This document outlines national educational curricula proposed in 2006 by Dr. Sajjad Ahmad, an education officer. It focuses on inquiry-based, student-centered, and outcomes-focused science education. The curricula are organized around standards and benchmarks describing what students should know and be able to do at different grade levels. Key aspects include scientific inquiry, problem-solving, decision-making, use of everyday materials, and well-defined learning outcomes. Standards cover major areas of life science, physical science, earth and space science, science skills, attitudes, and science/technology/society. Benchmarks provide developmental expectations for kindergarten through grade 12.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. CURRICULUM FOCUS
⚫ INQUIRY-BASED CURRICULUM
–Scientific Inquiry
• Questioning, Observing, Predicting etc.
–Problem Solving
• Proposing, Creating, Testing etc.
–Decision Making
• Evaluation of possible solutions
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3. CURRICULUM FOCUS
⚫ STUDENT-CENTERED CURRICULUM
–Students engaged in learning with every day
materials
⚫ OUTCOMES-FOCUSED CURRICULUM
– Well-defined outcomes
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6. WHAT ARE THE PURPOSES OF
STANDARDS, BENCHMARKS AND
STUDENTS’ LEARNING OUTCOMES
⚫ The main goal is scientific literacy for all.
⚫ It is proposed that teachers know their students
well enough to adapt teaching methodologies so
that all students learn.
Cont.
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7. WHAT ARE THE PURPOSES OF STANDARDS,
BENCHMARKS AND STUDENTS’ LEARNING
OUTCOMES
Standards, Benchmarks and Learning Outcomes
provide map for;
⚫ Students to establish their own goals for learning
⚫ Teachers to develop teaching methodologies with
improved content and assessment
⚫ Science supervisors to create coherent, integrated,
long-term action plans
⚫ Institutions of education to refine programs for
learning science through inquiry
Cont.
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8. STANDARDS, BENCHMARKS AND STUDENTS’
LEARNING OUTCOMES CAN BE USED BY;
⚫ Committees of teachers and specialists to measure
the curriculum and make improvements
⚫ Textbook Developers to create materials
⚫ Test writers to develop appropriate materials and
assessment techniques
⚫ Institutions of higher learning to prepare teachers
⚫ Researchers to pinpoint areas where further studies
are needed
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9. STRANDS
⚫ Major Learning Areas
– LIFE SCIENCES
– PHYSICAL SCIENCES
– EARTH AND SPACE SCIENCES
– SKILLS
– ATTITUDES
– SCIENCE, TECHNOLOGY, SOCIETY & ENVIRONMENT
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10. STANDARDS
⚫ What students should know and be able to do
⚫ Broad descriptions of the Strands
– Life Science
• Students will understand, explain and differentiate
among the structure, characteristics and basic
needs of living things, the processes of life, and
will also investigate the diversity of life and how
living things interact with each other and with
environment.
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11. STANDARDS
⚫ What students should know and be able to do
⚫ Broad descriptions of the Strands
– Physical Science
• Students will describe and explain common
properties, forms and interactions of energy and
matter, their transformations and applications in
chemical, physical and biological systems.
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12. STANDARDS
⚫ What students should know and be able to do
⚫ Broad descriptions of the Strands
– Earth and Space Science
• Students will be knowledgeable of the structure,
processes, and interactions among earth’s
systems. They will also understand the solar
system and scientific theories about the origin of
the solar system, and explain how we learn about
the universe.
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13. Standards are based on;
⚫ Higher Order Thinking:
➢ Manipulating information and ideas
⚫ Deep Knowledge:
➢ Central ideas of a topic
⚫ Substantive Conversation:
➢ Extended conversational exchanges with the
teacher
⚫ Connections to the World Beyond the
Classroom:
➢ Connections between knowledge and public
problems or personal experiences.
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14. BENCHMARKS
⚫ BENCHMARKS indicate what students should know and
be able to do at various developmental levels.
⚫ Overall the benchmarks are built as per the restructured
Scheme of Study and are split into 5 developmental
levels:
➢ Kindergarten to Grade 3
➢ Grade 4 to Grade 5
➢ Grade 6 to Grade 8
➢ Grade 9 to Grade 10
➢ Grade 11 to Grade 12
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15. BENCHMARKS
⚫ Life Science: At the end of Grade V
– Identify the needs and characteristics of plants and
animals
– Compare major plant and animal structures ad their
functions
– Describe the diversity among organisms
– Explain food groups necessary to maintain healthy
body
– Compare and group plants and animals
– Examine the habitats of plants and animals
– Describe interactions or interdependence between
animals and plants
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16. BENCHMARKS
⚫ Life Science: At the end of Grade VIII
– Show that living things have different levels of
organization
– Describe the basic processes and functions of lants
and human body systems
– Describe the role of chromosomes and genes
– Explain the diversity of living things and threat to it
– Explain the interaction and interdependence of living
and nonliving components in ecosystem
– Identify biotechnologies used in prevention,
diagnosis and treatment of diseases as well as in
agriculture and environment
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17. BENCHMARKS
⚫ Physical Science: At the end of Grade V
– Classify objects on the basis of observable properties
– Describe the properties of the different states of
matter
– Identify changes which matter experiences due to
external influence in terms of push and pull
– Measure properties of objects using appropriate
materials, tools and technology
– Investigate physical phenomena commonly
encountered in their daily life
– Investigate and communicate that magnetism and
gravity can exert force
– Describe simple energy transformationsDR SAJJAD AHMAD EDUCATION
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18. BENCHMARKS
⚫ Physical Science: At the end of Grade VIII
– Identify characteristic properties of matter
– Describe the formulas, chemical equations, symbols and
their relationships to atoms, molecules and ions
– Describe the structure and properties of atom and its
isotopes
– Explain the relationship among temperature and physical
properties of matter
– Recognize forces and describe their effects
– Describe the interactions of light and of matter
– Describe the movement of heat and its effects
– Describe the types of energy involved in electrical circuits
– Manipulate and analyze quantitative data using SI system
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19. BENCHMARKS
⚫ Earth and Space Science: At the end of Grade V
– Observe and describe the characteristics of objects in
sky
– Observe and record the changing appearance and
position of Moon
– Model changes that occur because of the rotation of
Earth
– Understand that the Sun is the source of heat and
light
– Compare celestial bodies in Solar system
– Demonstrate how eclipses are caused
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20. BENCHMARKS
⚫ Earth and Space Science: At the end of Grade VIII
– Identify the characteristics of Sun and other stars
– Compare the celestial bodies
– Investigate the frce of gravity and the says it motions
in the solar system and objects on Earth
– Model the position of Earth in relation to other objects
in solar system
– Understand that space exploration is an active area of
scientific and technological research and
development
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21. BENCHMARKS
⚫ Skills: At the end of Grade V
– Ask Qs about objects and events and develop ideas
how the Qs may be answered
– Observe and explore material
– Identify patterns and orders in objects
– Develop solutions to problems
– Work with others (Share and Communicate)
– Take safety measures
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22. BENCHMARKS
⚫ Skills: At the end of Grade VIII
– Ask Qs about objects and events and develop plans
to investigate
– Observe and investigate the local environment
– Use appropriate tools, techniques and measurement
units
– Design and conduct scientific investigation
– Interpret the findings
– Work collaboratively in science related activities
– Take safety measures
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23. BENCHMARKS
⚫ Attitudes: At the end of Grade V
– Show interest and curiosity
– Willingly observe, questions and explore
– Appreciate accuracy
– Be open-minded in explorations
– Be sensitive to the needs of living things and
environment
– Work and cooperate with others
– Consider their own observation and ideas after
comparing with others’
– Take personal actions to preserve environment
– Show concern for own safety and that of others
– Recognize the role and contribution of science
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24. BENCHMARKS
⚫ Attitudes: At the end of Grade VIII
– Show interest and curiosity in objects in different
environments
– Willingly observe, questions and explore
– Show interest in activities of scientists
– Consider their own observation and ideas after
comparing with others’
– Appreciate the importance of accuracy and honesty
– Demonstrate desire to understand
– Cont.
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25. BENCHMARKS
⚫ Attitudes: At the end of Grade VIII
– Appreciate the role and contribution of science in the
understanding of natural world
– Realize that the appliances of science and technology
can have intended and unintended effects
– Work with others while exploring and investigating
– Develop a sense of responsibility for the welfare of own,
others, and the environment
– Show concern for own safety and that of others
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26. BENCHMARKS
⚫ STSE: At the end of Grade V
– Recognize that science and technology develop over
time
– Identify devices used to solve every day problems
– Describe how science and technology affect the lives
– Identify careers that use science and technology
– Describe ways of using materials an tools to help
answer science questions
– Investigate objects and events in immediate
environments and use appropriate language to
develop understanding
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27. BENCHMARKS
⚫ STSE: At the end of Grade VIII
– Describe ways that show science and technology work
together
– Describe applications of science and technology
– Describe the positive and negative effects of the
applications of science and technology in lives and
environment
– Describe how people use science and technology in their
professions
– Demonstrate ways of using materials and tols to help
answer questions
– Investigate objects and events in immediate environments
and use appropriate language to develop understanding
– Undertake personal actions to care for the environment
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28. STUDENTS’ LEARNING
OUTCOMES
⚫ LEARNING OUTCOMES indicate what students should
know and be able to do for each topic in any subject area
at the appropriate developmental level.
⚫ The Learning Outcomes sum up the total expectations
from the student.
⚫ The SLOs focus on all domains of learning
– Understanding
– Comprehension
– Application
– Evaluation
– Reasoning
– Synthesis
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29. Examples of;
STUDENTS’ LEARNING OUTCOMES
General Science IV
Chapter 1: UNDERSTANDING OURSELVES
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30. Examples of;
STUDENTS’ LEARNING OUTCOMES
General Science IV
Chapter 2: CHARACTERISTICS AND NEEDS OF
LIVING THINGS
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31. Examples of;
STUDENTS’ LEARNING OUTCOMES
General Science IV
Chapter 3: FOOD AND HEALTH
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