GES-JHS-SCIENCE-CCP-CURRICULUM-B7-B10

Creativity and Innovation (CI)

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

Exemplars:

B8.2.3.1Demonstrate 1. Observe and discuss the practice of planting different CP: Ability to explain plans for
knowledge and skills in crops in different seed beds. attaining goals
planting crops on different
seed beds. CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.

2. Select different plant parts, (seeds, seedlings, CP: Ability to explain plans for
cuttings, leaves, roots) and plant them in different attaining goals
seed beds.
B8.2.3.2Demonstrate Critical Thinking and Problem
understanding of the B8.2.3.2.1 Compare and contrast the differences in Solving (CP)
differences in height, size, height, size, and flowering of crops grown in
and flowering of crops different seed beds. Communication and
grown in different seed Collaboration (CC)
beds
Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Measure the heights, sizes, number of flowers, and CP: Can effectively evaluate the
number of fruits of plants grown in different seed success of solutions they have

beds. used to attempt to solve a

complex problem

2. Discuss the differences and similarities in the heights, CP: Analyse and make distinct
sizes, number of flowers and fruits of plants grown in judgment about viewpoints

different seed beds using tables and graphs. expressed in an argument

3. Write and give presentations on the reasons for CC : Explain ideas in a clear order
differences in the heights, sizes, number of flowers with relevant detail, using

and fruits of plants grown in different seed beds. conjunctions to structure and

speech.

STRAND 2 LIFE CYCLES OF ORGANISMS
SUB-STRAND 4 ANIMAL PRODUCTION

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.2.4.1Recognize the B8.2.4.1.1 Compare and contrast the different Critical Thinking and Problem
different types of feed for types of feed for different types of animals. Solving (CP)
different types of animals
Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Match the different types of feed with different CP: Ability to effectively define
goals towards solving a problem
types of animals.

2. Discuss the types of nutrients and their sources in CP: Can effectively evaluate the
success of solutions they have
the different types of animal feed.

used to attempt to solve a

complex problem

3. Select and discuss appropriate feed for animal based CP: Can effectively evaluate the
on the proportions of nutrients indicated on the success of solutions they have

package or labels. used to attempt to solve a

complex problem

B8.2.4.2Demonstrate B8.2.4.2.1 Explain the importance of water and Critical Thinking and Problem
understanding of the animal feed to the growth of animals. Solving (CP)
importance of water and
animal feed to the growth Communication and
of animals. Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. List and discuss the usefulness of water to the CP: Demonstrate a thorough

growth of different nutrients in different types of understanding of a generalised
feed for the growth and reproduction of animals. concept and facts specific to task

or situation

CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.

2. Predict what will happen to animals who are not CP: Can effectively evaluate the
provided with adequate water. success of solutions they have

used to attempt to solve a

complex problem

STRAND 3 SYSTEMS
SUB-STRAND 1 THE HUMAN BODY SYSTEM

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B8. 3.1.1 Demonstrate B8.3.1.1.1 Identify parts of mammalian tooth Critical Thinking and Problem
knowledge of parts of Solving (CP)
mammalian tooth and
the functions of the Communication and
different types of teeth in Collaboration (CC)
relation to feeding in
man Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Label parts, such as Crown, Neck, and Root of CP: Ability to identify important and
appropriate criteria to evaluate each
mammalian tooth.

alternatives

DL: Evaluate the quality and validity
of information

2. Explain the functions of each part of the CC: Speak clearly and explain ideas.
Share a narrative or extended answer
mammalian tooth of human.

while speaking to a group

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B8. 3.1.1 Demonstrate B8.3.1.1.2 Discuss the functions of the different Critical Thinking and Problem
knowledge of parts of types of teeth such as incisors, canines, premolars, Solving (CP)
mammalian tooth and and molars
the functions of the Communication and
different types of teeth in Collaboration (CC)

relation to feeding in Digital Literacy (DL)
man
Creativity and Innovation (CI)

Creativity and Innovation

Exemplars:

1. Discuss the functions of the different types of CC: Can vary the level of detail and
the language use when presenting to
human teeth.
make it appropriate to the audience.

2. Draw the different types of teeth. CP: Implement strategies with
accuracy

DL: Evaluate the quality and validity
of information

INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
CONTENT

STANDARDS COMPETENCIES

B8.3.1.1.3 Explain the causes and prevention of Critical Thinking and Problem
tooth and gum decay Solving (CP)

Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Describe the causes of tooth decay, gum diseases CP: Ability to identify important and
and formation of plaque and the proper way of appropriate criteria to evaluate each
alternatives
preventing tooth decay.

CC: Can vary the level of detail and
the language use when presenting to
make it appropriate to the audience

2. Demonstrate proper ways of cleaning the teeth. CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to task or
situation

STRAND 3 SYSTEMS
SUB-STRAND 2 THE SOLAR SYSTEM

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.3.2.1Demonstrate B8.3.2.1.1 identify the outer planets of the solar Critical Thinking and Problem
knowledge of the outer system and describe their properties Solving (CP)
planets of the solar
system Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Describe the composition of the solar system using charts, CC: Can vary the level of detail and
pictures and digital content. the language use when presenting to

make it appropriate to the audience

2. Identify and draw the planets that form the outer solar CP: Ability to identify important and
system. appropriate criteria to evaluate each

alternative

3. Discuss the properties that are peculiar to each of the CP: Ability to identify important and
planet: Jupiter, Saturn, Uranus, and Neptune. appropriate criteria to evaluate each

alternatives

4. Search and explain why there is no life on Jupiter, Saturn, DL: Evaluate the quality and validity of
Uranus, and Neptune. information

5. Construct a model of the outer solar system (Jupiter, CP: Analyse and make distinct
Saturn, Uranus, and Neptune) and display it for discussion. judgment about viewpoints expressed

in an argument

STRAND 3 SYSTEMS
SUB-STRAND 3 ECOSYSTEM

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES

B8.3.3.1 Demonstrate B8.3.3.1.1 Explore the feeding relationships within Critical Thinking and Problem
understanding of the an ecosystem Solving (CP)
interdependence of
organisms in an ecosystem Communication and Collaboration
and their interaction (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Discuss how life on earth will be like without the CP: Ability to identify important and
sun. appropriate criteria to evaluate each
alternatives

2. Explain the terms: producer, primary consumer, CC: Can vary the level of detail and the
secondary consumer, food chain and food web as language use when presenting to make it
appropriate to the audience
applied in energy transfer in an ecosystem.

3. Illustrate with diagram how energy from the sun CP: Create simple logic trees to think
flows through a food chain and food web in an through problems
ecosystem.

STRAND 3 SYSTEMS
SUB-STRAND 4 FARMING SYSTEMS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.3.4.1Demonstrate B8.3.4.1.1 Identify and describe the types of crops, Critical Thinking and Problem
understanding of the animals and land combinations for the different Solving (CP)
different crop, animal farming systems. Communication and Collaboration
and land combinations (CC)
under various farming Digital Literacy (DL)
systems

Creativity and Innovation (CI)

Exemplars:

1. Describe the types of crops, animals and land CC: Can vary the level of detail and the
combinations in the different farming systems in language use when presenting to make it

your community. appropriate to the audience.

2. Discuss the advantages and disadvantages of each CC: Can vary the level of detail and the
language use when presenting to make it
farming system identified.

appropriate to the audience

CP: Ability to identify important and
appropriate criteria to evaluate each
alternative

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.3.4.1Demonstrate B8.3.4.1.2 Discuss the usefulness of the different Critical Thinking and Problem
understanding of the crops and animals involved in the different farming Solving (CP)
different crop, animal systems. Communication and Collaboration

and land combinations (CC)
under various farming Digital Literacy (DL)
systems Creativity and Innovation (CI)

Exemplars:

1. Explain how different components of farming CP: Analyse and make distinct judgment
about viewpoints expressed in an
systems contribute to each other.

argument

2. Discuss and write down the contribution of crops CC: Can vary the level of detail and the
and animals towards the sustainability of each language use when presenting to make it

farming system. appropriate to the audience

CP: Analyse and make distinct judgment
about viewpoints expressed in an
argument

STRAND 4 FORCES AND ENERGY
SUB-STRAND 1 ENERGY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.4.1.1Demonstrarte B8.4.1.1.1Describe energy conversion Critical Thinking and Problem
the skill to evaluate Solving (CP)
the conversion of Communication and Collaboration
energy from one form (CC)
to another Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplar:

1. Describe how energy is converted from one CP: Analyse and make distinct judgment
form to another. about viewpoints expressed in an

argument

CC: Can vary the level of detail and the
language use when presenting to make it
appropriate to the audience

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.4.1.1Demonstrarte B8.4.1.1.2 Discuss the importance of conversion of Critical Thinking and Problem
the skill to evaluate energy Solving (CP)
the conversion of Exemplars: Communication and Collaboration
energy from one form (CC)
to another Digital Literacy (DL)

Creativity and Innovation (CI)

1. Explain the processes that a dammed river goes CP: Analyse and make distinct judgment
about viewpoints expressed in an
through to produce electricity.

argument

CP: Analyse and make distinct judgment
about viewpoints expressed in an
argument

2. Describe how to harness natural forms of energy to CP: Analyse and make distinct judgment
other forms. about viewpoints expressed in an

argument

CC: Can vary the level of detail and the
language use when presenting to make it
appropriate to the audience

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
CONTENT

STANDARDS

B8.4.1.2 Show B8.4.1.2.1 Describe renewable and non-renewable Critical Thinking and Problem
understanding of the forms of energy. Solving (CP)
sources of renewable Communication and Collaboration
energy and how to (CC)
manage these sources Digital Literacy (DL)
in a sustainable Creativity and Innovation (CI)
manner

Exemplars:

1. Explain renewable and non-renewable sources of CC: Explain ideas in a clear order with

energy. relevant detail, using conjunctions to

structure and speech.

2. Identify the various sources of renewable and non- CP: Analyse and make distinct judgment
renewable forms of energy and classify them e.g. about viewpoints expressed in an
Wind, Coal, Hydro, Crude oil, Natural gas, Solar argument

and Biogas.

3. Describe how to produce energy from a renewable CP: Analyse and make distinct judgment

source about viewpoints expressed in an

argument

CC: Can vary the level of detail and the

language use when presenting to make it
appropriate to the audience

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.4.1.2 Show B8.4.1.2.2 Demonstrate how to manage sources of Critical Thinking and Problem
understanding of the renewable energy sustainably Solving (CP)
sources of renewable Communication and Collaboration
energy and how to (CC)
manage these sources Digital Literacy (DL)
in a sustainable Creativity and Innovation (CI)
manner

Exemplar:

1. Research about information on the stages involved DL: Ability to ascertain when information
in managing renewable energy sources. is needed and be able to identify, locate,

evaluate and effectively use them to solve

a problem

2. Create a table to describe challenges associated CP: Demonstrate a thorough
with the management of different sources of understanding of a generalised concept

renewable energy. and facts specific to task or situation

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.4.1.3 Demonstrate B8.4.1.3.1 Discuss the differences and the Critical Thinking and Problem
understanding of the relationship between heat and temperature in the Solving (CP)
relationship between

heat and temperature environment Communication and Collaboration
(CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Create a table to show the distinguishing features of CP: Demonstrate a thorough
understanding of a generalised concept
temperature and heat.

and facts specific to task or situation

2. Discuss the relationship between temperature and CC: Can vary the level of detail and the
language use when presenting to make it
heat.

appropriate to the audience

STRAND 4 FORCES AND ENERGY
SUB-STRAND 2 ELECTRICITY AND ELECTRONICS

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.4.2.1Demonstrate B8.4.2.1.1 Explain how electricity transmission Critical Thinking and Problem
knowledge of electricity occurs Solving (CP)
transmission Communication and Collaboration
(CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Identify different stages of electricity CP: Ability to combine Information and
ideas from several sources to reach a
transmission.

conclusion

2. Draw a flow chart to show the stages of CP: Create simple logic trees to think
electricity transmission from the point of through problems
generation to the point of consumption.

B8.4.2.2 Demonstrate B8.4.2.2.1 Demonstrate the charging and Critical Thinking and Problem
understanding of the discharging action of a capacitor in a dc Solving (CP)
functions of capacitors in electronic circuit Communication and Collaboration
relation to LEDs, Diodes (CC)
and resistors in electronic Creativity and Innovation (CI)
circuits

Exemplar:

1. Research information about capacitors in DL: Evaluate the quality and validity of
electronic circuits and explain their functions information

when connected with direct current (d.c). Explain ideas in a clear order with relevant

detail, using conjunctions to structure and

speech.

1. Describe the charging and discharging actions CP: Ability to combine Information and
of a capacitor and explain its effect in an ideas from several sources to reach a

electronic circuit. conclusion

STRAND 4 FORCES AND ENERGY
SUB-STRAND 3 CONVERSION AND CONSERVATION OF ENERGY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B8.4.3.1 Evaluate the B8.4.3.1.1. Explain the importance of Critical Thinking and Problem Solving
impact of conversion of conversion of energy and energy conservation (CP)
energy and energy in daily life Communication and Collaboration
conservation on the (CC)
environment Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Classify the importance of energy conversion CP: Ability to combine Information and
ideas from several sources to reach a
and energy conservation in daily life.

conclusion

2. Search from multimedia sources, books, DL: Evaluate the quality and validity of
internet for information on the impact of information

energy conversion and conservation in their CC: Explain ideas in a clear order with
environment and make a poster presentation relevant detail, using conjunctions to
on their findings. structure and speech.

CONTENT STANDARDS STRAND 4: FORCES AND ENERGY SUBJECT SPECIFIC
SUB-STRAND 4: FORCE AND MOTION PRACTICES AND CORE
INDICATORS AND EXEMPLARS

COMPETENCIES

B8.4.4.1Analyze Newton’s B8.4.4.1.1. Explain Newton’s Second Law of motion and Critical Thinking and

Second law of motion and demonstrate its application to life Problem Solving (CP)
its application in everyday
life. Communication and
Collaboration (CC)

Creativity and Innovation
(CI)

Digital Literacy (DL)

Exemplars:

1. Explain Newton’s Second Law of motion with examples CP: Analyse and make distinct
judgment about viewpoints
from daily life.

expressed in an argument

2. Perform an experiment to determine the total force CP: Analyse and make distinct
needed to make an object move or stop using the principle judgment about viewpoints

of Newton’s Second Law of Motion. expressed in an argument

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
B8.4.4.2Demonstrate PRACTICES AND CORE
understanding of complex COMPETENCIES
machines and h
B8.4.4.2.1 Identify complex machines and describe Critical Thinking and Problem
their functions in life Solving (CP)

Communication and
Collaboration (CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Recap what simple machines are from B7. CC: Explain ideas in a clear order
with relevant detail, using

conjunctions to structure and
speech.

2. Explain what complex machines are and show how CP: Identify and prove
different they are from simple machines. misconceptions about a generalised
concept or fact specific to a task or
situation

3. Identify simple machine in complex machines. CP: Identify and explain a confusion,
uncertainty, or a contradiction
surrounding an event

4. Explain how the functions of a complex machine can CC: Explain ideas in a clear order
improve the quality of life. with relevant detail, using

conjunctions to structure and

speech.

STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.4.5.1Demonstrate B8.4.5.1.1Show and discuss the use of basic and simple Critical Thinking and Problem
knowledge and skills in the agricultural tools for basic on-farm activities. Solving (CP)
use of basic and simple
Communication and

agricultural tools for basic Collaboration (CC)
on-farm activities. Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Collect and list different types of agricultural tools CP: Demonstrate a thorough
understanding of a generalised
used for on-farm activities. concept and facts specific to task or

situation
2. Match each tool with the familiar type of agricultural CP: Analyse and make distinct
activity it is used for and create an album of the tools. judgment about viewpoints
expressed in an argument

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.4.5.1Demonstrate B8.4.5.1.2 Engage in the use of basic and simple Critical Thinking and Problem
knowledge and skills in the agricultural tools for basic farm activities. Solving (CP)
use of basic and simple
agricultural tools for basic Communication and
on-farm activities. Collaboration (CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Explain how the different agricultural tools are used CP: Provide new insight into

on a farm or school garden to perform specific controversial situation or task
agricultural activities.

2. Practice the use of different agricultural tools for CI: Ability to try alternatives and
fresh approaches
specific activities on a farm or school garden.

3. Select appropriate tools for specific agriculture tasks. CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1 WASTE MANAGEMENT

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.1.1 Demonstrate knowledge of B8.5.1.1.1 Explain sustainable waste Critical Thinking and Problem
waste management systems and management practices. Solving (CP)
apply it in an environment Communication and Collaboration
(CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Outline approaches of waste CP: Ability to combine Information and
management in promoting ideas from several sources to reach a

sustainable management. conclusion

2. Conduct a survey in a DL: Knowledge and recognition of ethical
community’s waste management use of information

practices and present a report.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.1.1 Demonstrate knowledge of B8.5.1.1.2. Apply Knowledge of Critical Thinking and Problem
waste management systems and waste management practices to Solving (CP)
apply it in an environment manage waste in a community
Communication and Collaboration
(CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Carry out an activity to manage waste CP: Ability to effectively define goals
using knowledge acquired in indicator (1) towards solving a problem
in their communities.

2. Evaluate the waste management CP: Ability to effectively define goals
practices carried out in a community and towards solving a problem

present a report. CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES

B8.5.2.1 Demonstrate B8. 5.2.1.1 Explain the symptoms, effects Critical Thinking and Problem
knowledge of common and prevention of common communicable Solving (CP)
communicable diseases, such diseases Communication and Collaboration
as Hepatitis, of humans, (CC)
causes, symptoms, effects Creativity and Innovation (CI)
and their prevention

Digital Literacy (DL)

Exemplars:

1. Compile data on the number of males and CP: Demonstrate a thorough
females who suffer from common understanding of a generalised concept

communicable diseases such as Hepatitis, and facts specific to task or situation

from a medical center and determine the

possible causes of these diseases.

2. Identify causes, symptoms, effects and CP: Demonstrate a thorough
prevention of Hepatitis, HIV, measles and understanding of a generalised concept

others and make a presentation. and facts specific to task or situation

CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.2.1 Demonstrate 3. Search for the causes, symptoms and CP: Ability to combine Information and

knowledge of common prevention of Hepatitis and develop a plan ideas from several sources to reach a
communicable diseases, such to minimize the disease. conclusion
as Hepatitis, of humans,
causes, symptoms, effects B8. 5.2.1.2. Analyze the risk factors of Critical Thinking and Problem
and their prevention communicable diseases Solving (CP)

Communication and Collaboration
(CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Search for information that is associated with DL: Evaluate the quality and validity of
communicable diseases. information

2. Create awareness about risk factors of CC: Apply appropriate diction and
communicable diseases such as Hepatitis, HIV, structure sentences correctly
measles and others in order to prevent the narrative, persuasive, imaginative for
diseases in their school and communities. and
expository purposes

STRAND 5 HUMANS AND THE ENVIRONMENT
SUB-STRAND 3 SCIENCE AND INDUSTRY

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
CORE COMPETENCIES

B8.5.3. 1 Demonstrate B8. 5.3.1.1 Examine the relationship among Critical Thinking and Problem Solving

understanding of connections science, technology, innovation and society (CP)
among science, technology, Communication and Collaboration
innovation, society and the (CC)
environment Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Explain the interrelationship of science and CP: Ability to effectively define goals towards
solving a problem
technology and innovation.

CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

2. Discuss technological advancement in the DL: Evaluate the quality and validity of
world and its impact on Ghanaian environment. information

CC: Explain ideas in a clear order with
relevant detail, using conjunctions to

structure and speech

STRAND 5 HUMANS AND THE ENVIRONMENT
SUB-STRAND 4 CLIMATE CHANGE AND GREEN ECONOMY

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.4.1 Demonstrate B8.5.4.1.1 Explain the concept of climate change and Critical Thinking and Problem
understanding of the its effect on the environment Solving (CP)
effects of climate change Communication and Collaboration

in the world and greening (CC)
of other tropical countries Creativity and Innovation (CI)
including Ghana. Digital Literacy (DL)

Exemplars:

1. Describe the signs of climate change. CP: Ability to combine Information and
ideas from several sources to reach a
conclusion

CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

2. Search for causes and effects of climate change and CP: Ability to combine Information and
ideas from several sources to reach a
present a report.

conclusion

DL: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectively

use them to solve a problem

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.4.1 Demonstrate 3. Explain how countries in the continents are adapting CP: Ability to combine Information and
understanding of the to climate change for example tree planting and ideas from several sources to reach a
effects of climate change
in the world and greening legislation on bush burning. conclusion

of other tropical countries DL: Ability to ascertain when

including Ghana. information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem

B8.5.4.1.2. Describe climate change and green Critical Thinking and Problem
economy actions Solving (CP)

Communication and Collaboration
(CC)

Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Describe climate change adaptation measures that CP: Ability to combine Information and
ideas from several sources to reach a
can be applied in the community.

conclusion

CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B8.5.4.1 Demonstrate 2. Discuss mitigation strategies that your community CC: Explain ideas in a clear order with
understanding of the can adapt to reduce the effects of climate change. relevant detail, using conjunctions to

effects of climate change structure and speech.

in the world and greening DL: Ability to ascertain when
of other tropical countries information is needed and be able to

including Ghana. identify, locate, evaluate and effectively
use them to solve a problem

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B8.5.5.1Demonstrate B8.5.5.1.1 Discuss physical properties of soils Critical Thinking and Problem
understanding of the Solving (CP)
differences among soils,
plant roots, stems, Communication and
leaves, flowers, and fruits Collaboration (CC)
of plants in the different
environments Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Collect and describe different samples of soils (sandy CP: Ability to combine Information
soil, loamy soil, clay soil, etc.) from the school garden and ideas from several sources to

and the community. reach a conclusion

2. Discuss how each soil type retains water and supports CP: Ability to combine Information
the root system of plants. and ideas from several sources to

reach a conclusion

CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and

speech.

3. Conduct an experiment to demonstrate how different
soil types retain water to support the root system of
crops

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B8.5.5.1Demonstrate B8.5.5.1.2 Analyze the physical properties of soils and Critical Thinking and Problem
understanding of the demonstrate their importance for crop production. Solving (CP)
differences among soils,
plant roots, stems, Communication and
leaves, flowers, and fruits Collaboration (CC)
of plants in the different
environments Creativity and Innovation (CI)

Digital Literacy (DL)

Exemplars:

1. Examine and discuss the different physical properties of CP: Can effectively evaluate the
each soil type and how these properties help support success of solutions they have used

crop production to attempt to solve a complex

problem

2. Observe and describe the growth of different plants on CP: Create simple logic trees to
different soil types. think through problems

CC: Speak clearly and explain ideas.
Share a narrative or extended

answer while speaking to a group

BASIC 9
STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.1.1.1 Show B9.1.1.1.1 Identify by name binary chemical compounds and Critical Thinking and
understanding of discuss their uses Problem Solving(CP)
formation of binary Communication
chemical compounds
and

and their uses (Acids, Collaboration(CC)
Bases and Salt)
Exemplars:

1. Identify and name chemical compounds from a collection of CP : Ability to combine Information
materials commonly found at home, school and the and ideas from several sources to
community such as table salt, water, vinegar, fuel (take reach a conclusion
precaution), soap, detergents, marble and fertilizers
CP: Ability to effectively define
2. Write the chemical symbols of the elements identified in the goals towards solving a problem
chemical compounds.

CC: Ability to effectively define
goals towards solving a problem

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

CONTENT
STANDARDS

B9.1.1.1 Show B9.1.1.1.2 Discuss the formation of binary chemical Critical Thinking and
understanding of compounds Problem Solving(CP)

formation of binary Communication and
chemical compounds
and their uses (Acids, Collaboration(CC)

Bases and Salt) Creativity and Innovation(CI)

Exemplars:

1. Distinguish among elements, molecules, ions and CP:Demonstrate a thorough
compounds. understanding of a generalised concept

and facts specific to task or situation

CP:Preparedness to recognise and
explain results after implementation of
plans

2. Write molecular formula of binary compounds and CC: Ability to work with all group
describe their formation. members to complete a task

successfully

3. Compare and contrast different binary chemical CP : Generate hypothesis to help
compounds based on their composition and properties. answer complex problems

CP : Ability to identify important and
appropriate criteria to evaluate each
alternatives

B9.1.1.1 Show 4. Form models to represent chemical compounds such as CI:Ability to look at alternatives in
understanding of water, carbon (IV) oxide, iron (II) sulfide and magnesium creating new things
oxide.
formation of binary Critical Thinking and
chemical compounds B9.1.1.1.3 Describe the characteristics of common acids,
and their uses (Acids, bases and salts Problem Solving(CP)

Bases and Salt) Communication and

Collaboration(CC) Creativity and
Innovation(CI)

Exemplars:

1. Identify acids, bases and salts by their characteristics CP: Identify and prove misconceptions
about a generalised concept or fact
specific to a task or situation

2. Create a model of a pH Scale and use it to determine the CI: Ability to look at alternatives in
strength of common acids and alkali solutions. using creating new things
indicators
CI : Anticipate and overcome
difficulties relating initiatives

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B9.1.1.2 Demonstrate B9.1.1.2.1 Recognize that chemical bond results from the DigitalLiteracy(DL), Personal
knowledge of atomic attraction between atoms in a compound Development and Leadership(PD),
bonding in the Exemplars: Communication and
formation of chemical Collaboration(CC)
compounds

1. Identify types of inter- atomic bonds. CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group

CC: Understand and use interpersonal
skills

2. Describe the formation of inter-atomic bonds. DL : Ability to find and consume digital
content

PD :Build a concept and understanding

of one's self (strength and weaknesses,
goals and aspiration, reaction and
adjustment to novel situation)

3. Identify examples of substances that exhibit ionic, covalent DL : Evaluate the quality and validity of
and metallic bonding.
information

STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.1.2.1 Appreciate that B9.1.2.1.1 identify biological molecules and show atoms in Critical Thinking and
different atoms in living the molecules
molecules account for Problem Solving(CP)
diverse organisms
Communication and
Collaboration(CC) Digital
Literacy(DL), Creativity and
Innovation(CI)

Exemplars:

1. Name biological molecules such as Nucleic CP: Ability to combine
Information and ideas from
acids,Proteins,Carbohydrates and Lipids found in organisms.

several sources to reach a

conclusion

CP: Ability to effectively define

goals towards solving a problem

2. Identify the atoms in the biological molecules in exemplar 1. DL: Preparedness to make better
decision with information at hand

DL : Understand sociological and
emotional aspects of work in
cyberspace

3. Search for modules of biological molecules as in exemplar 1 CI: Imagining and seeing things in
and use it to explain the differences among organisms. a different way

STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCES

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.1.1Demonstrate B9.2.1.1.1 Explain the process of Nitrogen cycle as a repeated Critical Thinking and
understanding of the pattern in nature.
processes of Nitrogen Exemplars: Problem Solving(CP)
cycle as a repeated
pattern of change in Communication and
nature and how it Collaboration(CC) Digital
relates to the Literacy(DL), Creativity and
environment Innovation(CI)

1. Identify nitrogen cycle from the internet, charts, or pictures DL:Ability to construct
knowledge from a non-linear
hyper textual navigation

2. Explain the process of nitrogen cycle depicting processes such CP:: Demonstrate a thorough

as: understanding of a generalised
Nitrogen fixation concept and facts specific to task
Nitrification (converting ammonia into nitrates). or situation
Assimilation (plants and animals using nitrogen)
Ammonification (adding organic nitrogen compounds to

ammonia or ammonia formation).
Denitrification

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.1.1Demonstrate 3. Explain the relationship between the nitrogen cycle and the CG :Develop and express
understanding of the environment. respect, recognition and
processes of Nitrogen appreciation of others' culture
cycle as a repeated 4. Explain why the nitrogen cycle is a repeated pattern in nature.
pattern of change in CC :Provide feedback in areas of
nature and how it B9.2.1.1.2 Describe the importance of the Nitrogen cycle to ideas, organization, voice, word
relates to the the environment. choice and sentence fluency in
environment communication

Exemplars :

1. Describe the importance of nitrogen to the environment CI :Identification of requirements
of a given situation and

justification of more than one
creative tool that will be suitable

2. Carry out a project to show how certain plants such as CC: Speak clearly and explain
ideas. Share a narrative or
leguminous crops can replenish nitrogen in the soil.

extended answer while speaking

to a group

3. Predict what will happen if the nitrogen cycle is interrupted by CI: Imagining and seeing things in
actions such as leaching, bush burning, destruction of a different way
leguminous plants.

STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.2.1 Demonstrate B9.2.2.1.1 Describe the life cycle of grasshopper which Critical Thinking and
understanding of the life depicts incomplete metamorphosis
cycle of grasshopper and Problem Solving(CP)
assess how their activities
affect humans Communication and
Collaboration(CC) Digital
Literacy(DL), Creativity and
Innovation(CI)

Exemplars :

1. Draw the stages of the life cycle of grasshopper from Egg CI: Ability to select the most
effective creative tools for
through Nymph to Adult.

working and preparedness to give

explanations

DL: Use digital tools to create
novel things

2. Identify the behavior of each stage of life cycle of a CC: Speak clearly and explain
ideas. Share a narrative or
grasshopper.

extended answer while speaking

to a group

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.2.1 Demonstrate 3. Explain why the life cycle of the grasshopper is described as CP: Explain ideas in a clear order
understanding of the life incomplete metamorphosis as compared to complete with relevant detail, using
cycle of grasshopper and
assess how their activities metamorphosis of housefly and mosquito in B7 and B8 conjunctions to structure and
affect humans speech.
respectively.

CP: Understand and use
interpersonal skills

B9.2.2.1.2 Examine how the activities of grasshopper affect Critical Thinking and
humans.
Problem Solving(CP)

Communicationand Digital
Collaboration(CC)
Literacy(DL)

Exemplars :

1. Outline the activities of the grasshopper in everyday life (e.g. CP: Provide feedback in areas of
ideas, organisation, voice, word
feeding on grasses and weeds.

choice and sentence fluency in

communication

1. Carry out a search for information on activities of a CC: Explain ideas in a clear order
with relevant detail, using
grasshopper that are harmful or beneficial to humans.

conjunctions to structure and

speech.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B9.2.2.1 Demonstrate COMPETENCIES
understanding of the life
cycle of grasshopper and 2. Generate activities to promote or reduce the effect of DL: Preparedness to make better
assess how their activities decision with information at hand
affect humans grasshoppers on humans.

DL: Knowledge and recognition of
ethical use of information

CP: Implement strategies with
accuracy

STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B9.2.3.1Show COMPETENCIES

B9.2.3.1.1 Observe and describe differences in maturities Critical Thinking and

understanding of of crops grown in different soil medium and different seed Problem Solving(CP)
differences in maturities beds. Communication
of different crops grown Exemplars Collaboration(CC) and
in different soil medium Literacy(DL), Digital

and different seed beds

1. Observe and record the maturity stages of different crops DL : Evaluate the quality and
validity of information
on different soil media and seed beds.

CP : Apply appropriate diction
and structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes

2. Discuss the differences in maturity stages among the CC: Explain ideas in a clear order
different crops on the different soil media and seed beds. with relevant detail, using
conjunctions to structure and

speech.

3. Compare and contrast the maturity stages of crops and CC: Apply appropriate diction and
seedlings in the community/school garden with others structure sentences correctly for

grown elsewhere. narrative, persuasive, imaginative

and expository purposes

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.3.2 Demonstrate B9.2.3.2.1 Observe and record the uses of different crops at Communication and

knowledge and different maturity stages. Collaboration(CC) Digital
understanding of uses of Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages. Exemplars:

1. Discuss and write the uses of each maturity stage of each CC: Explain ideas in a clear order
crop identified. with relevant detail, using

conjunctions to structure and

speech.

DL :Evaluate the quality and
validity of information

2. Categorize crops by their different maturity stages and uses. CP: Ability to combine
Information and ideas from several
sources to reach a conclusion

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
CONTENT COMPETENCIES
STANDARDS

B9.2.3.2 Demonstrate B9.2.3.2.2 Evaluate the importance of knowledge of maturity Communication and
knowledge and stages of different crops to human beings Collaboration(CC) Digital
understanding of uses of Exemplars: Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages

1. Explain the specific use(s) of each maturity stage of different CC: Provide feedback in areas of
crops to humans, other crops, animals, and the environment. ideas, organisation, voice, word
choice and sentence fluency in

communication

2. Discuss the differences in maturity stages among the different CC: Explain ideas in a clear order
crops on the different soil media and seed beds. with relevant detail, using

conjunctions to structure and

speech.

3. Compare and contrast the maturity stages of crops and CC: Apply appropriate diction and
seedlings in the community/school garden with others grown structure sentences correctly for

elsewhere. narrative, persuasive, imaginative

and expository purposes

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.3.2 Demonstrate B9.2.3.2.1 Observe and record the uses of different crops at Communication and
knowledge and different maturity stages. Collaboration(CC) Digital
understanding of uses of Exemplars: Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages.

1. Discuss and write the uses of each maturity stage of each crop CC: Explain ideas in a clear order
with relevant detail, using
identified.

conjunctions to structure and

speech.

DL :Evaluate the quality and
validity of information

2. Categorize crops by their different maturity stages and uses. CP: Ability to combine

Information and ideas from several
sources to reach a conclusion

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B9.2.3.2 Demonstrate B9.2.3.2.2 Evaluate the importance of knowledge of maturity Communication and
knowledge and stages of different crops to human beings Collaboration(CC) Digital
understanding of uses of Exemplars: Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages.

1. Explain the specific use(s) of each maturity stage of different CC: Provide feedback in areas of
crops to humans, other crops, animals, and the environment. ideas, organisation, voice, word
choice and sentence fluency in

communication

2 Explain how the knowledge of the maturity stages of different CP: Create simple logic trees to
crops helps a farmer in crop selection, time of harvest, and think through problems

others. CP: Ability to identify important

and appropriate criteria to evaluate

each alternatives

3. Compare different stages of maturity of crops used in the DL: Ability to find and consume
community with those used in other places digital content

STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B9.2.4.1Demonstrate B9.2.4.1.1List the ingredients and the method of Critical Thinking and
understanding of the preparation of different feed for different domestic and Problem Solving(CP)
preparation of feed for commercial animals. Communication
domestic and commercial Collaboration(CC)
animals. Literacy(DL),Personal and
development Digital
leadership(PD)
and

Exemplars: CC: Provide feedback in areas of
ideas, organisation, voice, word

choice and sentence fluency in
communication

1. Demonstrate how farmers prepare feed for different CP: Demonstrate a thorough
domestic and commercial animals with ingredients. understanding of a generalised

concept and facts specific to task

or situation

2. Write down the process of preparing feed for different PD: Division of task into solvable
domestic and commercial animals with the ingredients. units and assign group members to
task units

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B9.2.4.1Demonstrate 3. Compile a table, matching feed, ingredients and method of DL: Knowledge and recognition of
understanding of the preparation. ethical use of information

preparation of feed for 4. Formulate and prepare feed for domestic and commercial DL: Knowledge and recognition of
domestic and commercial animals. ethical use of information
animals.

B9.2.4.2Demonstrate B9.2.4.2.1 Describe and select appropriate feed for Critical Thinking and
skills and knowledge of different domestic and commercial animals Problem Solving(CP)
feeding domestic and Communication
commercial animals Collaboration(CC) and
Literacy(DL),Personal Digital
development
leadership(PD) and

Exemplars:

1. Compile a list of feed commonly consumed by the CC: Explain ideas in a clear order
different domestic and commercial animals in the with relevant detail, using
environment
conjunctions to structure and

speech.

2. Compare and contrast the characteristics of different DL: Ability to find and consume
kinds of feed commonly consumed by categories of digital content
domestic and commercial animals (ruminants,
monogastric and poultry).

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B9.2.4.2Demonstrate skills 3. Record feed used to feed domestic and commercial CP: Ability to combine Information and
and knowledge of feeding animals on farms over a period of time. ideas from several sources to reach a
domestic and commercial
animals conclusion

4. Identify named samples of feed for three categories PD: Demonstrate sense of feeling or
of domestic and commercial animals (ruminants, belongingness to a group
monogastrics and poutry.

B9.2.4.2.2 Differentiate between different types of Critical Thinking and
feed for different stages of domestic and
commercial animals. Problem Solving(CP)
Exemplars:
Communication and
Collaboration(CC) Personal
development and leadership(PD)

1. Categorize different types of animals according to CP: Can effectively evaluate the success
how their stages of growth (young, growing and of solutions they have used to attempt
matured stages). to solve a complex problem
2. List the types of feed used for the various stages of CC: Understand and use interpersonal
growth in their domestic and commercial skills
ruminants, monogastrics and poutry.

3. Compare and construct the major functions of feed PD: Build a concept and understanding
in each growth stage of different animals. of one's self (strength and weaknesses,

goals and aspiration, reaction and

adjustment to novel situation)

4. Discuss types of feed used to feed different CC: Ability to keep group working on
domestic and commercial animals at different stages relevant activities
of growth.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B9.2.4.2Demonstrate skills B9.2.4.2.3 Perform the feeding of domestic and Critical Thinking and
and knowledge of feeding commercial animals Problem Solving(CP)
domestic and commercial Communication
animals Collaboration(CC) and

Exemplar:

1. Demonstrate how to feed domestic and CC: Can vary the level of detail and the
commercial animals at different stages of growth language use when presenting to make
and production with appropriate feed in the school it appropriate to the audience
farm or a farm in the community.
CP: Demonstrate a thorough
understanding of a generalised concept
and facts specific to task or situation

STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEM

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B9.3.1.1 Demonstrate B9.3.1.1.1 Explain the concept of the circulatory system, Critical Thinking and
understanding of the state the function of each part of the system and health
blood circulatory challenges associated with it Problem Solving(CP)

system, health Communication and
problems associated Digital
with the system and Collaboration(CC),
literacy(DL),Creativity and
its relationship with Innovation(CI)
the respiratory
system in humans Exemplars:

1. Discuss blood circulatory system in humans and the CP: Identify and prove misconceptions
about a generalised concept or fact
composition and functions of blood
specific to a task or situation

2 Explain the functions of the parts of the circulatory system CC: Demonstrate behaviour and skills
of working towards group goals

3 Draw and label the longitudinal section of a mammalian heart DL: Use digital tools to create novel
things

4 Describe diseases, causes and prevention of the circulatory CI: Ability to reflect on approaches to
creative task and evaluate the
system

effectiveness of tools used

5 Describe what blood pressure is and ways of managing it. CC: Ability to keep group working on
relevant activities

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B9.3.1.1 Demonstrate B9.3.1.1.2 Explain the concept of respiration and show Communication and
understanding of the how respiratory system and the circulatory system Collaboration(CC),
blood circulatory complement each other. Critical Thinking and
system, health problems Exemplars : Problem Solving(CP)
associated with the
system and its
relationship with the
respiratory system in
humans

1. Explain the concept of respiration CC: Identify and analyse different points
of views of speaker

2. Explain how deoxygenated blood from circulation is CP : Create simple logic trees to think
oxygenated through inhalation for respiration to take place. through problems

STRAND 3: SYSTEMS
SUB-STRAND 2: THE SOLAR SYSTEM

Content Standard Indicators and Exemplars Subject Specific Practices and Core
Competencies

B9.3.2.1Demonstrate B9.3.2.1.1 Understand the movement of non-planetary Communication and
knowledge of other bodies in the solar system. Collaboration(CC), Digital
non- planetary bodies Literacy(DL)
such as comets, Exemplars:
asteriods, and their 1. Research for information on the movement of non-
relationship with the planetary bodies in the solar system. E.g. asteroids and
solar system

DL : Preparedness to make better
decision with information at hand