MINISTRY OF EDUCATION CURRICULUM GUIDELINES

[Pages:244]MINISTRY OF EDUCATION CURRICULUM GUIDELINES

HEALTH SCIENCE

GRADES ? 7, 8, 9

DEPARTMENT OF EDUCATION 2010

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TABLE OF CONTENTS

Title Page

Acknowledgements

Ministry of Education (Mission, Philosophy)

Curriculum (Assumptions, Design)

Overview (Intent, Planning, Instructions, Evaluation)

Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives)

Rationale for Inclusions

Scope of Content

Scope and Sequence (skills)

Standards and Benchmarks

Comparison of Benchmarks for Grade Levels

Scope of Work

Appendices i. Rubrics for Alternate Methods of Assessment ii. Bibliography iii. List of Instructional Supplies iv. Prerequisites for Seventh Grade v. Pedagogical Information vi. Safety in the Teaching/Learning Environment vii. Evaluation Form

i. iii. iv. iv. v. vii. x. xi.

1 31 38 40

206 213 214 217 218 228 229

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ACKNOWLEDGEMENTS

Committee

Marsha Bartlett

Government High School/ L. W. Young Junior High

Konya Bascom

S. C. McPherson Junior/ C. V. Bethel Senior High

Celanthia Brown

Government High

Ainsley Deleveaux

D. W. Davis Junior High

Terry Deveaux

C. H. Reeves Junior/ Anatol Rodgers High

Sheneka Munroe

A. F. Adderley Junior High

Jaime Rolle

S. C. McPherson Junior High

Vettors

Melanie Johnson-Stubbs St. John's College

Dr. Jacinta Higgs

College of The Bahamas

Stephanie Sands

Examinations and Assessment

Elvira Scavella

Crooked Island High

Dr. Ann Rolle

Technical Coordinator, Health Lifestyle Secretariat

Arneta Clarke

Senior Nursing Officer, Department of Public Health, Ministry of Health

Proof-Reader

Hadassah Hall

Pedagogical Information

Primary Science Curriculum 2000, writers

Technical Assistance

Patrice Kemp

Science & Technology Section

Department of Education

Louise Barry

Coordinator

Education Officer High School Sciences

Leanora Archer

Supervisor

Deputy Director of Education

Curriculum & Instruction

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MISSION STATEMENT

The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in a democratic, Christian society.

THE PHILOSOPHY

The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and responsibilities in the community. The following principles are grounded in the Philosophy: (i) A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual; (ii) An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises; (iii) A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society; (iv) An appreciation of the natural and cultural heritage of The Bahamas; (v) A recognition of The Bahamas as a part of a wider world community which it must interact productively. The curriculum developers have espoused, in part, the philosophies of John Dewey that "Knowledge is based on experience caused by the learner being in an active relationship with the environment" and Constructivism by Jean Piaget which proposes that the learner should be in an environment where they are engaged in questioning, hypothesizing, investigating, debating, analyzing and evaluating."

ASSUMPTIONS The Curriculum Guidelines are based on the assumptions that follow: (i) Students want to learn; (ii) The physical classroom environment as well as the experiences both inside and outside the classroom affect learning; (iii) Students have the capacity to construct mental interpretations and concepts of the instructional experiences; (iv) Students have the prerequisite knowledge and skills as outlined in the Appendix;

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DESIGN The design used for the curriculum guidelines include components of several designs, namely: (i) Backward ? initially, the knowledge, skills and attitudes required of students in order to become successful in a Science course of study in Grades 10 ? 12 were identified.

These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document. (ii) Skills-based ? the content is used to develop skills as learner outcomes give focus to skills. (iii) Spiral ? skills and concepts are developed at each grade level (and as far as possible in successive units). (iv) Multidisciplinary ? most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Social Studies, Health and Family Life as well as Family and

Consumer Sciences. Cross references are made to complementary and supplementary information in other subjects (as well as units). (v) Flexible ? it allows teachers the scope to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles. (vi) Authentic ? the examples, problems and formative assessment used are relevant to the students.

OVERVIEW

INTENT It is intended that this curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction. It is intended further that students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the human and social biological science disciplines. Students completing this course of study should exhibit a level of scientific literacy that would enable them to function in science courses at the senior high school level. Further, it is intended that student-focused instructional activities facilitate students assuming responsibility for their learning. Finally, the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively, thereby preparing students for summative assessment of the skills in The Bahamas Junior Certificate Examinations and subsequently increasing their level of success.

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PLANNING

1. Teachers are encouraged to use the curriculum as a guideline for planning lessons. The sequence of learner outcomes in the scope of work allows a number of closely related learner outcomes to be included in one lesson. An example would be an investigation when several skills (formulating hypothesis, design and conducting an investigation, using scientific equipment and materials, recognizing and controlling variables, making observations, predicting, collecting and processing data, drawing relevant conclusions) are included. It is important that the learner outcomes included in one lesson promote students constructing a concept.

2. In an effort to place more emphasis on students' active involvement in the teaching/learning process, there are a number of activities that require being researched or set up prior to a lesson. It is therefore suggested that when Schemes of Work are developed, such activities requiring prior planning are indicated in the time sequence required. Similarly, many opportunities are provided for group work and cooperative learning. It is important that planning includes ample lead time prior to presentations being made.

3. It is recognized that no curriculum guidelines would perfectly suit the pace at which all students master the information and skills. In this regard, it is suggested that skills with many activities and learner outcomes for a particular unit of work, teachers may omit some of the activities for classes that readily acquire the information and skills, while more activities might be used with classes that need more reinforcement. While this flexibility allows modifications to meet students' needs, teachers are advised to ensure that this does not lead to insufficient time to complete the course of study or a speedy completion with excessive "revision" time.

4. It is essential that lesson planning should be based on students' developing defined skills and/or attitudes as well as knowledge.

5. The time allocation in the curriculum is based on three lessons of 50 minutes duration per week for thirty (30) weeks.

INSTRUCTIONS

1. Throughout the curriculum guidelines there is a dual focus to the suggested instructional strategies: that they engage students actively in the learning process and that they are varied to allow students of different learning styles to benefit. Teachers are therefore encouraged to use the strategies indicated, or similar ones in order to maintain these foci.

2. To ensure ample time for the completion of the curriculum in the allotted three (3) year period, a concerted effort has been made by science curriculum committees to avoid duplication of information being taught at more than one school level and in more than one subject. While teachers are encouraged to extend the curriculum and experiences on a lesson basis to meet the needs and interests of students, especially in the case of "high fliers", care should be taken to avoid duplication of aspects of the senior high school curricula.

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3. In the same manner that there are many common features of the Bahama Islands, there are significant differences. Teachers are therefore encouraged to include local examples in their planning and instructions.

4. Formative assessment is an integral part of effective planning for instruction and as such should be ongoing. Hence, a variety of means of assessing activities, skill development and learner outcomes are included in the curriculum. It is suggested these, or similar methods, are used to assess students' progress in the identified skills, knowledge and attitudes. The traditional methods of assessment utilizing tests containing structured questions and objective/multiple choice questions similar to those used on The Bahamas Junior Certificate Examinations should still be used more as summative assessments at the end of units, mid-term and end of term assessment.

EVALUATION As this is a draft document to be used and then evaluated, an evaluation form is included. Evaluation Forms should be completed by teachers who used the curriculum at the end of each year. Since the curriculum is being phased in, it is important that teachers complete and submit the Evaluation Form for seventh grade at the end of the first year, eighth and ninth grades at the end of the second and third years respectively, so that revisions could be made to each section after the year has passed to avoid a lengthy and tedious major revision of the whole curriculum at the end of three years.

INTRODUCTION

RATIONALE FOR SCIENCE EDUCATION IN THE BAHAMAS To provide opportunities that engage and expose all students in The Bahamas in acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problemsolving and organizational skills. In so doing, students will be prepared to participate in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for conservation.

OVERARCHING GOAL

To become critical thinkers, problem-solvers, innovators, visionaries, scientifically and technologically literate citizens who will appreciate, interpret and conserve the natural environment.

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SUB-GOALS To develop analytical and evaluative skills, thus becoming critical thinkers. To utilize the scientific method as a means of becoming problem solvers. To apply scientific knowledge and principles to stimulate creative expressions. To relate scientific knowledge and an awareness of technological advances as a means of functioning effectively in the world. To formulate, present and defend arguments based on facts. To develop an appreciation for the safe and sustainable use of resources. To obtain the basic, knowledge, skills and attitudes that are necessary for success in Human Biology and Pre-Allied Health Courses in senior high school. To make wise decisions, leading to a healthy lifestyle.

FOCUS It is increasingly obvious that in this age of information, any course of study cannot apprise students with all of the basic information of that discipline. It is therefore increasingly necessary, that students are equipped with the skills for acquiring information, processing the information and making decisions based on the processed information. The scientific method applied to problem solving highlights the skills that prepare students for life in the community. It is therefore important that all students are provided with extensive opportunities to develop these skills. The combination of topics taken from a spectrum of health-related areas ensures that the students who complete the three year course of study, have a good background in basic Human and Social Biology.

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