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Grade 4 Curriculum - Science>>

GRADE FOUR

SCIENCE

Unit Title: SENSE ORGANS (SKIN, TONGUE, NOSE) Term: ONE Unit: ONE Duration: SIX WEEKS

FOCUS QUESTIONS:

1. Why are sense organs important

2. How can I care for, and protect my sense organs

ATTAINMENT TARGETS

Describe the role of the sense organ to human and other organisms, in enabling perception and action

Focus Question 1

OBJECTIVES:

Why are sense organs important

Identify the sense organs and relate each to its related function.

Explain the importance of each sense organ.

Distinguish ways in which each sense organ is used to detect stimuli from the environment received via the sensors.

Analyze situations/examples in which the sense organ can mislead us and recognize the limitations of our senses.

Explain how animals use their sense organs in particular situations.

Explain ways in which technology can extend the sense organs.

Focus Question 2

OBJECTIVES:

How can I care for and protect my sense organs

Identify ways in which we take care and protest our sense organs.

Practise giving truthful responses.

GRADE: FOUR

Unit Title: SIMPLE MACHINES Term: 2

FOCUS QUESTIONS:

1. What are simple machines and how do they help us?

2. How is a simple machine different from a complex one?

3. What should I consider when choosing materials to make a machine?

ATTAINMENT TARGETS

Understand that machines are important to us

Understand that a complex machine is a combination of simple machines

Focus question 1

Objectives:

Demonstrate an understanding of simple machines e.g. wheels, levers, pulleys

Identify a situation and relate how technology has changed over the years.

Focus Question 2

Objectives:

Explain how levers are involved in such tools as scissors, pliers, crowbars, tongs, fishing rods, can openers, wheelbarrows, parts of body, e.g. arm.

Explain how parts of the body and their movements are similar to levers.

Infer that the body is a complex machine.

Analyze complex machines and give simple explanations of their operations.

Compare a simple and complex machine that do the same job, and state the differences observed.

Focus question 3

Objective:

Identify materials that are suitable for making levers, pulleys, wheels

GRADE: FOUR

SCIENCE Term: TWO Unit: ONE Duration: SIX WEEKS

FOCUS QUESTIONS:

1. What is water and why is it important to life?

2. Where does water come from?

3. How can I make water safe for drinking?

ATTAINMENT TARGETS

Understand that water is necessary for life

Focus Question 1

Objectives:

Distinguish the properties of water through investigations.

Explain why water is essential for continued existence of the life of earth.

Focus Question 2

Objective:

Illustrate the water cycle, and explain the process at each stage.

Focus Question 3

Objectives:

Identify sources of water pollution, and the ways of reducing their detrimental/harmful effects.

Outline different methods of purifying water.

Demonstrate an understanding of filtration as one method of extracting the solid particles from a water sample.

Identify some common water-bourne diseases and explain how these can be prevented or treated.

Work cooperatively in groups

Participate in activities to reduce water pollution, with due regard to safety.

Unit Title: AIR PART OF EARTH’S ATMOSPHERE

Term: TWO Unit: TWO Duration: SIX WEEKS

ATTAINMENT TARGETS

Understand that air is necessary for life and that it is all around us.

FOCUS QUESTIONS:

1. What is air

2. How do we make use of air

3. How can the air I breathe in be unsafe

4. What could happen if I breathe in air that is unsafe

Focus Question 1

Objectives:

Demonstrate an understanding that air takes up space, is all around us, has weight, is colourless, and exerts pressure.

Identify some components of air.

Participate effectively in group/class activities.

Focus Question 2

Objectives:

Identify sources of air pollution and ways of reducing their detrimental/harmful effects.

Plan, design and construct a device for filtering air.

Focus Question 4

Objective

Identify some common air-borne diseases, and explain how these can be prevented or treated.

Unit Title: ROCKS, MINERALS AND SOILS

Term: THREE Duration: TEN WEEKS

ATTAINMENT TARGETS

Understand that rocks are formed by a variety of processes, within and on the earth’s surface, and that these occurred over varying periods of time.

Understand how the weathering of rocks leads to the formation different type of soils.

FOCUS QUESTIONS:

1. What are rocks and minerals and can we use them?

2. Why do we need soil?

Focus Question 1

Objectives:

Define rocks and minerals.

Identify the components of rocks, using a magnifier.

Classify samples of locally obtained rocks, according to the colour, hardness, reaction to different substances.

Identify the characteristics exhibited by igneous, sedimentary and metamorphic rocks- colour, texture, luster, hardness.

Explain volcanic activity and its detrimental/harmful effects on the environment.

State ways to minimize the detrimental effects of volcanoes on the environment.

Describe the properties of minerals in terms of shape, colour, luster, transparency, and hardness.

State some minerals found in Jamaica, and describe some of their uses.

Focus Question 2

Objectives

Compare samples of soil types- sand, slay, and loam (garden soil).

Interpret data to determine which soil type is best suited for seed germination/plant growth.

Describe the process of weathering.

Describe measures to conserve/preserve soil.









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