standard lab.
measuring instruments.

1.3
Safety in Science
1.3.1  Careful handling of apparatus and  Teacher and student  Students prepare chart
Demonstrate safe material. discussion with the use of a of laboratory rules using
practices when  Potential safety hazards in the suitable video, on general collage- making software
conducting laboratory rules for using laboratory to be attached to
investigations.  Precautionary measures to ensure safely, personal protective notebooks. Chart to be

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LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED
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personal safety. equipment available in the marked using teacher-

 Common safety symbols. laboratory. created rubric.
 Use “Think, Pair, Share”  Students prepare poster
with students to discuss using collage-making
observations about software showing
laboratory safety from chemical symbols and
appropriate video that their corresponding
highlight: eyewash hazards to be displayed
fountain, shower, fire in labs.
blanket, washing spilled  Students’ role play on
chemicals from skin. careful handling of
 Teacher display devices and apparatus and material
containers bearing symbols and precautions to
commonly found on ensure personal safety.
laboratory chemicals:
corrosive, toxic, radioactive,
flammable, explosive,
harmful, irritating, oxidizing.

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1.4
Forces
1.4.1  A force changes or tends to change  Students demonstrate the  Students use force
Determine the the shape, state of rest, direction effects of application of a diagrams drawn to scale to
resultant of two or and motion of a body in a straight force (tug-of –war, solve problems involving
more parallel forces line. vehicular movements, combining forces of various
acting on a solid  Some common forces are: walking on different types
object. gravitational, contact (friction), surfaces, bungee jumping)  Student complete graphic
magnetic, and electrostatic. and brainstorm additional organizer to identify 5 or
 A force has magnitude and examples. more types of forces.
direction.  Use scale drawings or
 Forces are measured in Newton. number line to determine
 Force can be represented by an resultant force:

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arrow head- The size or magnitude o Use two forces acting on

of the force is represented by the an object, pointing
length of the arrow and the towards each other or
direction is given by the arrow. same direction.
 The resultant of two or more forces
can be determined using a scale  Use other combinations
drawing or calculated using a with two or more forces:
number line. pointing in different
directions, but along the
same line of action.
1.4.2  Weight is the force acting on an  View videos of motion in  Problem sheets on
Discuss the object due to gravity. outer space and discuss formula: W=mg (express
importance of  Weight is dependent on the using “Think, Pair, Share”, mass in either kg or g to
gravitational forces “gravity” acting on a body and as the concept of practice unit conversion
acting on bodies. such will vary from planet to planet. weightlessness. also vary the unknown to
 Weight = Mass x gravitational pull  Compare how mass and practice transposing of
(W= mg) and therefore though weight vary on Earth and variables)
weight varies, mass does not the Moon from calculations

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 Gravity enables all physical bodies or video clips of first landing

to be attracted to each other. on moon.
1.4.3  Particles and objects exert forces on  Compare footprints of  Structured questions
Investigate the the surface they are in contact with. persons of various weight, involving manipulation of
relationship between  The ratio of the applied force to the or of one person wearing formula and written
an applied force and surface area of contact is defined as different footwear explanations of various
pressure. pressure. (sneakers, wedged-heel situations employing
 Unit of pressure: Newton per shoe, stiletto-heel shoe). changes in pressure.
square metre or Pascal.  Discuss everyday examples
of pressure- water flow
from hose at different flow
rate or bore size (partial
covering of opening with
finger), sharp needle
tip/knife edges, suction
cups, use of straw, siphon.
1.5
Energy transformations

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1.5.1  Energy can be classified as  Teacher provides pictures,  Create a pamphlet

Distinguish amongst mechanical or non-mechanical. video clips or actual devices illustrating various forms of
various forms of  Mechanical energy includes kinetic utilising various energy energy commonly used at
energy. energy (the energy of a moving forms. Students identify home and school
body) and potential energy (stored each form and collaborate  Complete energy webquest
energy). to prepare a concept map  Students compose scientific
 Potential energy may be classified exploring various forms of article on the importance of
as chemical, gravitational or elastic. energy. renewable forms of energy
 Non-mechanical energy includes  Teacher shares power point
light, heat, sound, electrical and presentation, scientific
nuclear. article or video on
 Energy sources can be classified as renewable and non-
renewable and non-renewable. renewable energy sources
 Non-renewable forms of energy
must be conserved.
1.5.2  Energy enables work to be done in  Teacher provides actual  Students illustrate
Investigate the different situations. examples, or video of energy conversions in:
conversion of energy  Energy exists in different forms scenarios involving multiple falling stone, catapult,

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from one form to which can be converted from one energy transformations pendulum, radio,
another. form to another according to the  Teacher guide students to computer, potato/lemon
task to be accomplished research situations where battery using flow map
 Law of conservation of energy: heat is a significant product  Students develop a
Energy can neither be created nor of energy transformation proposal to mount a
destroyed but it can be changed and discuss usefulness or campaign for a bulb
from one form to another. wastage of heat. exchange program where
 Classroom discussion of each student is given a
ways to reduce energy compact fluorescent bulb
wastage (more efficient to replace incandescent
devices, switching off lights bulb in use at home.
when not in room, They must include:
unplugging chargers etc.) o What benefit could be
derived?
o Which is the best room
to locate the return bulb
(ie fluorescent) and why?
o What are some

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challenges to the project

to consider and possible
recommendations?

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 Curriculum Content Physics
FORM TWO

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2.1
Motion
2.1.1  Definitions of:  Research development of  Students conduct
Investigate  Distance theories about motion by investigations of
motion of a body.  Displacement various scientists: motion of a moving
 Speed Copernicus, Galileo, object or pendulum.
 Velocity Newton, Kepler. Prepare a lab. report.
 Average speed  Snowball activity: each  Worksheets to practice
 Acceleration student writes a problems with various
 Units for speed and velocity can be statement about a motion parameters and
expressed as ms-1, or kmh-1 moving object and conversion of units
 Acceleration results from the crumples paper. All using mathematical
application of an unbalanced force to students simultaneously rules (can refer to units
an object. throw paper into the air for derived quantities

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and retrieve the closest eg density)
one. Recipient unfolds
paper, read statement
and decides if statement
written is a hypothesis.
 Online simulations of
moving objects.
 Problems involving
moving objects.
2.1.2  Definitions of:  Teacher presents on  Worksheet with
Apply Newton’s  Inertia ‘application of laws of structured items
laws to explain  momentum motion’ to explain requiring students to
motion of solid  A body at rest remains at rest or if common occurrences, explain the application
objects. moving continues its motion in a using appropriate of Newton’s laws in a
straight line unless an external force is multimedia on the variety of everyday
applied to it. following: situations.
 The larger the mass, the greater the o Use of seat belts,  Problem sheets:
momentum. banking of race tracks, manipulating

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 The larger the velocity, the greater the orbiting satellites and momentum formula
momentum. planets. with reference to
 For every action there is an equal and o Motion in billiards, appropriate situations
opposite reaction. collision of vehicles.
 Body A exerts a force on a body B, o Rocket propulsion,
body B exerts an equal and opposite walking, trampoline,
force on body A. recoil when gun or
cannon is fired and
water sprinkling
system
2.1.3  Moment is the turning effect of a force  Students conduct  Students prepare
Discuss factors about a fixed point. experiment to investigate report on experiment
that affect the  Moments can be: Clockwise and factors that affect the conducted.
moment of a anticlockwise. moment of a force.  Worksheets involving
force.  No turning effect is observed when  Classroom discussion use of force diagrams
moments are balanced. relating the effects of to identify where a
moments on the restoring moment must
functioning of the be applied to return an

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following: door hinges, object to its equilibrium
see saw, tools-spanner, position.
manual car jack,
crowbar.
2.1.4  Objects remain at rest or in equilibrium  Use simple balancing  Students use the
Discuss factors when they experience no net forces or methods to locate center following materials:
that affect the moments. of gravity of objects. sheet of paper,
stability of  The center of gravity of an object is  Students investigate the spaghetti and
objects. the point at which its weight appears stability of objects of marshmallow,
to be concentrated. different geometrical macaroni, to construct
 Three types of equilibrium: neutral, shapes after being the most stable tower
stable and unstable. displaced from rest. or bridge.
 Stability is the ability to return to its  Classroom discussion on  Teacher assesses
rest position after being displaced stability of: Moko products using the
 The position of the center of gravity Jumbies, carnival following criteria:
and width of its base influences its costumes, maintaining o Relevant
stability. appropriate posture for application of
sporting activities e.g. theory

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weight lifting, catching o Most efficient use
and throwing. of materials.
o Visual appeal.
o Largest/tallest
durable structure.
o Collapse time.
2.2
Thermal Energy
2.2.1  Definitions of heat and temperature.  Students conduct  Students represent
Distinguish  Heat can be measured in Joules (J) experiment by measuring data graphically.
between and temperature in degree Celsius (0C) temperature (at regular  Assess graphing skills:
temperature and and Kelvin (K). time intervals) of a o Title of graph.
heat  Relationship between degree Celsius beaker of water as it is o Labelling of axes.
0
( C) and Kelvin (K). heated to a temperature o Selection of scale.
0
of approximately 70 C o Correct plotting of
and then allowed to cool.
coordinates.
o Draw line/curve of

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best fit.
2.2.2  The three types of heat transfer are  Classroom discussion on  Students perform
Compare types of conduction, convection, and radiation. the types of heat transfer practical activities
heat transfer.  Conduction is the transfer of heat in the following: glowing involving
through a solid. coal, heating blanket, o Conduction
 Convection is the transfer of heat hot/cold pack, and o Convection
through a fluid (liquid and gas) surface of incandescent and prepare report.
 Radiation is the transfer of heat bulbs, cooling of room  Worksheet to identify
through electromagnetic waves. through air-conditioning. method of heat
 View video of the transfer involved varied
formation of land and situations (microwave
sea breezes. oven, immersion
heater, brick oven).
2.2.3  Transfer of heat requires a difference  Teacher conducts  Students conduct
Distinguish of temperature. demonstrations or experiment to classify
between thermal  A conductor allows heat energy to be present video clip to unknown materials as
insulators and transferred through it, while an assess the thermal good or poor
conductors. insulator does not. conductivity of varied conductors.

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 Conductors allow heat transfer due to materials in common  Students prepare chart
vibrations of atoms or molecules or used on uses and or
movement of delocalized or “sea of” problems associated
electrons. with good and poor
 Insulators restrict the transfer of heat conductors.

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 Curriculum Content Physics
FORM THREE

LEARNING CONTENT SCOPE SUGGESTED SUGGESTED

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LEARNING STRATEGIES
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3.1
Electricity
3.1.1  Materials can be classified as  Teacher conducts simple  Prepare report on
Distinguish conductors or insulators depending demonstrations of static practical activities to
between on the extent to which current or electricity. classify various materials
electrical electrons flow through them.  View video as insulators and
insulators and  Conductors facilitate electron flow or clip/animation/ conductors.
conductors. current electricity. simulation of current  Create cartoon strip/
 Insulators resist electron flow, such flow. posters to educate the
that charges can accumulate to  Power point or chart on public on the proper
produce static electricity. safety measures for handling of electricity.
 Conductors and insulators serve domestic uses of
various purposes. electricity: handling with
 Safety precautions for handling wet hands, child safety
electrical devices. outlet caps, rubber-soled

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footwear, insulation of
exposed wires or
equipment, “earth” of
buildings and appliances.
3.1.2  A circuit is a closed path through  Students conduct simple  Teacher assesses
Construct simple which an electric current flows. experiments to students’ manipulation of
electrical circuits.  Direction of conventional current flow investigate current flow circuit components and
is from the (+) terminal of the and prepare laboratory ammeter. Include criteria
energy source to the (-), electrons reports as follows: such as:
actually move in opposite direction o reverse polarity of cell o Tight circuit
 Basic circuit components include: o vary numbers of cells connections
cell, switch, load (eg. lamp). o vary position of switch in o Ammeter connected
 Cells supplies electrical energy and relation to circuit in series with source
can be combined to form batteries. components and load
 Current is measure in amperes (A) o various loads: wire of o Ammeter zeroed
with an ammeter. different materials or o Scale of ammeter
lengths, metallic coils of read vertically above
different number of to avoid parallax

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turns. o Accurate scale
reading recorded
Where applicable:
o Selects scale of
appropriate range
3.1.3  Basic circuit components are  Students draw circuit  Students conduct
Represent simple represented by appropriate symbols diagrams of basic circuit research and prepare
circuits using  Circuit components may be arrangements or power point presentation
diagrams. connected in series or parallel to construct circuits on everyday uses of
each other or the source. according to circuit series and parallel
 Series and parallel arrangements of diagrams provided. arrangements of circuit
components are illustrated using  Use of circus of simple components (Christmas
circuit diagrams experiments to compare lights, domestic wiring.)
 Series and parallel circuit series and parallel circuit  Students construct
arrangements have associated arrangements of cells circuits as illustrated in
advantages and disadvantages. and lamps circuit diagrams and
record ammeter
readings.

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3.2
Magnetism
3.2.1  Materials can be classified as  Students conduct  Students plan or design
Demonstrate the magnetic or non-magnetic. investigation of investigations to test
effects of  Forces exist between magnets and magnetism as instructed. hypotheses involving
magnetic forces. are concentrated at poles. They may: magnetic force-distance
 Forces of attraction exist between o compare forces acting relationship:
unlike poles (N, S) of magnets and between magnets of like o Formulate hypothesis.
o Outline the procedure to
forces of repulsion exist between like or unlike poles
conduct experiment:
poles (N, N). o determine whether  Identify applicable
 Field lines indicate the strength and variables
unknown material is
(manipulated,
direction of the magnetic force. magnetic or non- responding and
 The direction of field lines is shown control).
magnetic.
 Perform and record
by an arrow pointing away from the o observe pattern of activity
north to the south pole.  Describe findings and
magnetic field produced
identify limitations
 The strength of the field is illustrated by bar or u-shaped  State conclusions.
by the density or spacing of the field magnets using iron
 Students complete
lines. filings or plotting webquest on magnetism

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 The magnetic field is strongest at the compass
poles of a magnet where the field
lines are most dense.
 Magnetic forces act from a distance
and decreases with distance from
poles.
3.2.2  Current has an associated magnetic  Classroom discussion or  Students plan or design
Describe the effect and can be used to produce viewing of video on and conduct
magnetic effect electromagnets. everyday applications of investigation to compare
of current.  Electromagnets are produced when a electromagnets: strength of
magnetic material is placed in a o moving containers electromagnets when
metallic coil through which current is on the port relevant factors are
flowing in one direction only. o sorting materials for varied (material used,
 The strength of the electromagnet re-cycling size of current)
depends on factors such as: the type o doorbells o Formulate hypothesis.
of material used, the size of the  Students prepare o Outline the procedure to
current and length of time of current electromagnet and test conduct experiment:
flow. its strength by observing  Identify applicable

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how many paper clips or variables (manipulated,
pins it attracted. responding and control).
 Perform and record
activity
 Describe findings and
identify limitations
 State conclusions.


3.1
Light
3.1.1  Definitions of the terms ray and  Conduct demonstrations  Construct a pinhole

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Investigate the beam. of different types of camera and discuss the
transmission of  Three basic types of beams are: beams formed using ray impact of the size of
light in different parallel, convergent and divergent. box and lens. pinhole and its distance
medium.  Different medium causes light to be  Use of pictures to from the screen on the
absorbed, reflected or refracted as it compare beams appearance of the
is transmitted. produced by common image.
 When light is totally or partially devices such as  Using ray box or optical
absorbed, a shadow is formed. torchlight, laser light, pins to locate images
 Shadow formation differs for point headlights, magnifying formed in mirror or
and extended sources light sources glass. Students draw ray rectangular glass block.
 Ray diagrams are used to illustrate diagrams appropriate to Students’ ray diagrams
the formation of umbra and each. are assessed and the
penumbra.  View videos on eclipses description of the
 The Sun acts as an extended source or demonstrate images.
of light. formation using models.  Conduct investigation to
 Solar and lunar eclipses are the  Discuss observations of verify laws of reflection.
result of shadow formation involving images in pond (reflected Students prepare lab.
sun, moon and earth at different image as well as report

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positions relative to each other. apparent bending of  Structured questions on
 Reflection is the “bouncing” of light partially submerged formation of shadows
off a surface. The light ray does not branch or apparent and eclipses.
pass through the medium. shallowness)
 For reflection, the angle of incidence  Demonstrate dispersion
is equal to the angle of reflection. using triangular prisms
 Reflected images formed by a mirror and refer to in discussion
have certain properties related to its of the formation of
position, size, shape etc. rainbows.
 Refraction is the “bending” of light
travelling from one medium to
another of different optical density or
refractive index
 Examples of refraction of light-
apparent changes in depth of
submerged object, apparent bending
of partially submerged object.
 Dispersion is the separation of white

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light into its component colors due to
refraction.

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 Glossary

Annotate
Add a brief note to a label.

Classify
Place into groups according to similarities and differences.

Compare
Identify similarities and differences for each feature.

Define
State concisely the meaning of a word or term.

Demonstrate
Show clearly by giving evidence.

Describe
Give detailed information of the appearance and/or arrangement of a structure or
process. Descriptions may employ words, drawings and/or diagrams.

Design
(a) Plan and present an activity/item with all relevant practical detail.
(b) Plan and present an experiment applying the scientific method.

Draw
Construct a two dimensional illustration to show accurate likeness and proportion of
a specimen, using drawing guidelines.

International System of Units (SI)

Le Système international d'unités) is the modern form of the metric system and is the
world's most widely used system of measurement.

Investigate
Use the scientific method to arrive at logical conclusions.

Measurement
Involves identifying the quantity, unit, measuring instruments and using instruments
correctly.

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Obesity
This condition is a more serious degree of overweight and is associated with a
number of health risks, e.g., impaired heart and immune function, hypertension,
kidney diseases, gallbladder, arthritis, etc.

Observe
Study and examine, using appropriate senses and/or extensions of them (e.g.,
thermometer, microscope etc.).

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