Integrated Science National Scheme Grade 11 (Wef Sept. 2024)

NATIONAL
NATIONAL SCHEMEFOR
SCHEMES FOR SECONDARY
SECONDARYSCHOOLS
SCHOOLS
Curriculum Area: Integrated Science GRADE 11
RESOURCE
SCHOOLS
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NATIONAL SCHEMES FOR SECONDARY SCHOOLS
ACKNOWLEDGEMENTS
The Ministry of Education wishes to acknowledge the work done by the following persons who were involved in the production of the Grade 11 Integrated Science National Scheme.
Angela Bennett
Christine Beharry
Easardai Humel
Wahid Omar
@ 2023 Ministry of Education, Georgetown. Guya
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Curriculum Area: Integrated Science Grade: 11
WEEK 1
TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

OBJECTIVE STRATEGY
Electricity and lighting Students will: Definition of conductors (good, semi Defining the terms conductors (good, Integrated Science for Oral Questioning
and poor). semi and poor), and insulators using CSEC Examinations
Appreciate the use of (i) definition of insulators. simple circuits and materials around the 3rd Edition by Tania 1. Distinguish between
good and poor (ii) use of insulators (poor conductors lab. Chung. Pg. 273-281 electrical conductors and
conductors of electricity. such as rubber and plastics in electrical insulators.
covering electrical wires and Identifying the uses of poor conductors
connections). such as rubber and plastics in covering Simple circuit, materials Written Assessment
electrical wires and connections. to test for electrical
Examine the flow of electricity in conductivity. Answers to Ohm's law
circuits. Observing the flow of electricity in a calculations.
Circuits: circuit using phet simulation/ a circuit.
(i) electrical components of circuits Chart with circuit Assessing the model of the
and their symbols (ammeter, cell, Identifying electrical components and symbols. series and parallel circuits.
lamps, resistors, switch, transformer, their symbols using phet simulations/ a
voltmeter, and fuse) circuit (ammeter, cell, lamps, resistors, Calculators
(ii) difference series and parallel switch, transformer, voltmeter, and
circuits fuse). Past CSEC Integrated
(iii) simple circuits (must be able to Science questions on the
draw simple circuits). Differentiating between a series and use of the formula
parallel circuit using circuits or phet V = IR and P=IV
Relationship between voltage (v), simulations.
current (i) and resistance (r):
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(i) units of electricity: ampere, volt, Drawing simple circuit diagrams.

watt, and ohm.
(ii) calculation of: Using simulation to explain the
- wattage power (𝑃), given voltage relationship between voltage, current
and current, use of formula 𝑃 = 𝐼𝑉. and resistance.
- voltage given current and Matching the definition, unit, symbol

resistance, use of formula 𝑉 = 𝐼𝑅 (for of voltage, current and resistance.
series circuit only). Using formula P= IV to calculate for
power.
Explaining the use of the formula

V=IR.
Using formula V=IR to calculate the
voltage, current or resistance for series
circuit only.
Answering and discussing the solutions

to past CSEC questions on Ohm's law.
Additional Textbooks A. Concise Revision Course CSEC Integrated Science by Anne Tindale, Peter DeFreitas & Shaun deSouza.
B. Integrated Science for CSEC Examinations by Tania Chung.
C. CXC Study Guide: Integrated Science for CSEC by Lawrie Ryan, Denise Hernadez, Bermadee McKenzie-Briscoe, Marsha Russel, and Victor Joseph.
Video link Video links on conductors and insulators, series, and parallel circuits, Ohm’s law:
https://www.youtube.com/watch?v=QrONohBedtk
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https://www.youtube.com/watch?v=8Z0jhQeYDUE
https://www.youtube.com/watch?v=E_8KI9I-QoU
Phet simulation link on Ohm's Law and circuit building:
https://phet.colorado.edu/sims/html/ohms-law/latest/ohms-law_all.html
https://phet.colorado.edu/sims/html/circuit-construction-kit-ac-virtual-lab/latest/circuit-construction-kit-ac-virtual-lab_all.html
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WEEK 2

OBJECTIVE STRATEGY
Electricity and lighting Students will: Consumption of electricity in the Performing calculations using energy Integrated Science for Oral Questioning
home consumption= power x time. CSEC Examinations
Know how to calculate (a) energy consumption = power x 3rd Edition by Tania 1. What is the unit for
the energy consumption time. Manipulating the formula energy Chung. Pg. 281- 287 energy consumption
of different appliances. (b) the cost of using heating consumption= power x time to find for in the home?
appliances (clothes iron, stoves) and power and time. Calculators
Appreciate the need for
energy conservation in non-heating appliances (radio, Written Assessment
the home after knowing fluorescent bulbs, fans). Calculating the cost of using heating Past CSEC Integrated
how to calculate the Unit = 1 kwh. appliances (clothes iron, stoves) and Science questions on Answers to calculations on
electricity bill. Costs contributing to electricity bills non-heating appliances (radio, electricity consumption in energy consumption, and
(meter rentals and fuel adjustments). fluorescent bulbs, fans). the home. electrical bills.
Be aware of the Safety features of electrical devices
importance of a fuse in Electrical devices: Calculating the cost of electricity Worksheet on reading
an electrical circuit.
(i) fuse includes meter rentals and fuel electric meters.
(ii) wiring plug and flex. adjustments.
(b) colour code in the wiring plug Discussing the use of safety features on
and choice of flex. electrical devices: the use of fuse and
(c) dangers of an overloading circuit wiring plug and flex.
(overheating of wire that may cause
insulation to burn). Demonstrating how to wire the plug
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Mention the use of thick wires as using a flex cable.

overhead cables and for heavy-duty
appliances.
Identifying the meaning of each colour
Energy conservation measures. in the flex cable.
(a) definition of energy
conservation. Discussing the dangers of overloading
(b) energy wastage in faulty a circuit (overheating of wire that may
electrical appliances. cause insulation to burn).
Light emitting diode (led), liquid Mention the use of thick wires as
crystal display (lcd), plasma. overhead cables and for heavy-duty
Methods of energy conservation appliances.
such as turning off lights,
Defining the term energy conservation.
unplugging appliances not in use,
and the use of occupancy sensors. Discussing the energy conservation
measures.
Discussing how faulty electrical

appliances lead to energy wastage.
Discussing the use of Light emitting

diode (led), liquid crystal display (lcd),
plasma and energy conservation.

to past CSEC questions on energy
consumption in the home.
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Lab. # 11 Students conduct experiments and submit lab reports.

Note: This lab can be assessed as an SBA since students were exposed to marked lab reports for various skills.
Video Links Video links on how fuses work, wires, kWh, energy conservation in the home, and light bulbs:
https://www.youtube.com/watch?v=IlPuioUs5N0
https://www.youtube.com/watch?v=0OKTejgaWTY
https://www.youtube.com/watch?v=SMPhh8gT_1E
https://www.youtube.com/watch?v=h4RmNNve3lc&t=2s
https://www.youtube.com/watch?v=Pk60-D61h34
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WEEK 3

OBJECTIVE STRATEGY
Electricity and lighting Students will: Compare artificial sources of light. Lab activity: To observe lamps of Integrated Science for Oral Questioning
(a) artificial sources of light: different wattage. CSEC 1. State THREE ways of
Know of energy (i) fluorescent tubes Examinations 3rd Edition reducing energy
conservation methods. (ii) LED bulbs Observing the use of fluorescent by
consumption in the home.
Be aware of the (iii) compact fluorescent bulbs Tania Chung. 291-294
tubes, LED, LCD, plasma, compact 2. State the first aid steps
efficiency of different (iv) filament lamps.
types of lamps. (b) comparison of sources in fluorescent bulbs, and filament Circuit board with necessary in dealing with a
(a) using: lamps. fluorescent tubes, LED, victim who:
Understand the (i) shadow formation LCD, plasma, and a. has a minor burn.
importance of first aid in (ii) efficiency Comparing the use of fluorescent filament lamps. b. has stopped breathing.
various scenarios. (iii) ease of brightness control tubes, LED, LCD, plasma, compact
(iv) similarity with daylight. Lab activity: lamps of
fluorescent bulbs, and filament Written Assessment
different wattage, bulb
Answers to past CSEC
First aid methods for treating electrical lamps. socket, power source.
accidents. questions on light bulbs
Creating a first aid kit for the lab. Materials for first aid kit: and first aid.
(a) description of methods to include kit, bandages, iodine
principles of CPR. Demonstrating the steps in CPR solution, rubbing alcohol Assessing First aid kits.
(b) methods in relation to: (i) electrical using a doll. etc.
shock; and (ii) burns.
Demonstrating how to use elements Past CSEC Integrated
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Hazards associated with electricity. of the first aid kit for various Science questions on light
accidents and emergencies bulbs and first aid.
(a) hazards associated with powerlines
(electrical shock, burns).
include:
(i) illegal connections
Discussing the hazards associated
(ii) kite flying
with electricity (illegal connections,
(iii) picking of fruits. kite flying, picking of fruits).
(b) mishandling appliances to include: (i)
with mishandling of appliances
radios
(ii) television sets (radios, TV, computers, and
(iii) computers microwaves).
(iv) microwaves.
Answering and discussing the
solutions to past CSEC questions
on light bulbs and first aid.
Video Links Video links on light bulbs, first aid kit, CPR:
https://www.youtube.com/watch?v=Pk60-D61h34
https://www.youtube.com/watch?v=gn6xt1ca8A0
https://www.youtube.com/watch?v=-NodDRTsV88
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WEEK 4

OBJECTIVE STRATEGY
Electricity and lighting Students will: Methods of extinguishing fires. Demonstrating/ looking at a video Integrated Science for Oral Questioning
clip on how to properly use a fire CSEC Examinations 1. Identify the suitable
Know the type of fire (a) elements required for fires (heat, 3rd Edition by Tania extinguisher to extinguish
extinguisher.
extinguisher used in fuel, oxygen). (b) types of fires: (i) Chung. Pg. 297-304
fires involving the
extinguishing fires. electrical; (ii) chemical; and (iii) bush
Identifying the types of fire following: gasoline,
fires. (c) types of fire extinguishers: (i) Fire extinguisher.
Be aware of the hazards water; (ii) foam; (iii) carbon dioxide; extinguishers. Discussing the cooking oil, a wooden shed
associated with and (iv) powder. (d) methods of various methods used in Resource personnel: fire and electricity.
electricity, and extinguishing fires: (i) removing heat; fighter.
extinguishing fires.
chemicals. (ii) removing oxygen, and (iii) removing Written Assessment
fuel source. Conducting a fire drill exercise. Sign materials: cardboard/ 1. Poster on protective
Appreciate the use of metal sheet, paint/
gear.
conventional protective Reference to hazards associated with Inviting a fire fighter to discuss fire marker, nail, wood.
2. Muster point signs.
gear/wear in various electricity, chemicals are flammable,
fields. causing fires, and bushfires result in soil
safety with the school population.
Protective gear: Assessing students’
erosion. respirators, aprons, lab response time to the fire
Creating and erecting muster point
coat, goggles, helmet, drill.
Evaluate conventional protective signs. gloves, and safety boots
gear/wear. etc. Assessing role play on fire
safety tips.
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Including gears/wears in the home, with electricity, and chemicals Materials for poster;
school and workplace. Protective causing fires. cardboard, markers,
clothing – gloves, goggles, and helmets. pictures, and glue.
Designing a poster showing
Reference to community hygiene. Past CSEC Integrated
conventional protective gear/wear
Science questions on fire
and their use/s. safety and protective gear.
Answering and discussing solutions

to past CSEC questions on fire
safety and protective gear.
Review of Lab. # 11 Students are allowed to make corrections to lab # 11 and grades will be adjusted.
Video Links Video link on how to use a fire extinguisher:
https://www.youtube.com/watch?v=lUojO1HvC8c
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WEEK 5
TOPIC/SUB- GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

TOPIC OBJECTIVE STRATEGY
Temperature Students will: Examine the application of the methods Describing conduction, convection, Integrated Science for Oral Questioning
control and of heat transfer. CSEC 1. Describe conduction,
and radiation.
ventilation Know the three methods Examinations 3rd Edition convection, and radiation.
of heat transfer. Description and use of each heat transfer Stating everyday examples of by Tania
2. State two examples of
method. (a) conduction (use of Chung. Pg. 227-238
conduction, convection, and conduction, convection,
Understand the principle conductors in the home). (b) convection
of thermostatic control in (mention land and sea breezes). (c) radiation. Chart on conduction, and radiation.
the home. radiation (heat from the sun and fire). convection, and radiation.
Demonstrating conduction, Written Assessments:
Use of thermostats in household convection, and radiation in the lab. Materials for lab activity: 1. Answers to past CSEC
appliances. metal, wooden and plastic questions on heat transfer.
Describing land and sea breeze. spoon, petroleum jelly,
2. Written lab report on
(a) principles by which thermostats beaker, heat source and
Conducting lab activity on heat heat transfer.
operate. matches or metal rod,
(b) functions of thermostats in electrical transfer. petroleum jelly, and paper
and gas ovens, and electrical irons. clips. Assessing demonstration of
Explaining the principles by which conduction, convection,
Potassium permanganate/ and radiation.
thermostats operate.
food colouring, straw,
Demonstrating how the bimetallic beaker, heat source, water
or convection box,
strip controls heat in appliances candle, matches and
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(electrical and gas ovens and paper.

electrical irons).
Sample of a bimetallic
Answering and discussing the strip from an iron, and
thermostat from an oven,
solutions to past CSEC questions on
and a vacuum flask.
heat transfer.
Past CSEC Integrated
Science questions on
methods of heat transfer
and thermostatic control.
Additional A. Concise Revision Course CSEC Integrated Science by Anne Tindale, Peter DeFreitas & Shaun deSouza.
Textbooks B. Integrated Science for CSEC Examinations by Tania Chung.
Video Links Video links on conduction, convection, radiation, application of heat transfer, a bimetallic strip, electric iron:
https://www.youtube.com/watch?v=9joLYfayee8
https://www.youtube.com/watch?v=VxGIiOTuAIs
https://www.youtube.com/watch?v=5GoZZKcNZiQ
https://www.youtube.com/watch?v=HpCvWuvCUoA
https://www.youtube.com/watch?v=82FPQ6z8vcE
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WEEK 6
TOPIC/SUB- GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

TOPIC OBJECTIVE STRATEGY
Temperature Students will: Compare the types of thermometers. Defining the term temperature. Integrated Science for Oral Questioning:
control and CSEC Examinations
ventilation. Understand the principles (a) definition of temperature and unit Identifying the SI unit of temperature. 3rd Edition by Tania 1. Define the term
by which the types of of measurement. (b) principles by Chung. Pg.238-253
which thermometers work. (c) the use temperature.
thermometers work. Explaining the principles by which
and temperature range of the types of 2. Identify the SI unit
thermometers work. Samples of the different
Be aware of the cooling thermometers: (i) clinical; (ii) types of thermometers. for temperature.
effects of evaporation. laboratory; and, (iii) digital. (d) Making a model of a thermometer.
Know the need for proper advantages and disadvantages of Materials to make models Written Assessment:
ventilation. alcohol and mercury thermometers. Describing the use and temperature of thermometers: recycled Explain why there is a
range of the types of thermometers: (i) materials and glue. constriction in the bore of a
Temperature regulation in humans.
(a) sweating. Role of latent heat of clinical; (ii) laboratory; and (iii) digital. clinical liquid-in-glass
vaporisation. (b) effect of changes in thermometer.
body temperature on metabolic rate. Discussing the advantages and
thermometers and
disadvantages of alcohol and mercury ventilation. Answers to past CSEC
Proper ventilation. questions on heat transfer.
thermometers.
(a) the importance of ventilation to
living organisms. (b) identification of Demonstrating how to handle and care
features of buildings which promote
for thermometers.
ventilation. (c) types of ventilation
(natural and mechanical including air
Explaining the importance of
conditioners and fans).
Reference to air pollution. ventilation to living organisms.
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Identifying features of buildings which

promote ventilation.
Identifying the types of ventilation

(natural and mechanical including air
conditioners and fans). Reference to air
pollution.

to past CSEC questions on
thermometers and ventilation.
Video Links Video links on measuring temperature, types of thermometers and their uses, and natural ventilation:
https://www.youtube.com/watch?v=P8v4nlNnXJw
https://www.youtube.com/watch?v=k5V0KT1sMNs
https://www.youtube.com/watch?v=891gaoqK6MQ
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WEEK 7

OBJECTIVE STRATEGY
The universe and our Students will: Components of the universe. Making models of the solar system. Integrated Science for CSEC Oral Questioning
solar system Examinations 3rd
Know the location of (a) galaxies to include the Milky Identifying the components of the Edition by Tania Chung. Pg. 1. Give a brief description
Earth in the universe. universe. 368 of the Milky Way galaxy.
Way galaxy. (b) solar system. (c)
Be aware of how bodies asteroids. (d) planets/planetoids. (e) Materials to make the solar 2. Name the planets of the
(a) galaxies to include the Milky
stay in orbit. meteorites/meteoroids. (f) comets. Way galaxy. (b) solar system. (c) system model: recycled solar system.
(g) stars. materials e.g. newspaper,
asteroids. (d) planets/planetoids. (e)
Be familiar with the cardboard, glue etc. Written Assessment
meteorites/meteoroids. (f) comets.
structure of the solar Explain how bodies stay in orbit.
system. (g) stars. Worksheet on the solar system. Completing worksheet on
(a) gravitational pull. (b) satellites
the solar system.
(natural and artificial – Explaining how bodies stay in Past CSEC Integrated Science
geostationary orbit). orbit. questions on the solar system. Assessing models of the
Reference to centripetal force. solar system.
(a) gravitational pull. (b) satellites
Describe the solar system. (natural and artificial –
(a) planets, elliptical shape, number geostationary orbit).
of moons; size of planets, ecliptic Reference to centripetal force.
orbits.
(b) the sun, in relation to the planets Stating the characteristics of space.
(distance of planets from the sun).
Describing the use of satellites.
(c) location of the earth in the solar
system.
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Describing the solar system.
(a) planets, elliptical shape, number

of moons; size of planets, ecliptic
orbits.
(b) the sun, in relation to the planets
(distance of planets from the sun).
(c) location of the earth in the solar
system.

on the solar system.
Review of Lab. # 12 Students are allowed to make corrections to lab # 12 and grades will be adjusted.
A. CXC Study Guide: Integrated Science for CSEC by Lawrie Ryan, Denise Hernadez, Bermadee McKenzie-Briscoe, Marsha Russel, and Victor Joseph.
Video Links Video links on the beginning of our universe, the solar system song:
https://www.youtube.com/watch?v=DmUiCweDic4
https://www.youtube.com/watch?v=ZHAqT4hXnMw
https://www.youtube.com/watch?v=libKVRa01L8
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WEEK 8

OBJECTIVE STRATEGY
The universe and our Students will: Discuss how Earth is affected by Discussing how the earth is affected Integrated Science for Oral Questioning
solar system Understand how the other bodies. by other bodies. CSEC Examinations 3rd
Earth is affected by other (a) day and night. (b) concept of (a) day and night. (b) concept of Edition by Tania Chung. Pg. 1. Approximately what
bodies. 374 percentage of the Moon’s
shadow formation. shadow formation.
disc reflects light to Earth
(c) description of eclipses – solar (c) description of eclipses – solar and during
Appreciate the need for and lunar. (d) phases of the moon – lunar. (d) phases of the moon – new Materials for the model of
human exploration of the
new moon, first quarter, full moon, moon, first quarter, full moon, last moon phases: recycled i Full moon?
universe.
last quarter. quarter. cardboard, foam balls glue
Reference to tides. Reference to tides. etc. ii New moon?
Globe of the Earth, ball, and iii First quarter moon?

Human exploration of the universe. Making a model of the moon phases.
Including: (a) reasons for flashlight.
Written Assessment
exploration of the universe. (b) Describing how the percentage of
light changes as the moon orbits the Worksheet on moon phases.
characteristics of outer space Worksheet on moon
Earth.
temperature, radiation, lack of phases.
oxygen, pressure, and lack of Demonstrating rotation and
gravity. (c) international space Assessing demonstration
revolution of the Earth.
on rotation, revolution,
station. (d) James Webb and Hubble
solar and lunar eclipses.
telescope. (e) types of exploration of Demonstrating solar and lunar
other planets (Mars, Jupiter; flyby, eclipses.
orbiter, rover (lander), humans).
Describing human exploration of the
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universe.
Including: (a) reasons for exploration

of the universe. (b) characteristics of
outer space temperature, radiation,
lack of oxygen and pressure, and lack
of gravity. (c) international space
station. (d) James Webb and Hubble
telescope. (e) types of exploration of
other planets (Mars, Jupiter; flyby,
orbiter, rover (lander), humans).
Looking at videos on Mars and

Jupiter exploration.

the solar system.
Video Links Video links on the rotation and revolution, solar eclipse, lunar eclipse, phases of the moon, Mars and Jupiter exploration:
https://www.youtube.com/watch?v=l64YwNl1wr0
https://www.youtube.com/watch?v=E6OtLfszaVI
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https://www.youtube.com/watch?v=LH-aSizsx1o
https://www.youtube.com/watch?v=LC5rEhxGqT4
https://www.youtube.com/watch?v=sioX2bbkZms
https://www.youtube.com/watch?v=D8pnmwOXhoY
https://www.youtube.com/watch?v=R6K4M4Q09Kw&t=338s
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WEEK 9
TOPIC/SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE EVALUATION

TOPIC STRATEGY
The terrestrial Students will: Effects of air masses in the Caribbean. Defining the term air masses. Integrated Science for Oral Questioning
environment (a) types of air masses (maritime CSEC Examinations
tropical, continental tropical, maritime Identifying the different air masses in 1. Four important air
Know the various types of 3rd Edition by Tania
the Caribbean. masses are maritime
air masses. polar, continental polar). (b) air masses
Chung. Pg. 391 & 395 tropical, maritime polar,
affecting the Caribbean - the spread of Discussing how air masses affect the continental tropical and
Be aware of the four types pollutants (radioactive fallout, volcanic Caribbean (the spread of pollutants, Charts on types of local continental polar. For
of local fronts. dust, industrial waste, Sahara dust, radioactive fallout, volcanic dust, fronts. EACH, state its TWO
landfill fumes). industrial waste, Sahara dust and main characteristics and
landfill fumes). Past CSEC Integrated give an example of a
(c) types of fronts (to include Science questions on air region in which it is
Looking at video clips on air masses. masses and fronts. formed.
definition) and their effect on the
weather (cold, warm, stationary, Looking at a video clip on the four 2. Name the four types of
occluded). types of local fronts. local fronts.
Distinguishing among the four types of

local fronts.
Written Assessments:
Looking at a video clip on how the
fronts affect the weather. 1. Answers to past CSEC
questions on cycles and
Discussing how the fronts affect air masses.
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weather. Assessing interpretation

of weather from weather
Interpreting weather patterns from reports.
weather reports.
Answering and discussing past CSEC

questions on air masses and fronts.
Review of Lab. # Students are allowed to make corrections to lab # 13 and grades will be adjusted.
13
Lab. # 14 & 15 Students conduct experiments and submit lab reports.
Note: These labs can be assessed as an SBA since students were exposed to marked lab reports for various skills.
Video Links Video link on air masses, Saharan dust, types of fronts, how fronts affect the weather, weather report:
https://www.youtube.com/watch?v=QxvF1nnWRwg
https://www.youtube.com/watch?v=ANPm7p1HBos
https://www.youtube.com/watch?v=tsD6zkBMmck
https://www.youtube.com/watch?v=mcpBTHgkrBk
https://www.youtube.com/watch?v=4gc7puH279s
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https://www.youtube.com/watch?v=CDtU78pd_I8
https://www.youtube.com/watch?v=qCT3mRQzoBA
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WEEK 10

OBJECTIVE STRATEGY
The terrestrial Students will: Weather patterns in the Caribbean. Describing the characteristics of Integrated Science for Oral Questioning
environment weather patterns patterns (wet and CSEC Examinations
(a) weather patterns (wet and dry dry seasons). (b) definition of a 1. State FIVE ways you can
Understand the 3rd Edition by Tania
seasons). (b) definition of a cyclone – cyclone – low pressure, wind speed, prepare for a hurricane.
characteristics of a
low pressure, wind speed, meeting of meeting of air masses. (c) Chung. Pg. 395
cyclonic storm.
air masses. (c) development of tropical development of tropical 2. Distinguish between a
depressions, tropical storms, and depressions, tropical storms, and Past CSEC Integrated tsunami and a tidal wave in
Understand the effects of
hurricanes. hurricanes. Science questions on terms of how they are
tidal waves.
cyclones and tidal waves. formed.
Effects of tides. Outlining steps in hurricane
(a) the types of tides - high, low, preparation. Written Assessment
spring, and neap tides. (b) the
Looking at video clip on tidal Describe the physical
formation of tides. (c) the effects of waves. conditions experienced by
tides (coastal erosion). animals and plants living
Describing the effects of tides (a) along the seashore.
(d) brief description of tidal waves. (e) the types of tides - high, low,
description and causes of a tsunami - spring, and neap tides. (b) the Answers to past CSEC
underwater landslides, volcanic formation of tides. (c) the effects of questions on cyclones and
tides (coastal erosion). tides.
eruptions, and earthquakes.
Demonstrating the formation of Assessing demonstration of
spring and neap tides. spring and neap tides.
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Describing the effects of tidal

waves- (e) description and causes
of a tsunami - underwater
landslides, volcanic eruptions, and
earthquakes.
Answering and discussing past

CSEC questions on cyclones and
tides.
Video Links Video links on cyclones, tidal waves, tsunamis, causes of waves, and how tides are formed and coastal erosion:
https://www.youtube.com/watch?v=F4ApOc4p-CE
https://www.youtube.com/watch?v=4DlqVuNMydk
https://www.youtube.com/watch?v=Wx9vPv-T51I
https://www.youtube.com/watch?v=mp4ec14BndQ
https://www.youtube.com/watch?v=5ohDG7RqQ9I
https://www.youtube.com/watch?v=B08iDMXYtR8
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WEEK 11

OBJECTIVE STRATEGY
The terrestrial Students will: Causes of the different types of Making models of volcanoes. Integrated Science for Oral Questioning
environment CSEC Examinations
volcanic eruptions.
Know the causes of the Explaining the causes of different 1. Define the term
different types of (a) the types of volcanoes: (i) cinder types of volcanic eruptions. 3rd Edition by Tania ‘volcano’.
volcanic eruptions. Chung Pg. 396
cone or spatter cone; (ii) shield; and,
Explaining the relationship between 2. What is meant by:
(iii) composite or stratovolcano. (b) the
earthquakes and volcanoes.
i. seismograph?
ecological consequences of volcanoes Materials for the model of a
in the long and short term. Include Discussing the function of a volcano: recycled materials, ii. the Richter scale?
seismograph. baking soda, vinegar, food
kick-em-Jenny underwater volcano off colouring and glue. Written Assessment
the coast of Grenada, La Soufriere in St Explaining the significance of the
numbers on the Richter scale. Diagram of the seismograph Answers to past CSEC
Vincent. and Richter scale. questions on volcanoes.
(c) the relationship between Answering and discussing the
Past CSEC Integrated Assessing the model of the
earthquakes and volcanoes. (d) the solutions to past CSEC questions Science questions on volcano.
function of the seismograph. The on volcanoes. volcanoes.
Richter scale. Significance of the

numbers on the Richter scale.
Review of Lab # 14 & Students are allowed to make corrections to labs # 14 & 15 and grades will be adjusted.
15
Page 25 of 66
CXC Study Guide: Integrated Science for CSEC by Lawrie Ryan, Denise Hernadez, Bermadee McKenzie-Briscoe, Marsha Russel, and Victor Joseph.
Video Links Video links on volcanoes:
https://www.youtube.com/watch?v=VNGUdObDoLk
https://www.youtube.com/watch?v=lAmqsMQG3RM
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WEEK 12

OBJECTIVE STRATEGY
Water and the Aquatic Students will: Properties of water. Describing the (a) chemical properties of Integrated Science for Oral Questioning
Environment (a) chemical properties of sea and sea and fresh water. (b) physical CSEC Examinations
Be familiar with the fresh water. (b) physical properties of properties of sea and fresh water. (c) 1. State FOUR properties
chemical and physical 3rd Edition by Tania of pure water and give
sea and fresh water. (c) effects of sea effects of sea and fresh water on aquatic
properties of water. Chung. Pg. 414 & 417 TWO differences in the
and fresh water on aquatic life. life. properties of seawater and
Appreciate the need for freshwater.
water in daily life. Distinguish between hard and soft Using boiling and melting points to Materials for posters:
water. compare the physical properties of salt cardboard, markers, 2. Identify FOUR things
(a) characteristics of hard and soft water and fresh water. pictures, and glue. Jill can do to conserve
water. (b) advantages and water in her home.
disadvantages of hard and soft water. Conduct experiments to determine the Past CSEC Integrated Written Assessment
degree of hardness of water. Science questions on
Uses of water. uses of water. Answers to past CSEC
(a) role in life processes - excretion, Conduct experiments to soften samples questions on the uses of
digestion, transport of substances, water.
of hard water by: (i) boiling; (ii) adding
respiration. (b) uses in a home - washing soda; and (iii) distillation. Assessing water
drinking, cooking, washing, cleaning conservation posters.
(consider wastage and conservation). Stating the use of water in everyday life.
(c) agriculture including hydroponics, Designing poster on water conservation
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aquaculture, and mariculture. (d) methods.

recreational activities. (e) firefighting.
(f) generation of electricity. to past CSEC questions on the uses of
water.
Lab # 16 & 17 Students conduct experiments and submit lab reports.
Video Links Video links on Properties of water, importance of water, uses of water:
https://www.youtube.com/watch?v=h0py6BFlFZw
https://www.youtube.com/watch?v=HLJl6MDuCWQ
https://www.youtube.com/watch?v=KMP9-49I1U4
Page 28 of 66
WEEK 13

OBJECTIVE STRATEGY
Water and the Aquatic Students will: Methods used locally for fishing. Identifying or interviewing local Integrated Science for Oral Questioning
Environment Brief description of methods, fishermen on the various methods used CSEC Examinations
Know of the various including by hand; spears/harpoons; locally for fishing. 1. State the harmful effects
methods used locally for 3rd Edition by Tania of EACH of the following
netting (trawling, long-lining); pots
fishing. Field trip to the Ministry of Agriculture Chung. Pg. 414 pollutants on aquatic life:
or traps; and fish farming. Fishery’s Department or Regional
Be aware of the effects of Fishery’s Department. Materials for lab activity: I nitrate and phosphates.
water pollution on Effects of water pollution on aquatic water, beakers, chlorine,
aquatic life. life. Writing a report on the effects of water Bunsen burner, tripod II an oil spill
(a) sources of pollution, for pollution on aquatic life. stand, filter paper, funnel,
Know methods of example, nitrates, phosphates, conical flask, distillation III pesticides
purifying water. Identifying the sources of water apparatus, carbon, and
various pesticides, and oil spills. (b)
pollution: for example, nitrates, alum. Written Assessment
effects of pollution on aquatic life phosphates, various pesticides, and oil
include but are not limited to spills. Report on the effects of
Resource personnel: local
eutrophication, fish kills, destruction fishermen. water pollution on aquatic
of the coral reef, mangroves, and Looking at video clips on the effects of life.
wetlands. water pollution but not limited to Past CSEC Integrated
eutrophication, fish kills, and Science questions on
Methods of purifying water. destruction of the coral reef, mangroves, fishing methods, water
(a) sources of water. (b) methods of and wetlands. pollution and water
purifying water: the treatment of purification.
seawater for domestic use Looking at video clip on water
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(desalination), boiling, filtration, purification.

chlorination, distillation and
additives of alum and carbon. Identifying sources of water.
Reference to separation techniques.
Investigating methods of purifying
water e.g. methods of purifying water:
the treatment of seawater for domestic
use (desalination), boiling, filtration,
chlorination, distillation and additives of
alum and carbon.
Reference to separation techniques.
Investigate the effects of the removal of

oxygen from water.

to past CSEC questions on fishing
methods, water pollution and water
purification.
Review of Lab 16 & Students are allowed to make corrections to labs # 14 & 15 and grades will be adjusted.
17
Video Links Video links on fishing methods, water pollution, water treatment- boiling, filtration, chlorination, distillation, and desalination:
https://www.youtube.com/watch?v=-EXcDPpngi0
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https://www.youtube.com/watch?v=yUGSb2LiZSg
https://www.youtube.com/watch?v=38aYXZou4uc
https://www.youtube.com/watch?v=31ZUXx6NXDA
https://www.youtube.com/watch?v=K5j12tvXeA0
https://www.youtube.com/watch?v=qjmCOYyIy4E
https://www.youtube.com/watch?v=WsWD746lzt0
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
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WEEK 14

OBJECTIVE STRATEGY
Water and the Aquatic Students will: Conditions for flotation. Stating the conditions for floatation. Integrated Science for Oral Questioning
Environment (a) Upthrust and density. (b) CSEC Examinations
Archimedes principle. (c) The Defining the terms upthrust and 1. Name three water safety
Understand the 3rd Edition by Tania
density. devices we can find on a
conditions for flotation. Plimsoll line on boats and ships.
Chung. Pg. 417 ship.
Reference to Maximum loading Stating Archimedes principle.
capacity. 2. Name FOUR
Examining the Plimsoll line on boats Sample of freshwater and navigational devices that
Importance of navigational devices and ships. seawater and beakers. Alex could use to help him
used at sea. safely navigate his cargo
(a) Compass, sonar, radar, and GPS Conduct experiments to compare the Materials for lab activity ship through the waters of
sinking and floating of similar on flotation: objects of the Caribbean.
as devices. (b) How the magnetic
materials in fresh and seawater. different densities,
compass works. (c) Maritime safety Simple measurements of densities. seawater, freshwater, and Written Assessments:
standards. beakers.
Looking at video clips on various 1. State Archimedes’
Water safety devices. navigational devices used at sea (a) Past CSEC Integrated principle and identify the
Life rafts and jackets, inflatable Compass, sonar, radar, GPS as conditions necessary for an
tubes. object to float.
devices. (b) How the magnetic
properties of Archimedes
compass works. (c) Maritime safety 2. Define the term ‘Plimsoll
Effects of diving on the human body. standards. principle, navigational
line’ and suggest why a
Effects of Scuba-diving and devices, and safety boat displaces more water
freediving: (a) Respiratory problems: as it travels from the ocean
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damage to membrane due to high devices. into the mouth of a river.

pressure. (b) Decompression Making a model of a compass.
sickness: The bends, nitrogen Assessing the model of the
narcosis, use of decompression compass.
chambers. (c) Embolism. (d) Baro Describing the use of various
trauma (ears, lungs). navigational devices used at sea (Life
Reference to the mechanism of rafts and jackets, inflatable tubes).
Assessing demonstration
breathing. on the use of water safety
Examining water safety devices or devices.
pictures of water safety devices.
Demonstrating the use of water safety

devices.
Looking at video clips on water safety

devices.
Discussing hazards associated with the

Effects of Scuba-diving and
freediving: (a) Respiratory problems:
damage to membrane due to high
pressure. (b) Decompression sickness:
The bends, nitrogen narcosis, use of
decompression chambers. (c)
Embolism. (d) Baro trauma (ears,
lungs).
Reference to the mechanism of
breathing.

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the Archimedes principle, navigational
devices, and safety devices.
Lab # 18 Students conduct experiments and submit lab reports.

Video Links Video links on Archimedes' principle, pressure in liquids, Plimsoll line, water safety devices, and hazards associated with scuba diving:
https://www.youtube.com/watch?v=ijj58xD5fDI
https://www.youtube.com/watch?v=wChr0hCga5g
https://www.youtube.com/watch?v=TpHv-sGE_Dk
https://www.youtube.com/watch?v=6E0bT6B5Zm4
https://www.youtube.com/watch?v=liwlisaH_LU
https://www.youtube.com/watch?v=xIG3FDGW9l4
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WEEK 15

OBJECTIVE STRATEGY
Forces Students will: Principles of forces. Defining the term force. Integrated Science for Oral Questioning
(a) Definition of force Use of formula CSEC Examinations
F = m × a. Using formula F = m × a to find force. 1. State Newton’s 3rd law
Understand the basic 3rd Edition by Tania of motion and cite an
principles of forces. (b) Types of forces – push, pull and
Identifying types of forces. Chung. Pg. 448 example that demonstrates
twist. it.
Know gravity as a force. (c) Newton’s third law – Action Stating Newton’s three laws- Action
reaction principle applied in space reaction principle applied in space Materials for action- Written Assessment
transport. transport. reaction demonstration:
(d) Forces in the air – the forward Strips of paper, balls, Answers to past CSEC
motion of jet aircraft. Relationship Looking at video clips on forces and different surfaces- questions on forces.
application of Newton's 3 laws. wooden, concrete, tile
between the shape of wings of planes
etc., paper aircraft, spring Assessing demonstrations
and birds and the lift forces they Demonstrating the Action-reaction balances, balloons etc. on action-reaction.
experience while moving through air, principle, for example, releasing an
the effects of wind speed and wind inflated balloon, using a pair of spring Past CSEC Integrated
currents on the motion of aircraft. balances; Demonstrating by blowing Science questions on
(e) Friction – motion of vehicles, road over strips of paper held at one end; forces.
surfaces and tyres. using of ball on different surfaces; use
of paper aircraft models and fan.
Gravity as a force. Looking at video clips of forces in the
(a) Definition – gravitational force, air – the forward motion of jet aircraft.
and non-contact force. (b) Newton’s Relationship between the shape of
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first law – Centrifugal forces, wings of planes and birds and the lift
centripetal forces (satellites). forces they experience while moving
through air, the effects of wind speed
and wind currents on the motion of
aircraft.
Defining the term friction.
Discussing how friction affects the

motion of vehicles, road surfaces and
tyres.
Looking at the video clip on friction.
Defining gravitational force, and non-

contact force.
Stating Newton’s first law.
Defining the term centripetal forces.
Looking at video clips on the

application of centripetal forces
(satellites).

forces.
Review of Lab # 18 Students are allowed to make corrections to lab # 18 and grades will be adjusted.
B. Integrated Science for CSEC Examinations by Tania Chung
Page 36 of 66
Video Links Video links on forces, and application of Newton's 3 laws:
https://www.youtube.com/watch?v=uoKo3DbfYZk
https://www.youtube.com/watch?v=yg3bTMcAnsM
https://www.youtube.com/watch?v=YyJSlcIbd-s
https://www.youtube.com/watch?v=ztt1mVYH6x4
Video link on friction:
https://www.youtube.com/watch?v=V2P6CuHVWvI
Video link on centripetal forces:
https://www.youtube.com/watch?v=KvCezk9DJfk
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WEEK 16

OBJECTIVE STRATEGY
Forces Students will: Equilibrium Investigating the centre of gravity of a Integrated Science for Oral Questioning
(a) Types of equilibrium – stable, regular and irregular shape. CSEC Examinations 3rd
Know how to find the unstable, neutral. Edition by Tania Chung. 1. Describe how you can
centre of gravity of a Identifying the conditions for equilibrium Pg. 456 determine the centre of
(b) Application of equilibrium in
regular and irregular under parallel forces. gravity of an irregularly
shape. medicine (chemical balance in the Materials for lab activity shaped flat piece of metal.
body), chemistry (reversible Investigating the 3 types of equilibrium. on the centre of gravity:
Know the 3 types of chemical reaction), and Biology lamina (cardboard), Written Assessment
Investigate using the rule suspended by a
equilibrium. (homeostasis). string, thumb tack and
(c) Moments of a force about a spring balance and kept horizontal by mass (eraser). Lab report on the centre of
point is the product of the force and known suspended weights to show that: gravity.
Materials for lab activity
the perpendicular distance of its (i) the sum of the forces in one direction on equilibrium: ruler, and Answers to past CSEC
line of action from a point. Use of spring balance. questions on the centre of
formula M = F x d. must equal the sum in the opposite
gravity.
(d) Conditions for equilibrium direction; and Past CSEC Integrated
under parallel forces. Science questions on the Assessing demonstration
(ii) the sum of the clockwise moments centre of gravity. on the 3 types of
equilibrium.
about a pivot must equal the sum of anti–
clockwise moments.
Page 38 of 66

to past CSEC questions on the centre of
gravity.
Video Links Video links on the centre of gravity and moments:
https://www.youtube.com/watch?v=vDqcEIdhJ_8
https://www.youtube.com/watch?v=22VGQM1jCn8
Page 39 of 66
WEEK 17

OBJECTIVE STRATEGY
Forces Students will: Principle of momentum Defining the term momentum. Integrated Science for Oral Questioning
conservation. CSEC Examinations 1. What is the law of
Understand the principles Stating the law of conservation of 3rd Edition by Tania conservation of
of momentum (a) Definition of momentum. momentum. Chung. Pg.265- 268, 310
momentum?
conservation. (b) The law of conservation of
momentum. Total momentum Explaining the formula for momentum Materials for lab activity:
2. Name the 3 types of
before the collision is equal to the marbles, ramp, and timer. simple machines.
and how the unit is derived.
total momentum after the collision.
(c) Consider conservation of linear Simple machines: hammer, 3. State one advantage of
Demonstrating linear momentum using
momentum (refer to vehicular staple machine, bottle using a simple machine.
collision, rocket engine, playing examples of changed mass and velocity opener, crowbar, scissors,
(refer to vehicular collision, rocket tweezer, pulleys, screw etc.
pool/billiards). Use of formula (p =
m x v) to do simple calculations. Written Assessments
engine, playing pool/billiards).
Calculators
Functions of simple machines. Performing calculations using p=m x v. 1. Answers to worked
(a) Functions of simple machines: Past CSEC Integrated questions on momentum.
(i) they make work easier, and Conducting lab experiments showing Science questions on energy
2. Answers to past CSEC
(ii) they are used as force and momentum & simple
the law of conservation of momentum. questions on energy and
multipliers for convenience of machines.
application of a force. momentum.
Defining the term simple machines.
(b) Types of simple machines:
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(i) levers: - classes of levers Stating the functions of simple

(organising load, effort and fulcrum machines.
in three different ways); - compare
Discussing the use of a force multiplier
the different classes of levers; and -
for the convenience of application of a
simple levers in the mammalian force.
skeleton.
(ii) pulleys; and Identifying types of simple machines:
(iii) inclined planes. levers, pulleys, inclined planes.
(c) Simple machines used in or
associated with vehicles, for Identifying the classes of levers using
everyday examples.
example, motor cars, push carts,
draglines, and bicycles. Organising the load, effort and fulcrum
Reference to Movement of the using everyday examples.
limbs in the skeleton.
Identifying simple machines used in or
associated with vehicles, for example,
motor cars, push carts, draglines, and
bicycles.
Identifying simple levers in the

mammalian skeleton.

to past CSEC questions on energy
transfer, momentum and simple
machines.
Page 41 of 66
Video Links Video links on momentum, simple machines, levers, and inclined planes:
https://www.youtube.com/watch?v=DxKelGugDa8
https://www.youtube.com/watch?v=fvOmaf2GfCY
https://www.youtube.com/watch?v=Rs-spcFV7dI
https://www.youtube.com/watch?v=yjUsfG_UvZE
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WEEK 18

OBJECTIVE STRATEGY
Forces Students will: Structure of the skeleton to its Looking at a video clip on the Integrated Science for Oral Questioning
functions. bones of the skeletal system. CSEC Examinations 1. Gave 3 functions of the
Know the major bones of (a) Major bones of the human 3rd Edition by Tania skeleton.
the human skeleton. skeleton: Cranium, clavicle, scapula, Identifying the major bones of the Chung. Pg. 141-144
Understand the structure vertebral column (cervical, thoracic,
human skeleton. Written Assessment
of the skeleton to its lumbar), humerus, radius, ulna, rib
functions. cage, sternum, pelvic girdle, femur, Chart of the human skeleton/ Answers to CSEC
Referencing their bodies to
tibia, fibula. model of the human questions on the human
Know the different joints Movement, protection, support, determine the functions of the skeleton. skeleton.
in the human body. breathing, protection of blood vessels. skeleton.
Be aware of how the Past CSEC Integrated Assessing song on the
skeletal muscles function Skeletal muscles function in the Identifying the 4 types of joints in Science questions on
major bones of the skeletal
in the movement of the movement of the limb. the human body. The Human Skeleton.
system.
limb. (a) Joints in the human body: Hinge
joint, fixed joint, ball, socket, and Demonstrating the role of
gliding.
antagonistic muscles. Reference to
(b) Role of antagonistic muscles.
Reference to Simple levers in the Simple levers in the mammalian
mammalian skeleton. skeleton.
Page 43 of 66

on the human skeleton.
Video Links Video link on skeletal system song:
https://www.youtube.com/watch?v=h5dYvPruBFY
Page 44 of 66
WEEK 19

OBJECTIVE STRATEGY
Forces Students will: Efficiency of simple machines. Describing the principles of energy Integrated Science for CSEC Oral Questioning
(a) The principle of energy efficiency and energy conversion. Examinations 3rd 1. State the principle of
Understand the principles efficiency and energy conversion. Edition by Tania Chung. Pg. energy efficiency and
of mechanical advantage Law of conservation of energy Performing calculations using work 322
energy conservation.
and energy conversion. (energy is neither created nor
done = force x distance moved in the
destroyed, it can be converted Calculators.
Know factors that from one form to another). direction of the force. Written Assessment
contribute to
inefficiencies in Use of the equation: work done = Performing simple mechanical Answers to exercises on
machines and ways of force x distance moved in the advantage calculations using the work and mechanical
overcoming their direction of the force. formula MA= Load ÷ effort. advantage.
influences. (b) The principle of mechanical
advantage (ratio of the load to the Stating the factors that contribute to the
effort applied). inefficiencies of machines and ways of
Use of the equation: mechanical overcoming their influences. The
advantage = load  effort. motorcar, lawnmower, and bicycle;
have factors such as rusting, corrosion
(c) The factors that contribute to and friction.
the inefficiencies of machines and Reference to Interconversion of energy
ways of overcoming their
and tarnishing of metals.
influences. The motorcar,
Page 45 of 66
lawnmower, and bicycle; have Answering and discussing past CSEC

factors such as rusting, corrosion questions on simple machines.
and friction.
Reference to Interconversion of
energy and tarnishing of metals.
Video Links Video links on energy conversion, and inefficiencies of simple machines:
https://www.youtube.com/watch?v=ftj23FRS2LI
https://www.youtube.com/watch?v=Ab9CexEFwSY
Page 46 of 66
WEEK 20

OBJECTIVE STRATEGY
Metals and non-metals Students will: Physical properties of metals and Identifying the uses of metals and Integrated Science for Oral Questioning
non-metals to their uses. non-metals in relation to their CSEC 1. List 2 properties of
Be aware of the uses of (a) metals. (b) nonmetals to include properties. Examinations 3rd Edition metals and non-metals.
metals and non-metals in plastics, wood, ceramics, and textiles by Tania
Stating the uses of metals and non-
relation to their (natural and man-made). (c) metals in relation to their properties. Chung. Pg. 326
Written Assessment
properties. properties such as electrical
conductivity, thermal conductivity, Identifying materials used in Periodic table of elements.
Understand the melting point, density, and tensile sports/sporting equipment. When very acidic
advantages and strength. (d) appropriateness of the Materials for lab activity: substances are stored in
disadvantages of using materials used in sports/sporting Measuring the elasticity of specific copper, iron, zinc etc., test aluminium containers the
substances.
plastic. equipment. tubes, test tube rack, and acid reacts with the
Comparing the reactivity of metals. dilute HCl.
aluminum oxide removing
Know the reactivity Reactivity of metals.
the protective layer. This
series of metals. Aluminium (al); copper (cu); iron Investigating the reactivity of metals. Past CSEC Integrated
(fe); tin (sn); silver (ag); zinc (Zn). Science on metals and non- results in the release of
Appreciate the use of Reference to household appliances. Observe which metals react with metals. aluminium ions in our food.
aluminium in cookware dilute acid and which do not; write Discuss the health hazard
simple word equations to show their
and canning. of aluminium ion
reaction.
Advantages and disadvantages of contamination in our food.
using cooking or canning utensils Arranging metals in order of most to
made of aluminium.
Page 47 of 66
(a) advantages. (b) disadvantages least reactive. Assessing mnemonic

(consideration of toxicity and device on reactivity series
corrosion). Examining household utensils and
cans made of aluminium. of metals.
Discussing the advantages and

disadvantages of using cooking or
canning utensils made of aluminium.

metals and non-metals.
Video Links Video link on the reactivity of metals, metals, and non-metals:
https://www.youtube.com/watch?v=TGPPPFczOj0
https://www.youtube.com/watch?v=Rc2JBp91V7o
Page 48 of 66
WEEK 21

OBJECTIVE STRATEGY
Metals and non-metals Students will: Benefits of using alloys to make Identifying the benefits of using alloys Integrated Science for Oral Questioning
household items. to make household items. CSEC Examinations 1. State 2 advantages of
Know the benefits of (a) alloys and examples of alloys 3rd Edition by Tania using alloys.
using alloys. commonly found in the home and Listing common alloys found in the Chung. Pg. 330
2. List 3 conditions that
workplace - steel, brass, soft solder, home and workplace- steel, brass, soft
cause rusting.
and electroplating. (b) benefits of solder, and electroplating. Household utensils made
using alloys. of aluminium and cans. 3. Explain 2 ways of
Looking at video clips on alloys. preventing rust.
Conditions which cause rusting. Pictures of items made of
(a) factors which affect the rate of Investigate the conditions needed for alloys or items on display Written Assessment
rusting: (i) sea spray; (ii) emission rusting. that are alloys e.g. coins,
from industrial plants; and, (iii) solder wire, stainless steel
Answers to CSEC
climate (tropical). Examining rusty nails from an etc.
questions on metals and
(b) tarnishing as a chemical process experiment.
(oxidative). Rusting in relation to iron Materials for lab activity: non-metals.
and steel. (c) word equation for Stating the conditions that cause shiny nails, test tube, acid,
rusting: iron + oxygen + water → rusting. oil, chalk, cotton wool, Assessing display of alloys
rust(iron oxide). distilled water etc. and their uses in the home
Discussing how each condition causes and workplace.
The methods used to reduce or rusting. Past CSEC Integrated
Page 49 of 66
prevent tarnishing of metals. Science questions on

The scientific principles of the Looking at the video clip on rusting. metals and non-metals. Assessing how students set
following methods are used to Identifying the factors which affect the
prevent tarnishing for commercial up a rusting investigation.
rate of rusting.
and household purposes: (a) painting.
(b) covering with oil or plastic. (c)
proper storage (moisture free). (d) use Describing the methods used to
of drying agents (desiccants). (e) prevent tarnishing for commercial and
electroplating. (f) galvanizing. (g) household purposes: (a) painting. (b)
alloy (steel). covering with oil or plastic. (c) proper
Reference to the efficiency of storage (moisture free). (d) use of
machines.
drying agents (desiccants). (e)
electroplating. (f) galvanizing. (g)
alloy (steel).
Reference to the efficiency of
machines.

metals and non-metals.
Video Links Video links on alloys, rusting, rust prevention and treatment, electroplating:
https://www.youtube.com/watch?v=KgUmNQD6m5Q
https://www.youtube.com/watch?v=TKMgUCq3npg
https://www.youtube.com/watch?v=OxhCU_jBiOA
Page 50 of 66
WEEK 22

OBJECTIVE STRATEGY
Household chemicals Students will: Uses of common household chemicals. Displaying common household Integrated Science for Oral Questioning
(a) water is the most common chemical chemicals and stating the use of each. CSEC Examinations 1. Distinguish between a
Know the uses of some in the home; water is a solvent used in 3rd Edition by Tania disinfectant and an
common household many household chemicals. Observing common household Chung Pg. 357
antiseptic and give a named
chemicals. (b) household chemicals and their uses
chemicals. example of EACH.
(chemical and household names and Common household
Understand the eco-friendly products): chemicals: hydrogen 2. Suggest THREE
Discussing the safe and economic use
differences among acids, (i) hard surface cleaners (disinfectant, peroxide, bleach, vinegar guidelines to follow to
bases, and salts. ammonia, bleach, degreaser) of some common household etc. ensure that household
(ii) personal hygiene (bath soap, body chemicals (hard surface, personal chemicals are used safely.
wash, deodorant, shampoos, hygiene, laundry, kitchen, and Reagent bottles with
antiperspirants, conditioners, toothpaste, safety symbols.
health). Written Assessment
mouthwash)
(iii) laundry (soap, detergents, fabric
Examining reagent bottle labels and questions on household
softeners)
(iv) kitchen (dishwashing liquid, oven identifying common safety symbols - chemicals.
cleaner, salt, vinegar, baking powder, corrosive, toxic, flammable, and
baking soda)
explosive.
(v) health (antacid, antiseptic, pain
killers, hand sanitisers, alcohol). Answering and discussing solutions
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(c) safety symbols (alert to potential to past CSEC questions on household

hazards) - corrosive, toxic, flammable, chemicals.
explosive, oxidizing, harmful or irritant,
radioactive.
Reference to methods used in
extinguishing fires.
(d) The safe use of household
chemicals.
(e) The economic use of household
chemicals (buying in bulk, using
recommended quantities, long shelf
life).
Video Links Video link on warning signs:
https://www.youtube.com/watch?v=WQyObsamnMw
Page 52 of 66
WEEK 23

OBJECTIVE STRATEGY
Household chemicals Students will: Properties of acids, bases, and salts. Making pH chart. Integrated Science for Oral Questioning
CSEC Examinations 1. Identify the most
Understand the (a) The concept of pH as it relates to Investigating pH of common 3rd Edition by Tania
the properties of acids, bases and salts. common chemical used in
differences among acids, household chemicals using Chung. Pg. 342
(b) Classification of household the home and state why it is
bases, and salts. chemicals into acids, bases, and salts. universal indicator solution/ paper.
used so extensively.
(c) The principle of neutralisation Materials for lab activity on
Defining the terms acid, base, and pH: household chemicals- 2. State THREE properties
includes but is not limited to: (i)
agriculture; (ii) health; (iii) nutrition; salt. bleach, soap, toothpaste etc., of an acid and THREE
(iv) cooking; and (v) sanitation. universal indicator properties of an alkali.
Classifying household chemicals solution/paper, test tubes, 3. What is the pH scale
Properties of the states of matter
into acids, bases, and salts. test tube rack, and dropper. used for?
(a) Characteristics of solid liquid and 4. What is matter?
gas: Investigating the principle of pH scale chart
5. Identify the 3 states of
neutralisation.
(i) arrangement of particles Materials for pH chart: matter.
Conduct simple experiments to cardboard, and crayons. 6. Describe the shape,
(ii) shape and volume volume, and arrangement
demonstrate the changes in the
Materials for lab activity on of the 3 states of matter.
(iii) forces of attraction state of matter (solid liquid and
neutralisation: bicarbonate of
(iv) movement of particles. gas). soda, white cloth, droppers,
Written Assessment
fruit stains, borax for fruit
Water can exist as solid ice,
(b) Changes of state (processes to
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include deposition, freezing, Defining the term: ‘Matter’. and wine and tea stains. liquid water, and gaseous
condensation, sublimation, evaporation, steam. State the differences
and melting). Identifying the states of matter Integrated Science for among these three states in
using the change of state of ice. CSEC Examinations
(c) Plasma (simple definition and terms of their shape, the
example) of plasma (the fourth state of 3rd Edition by Tania
arrangement of their
matter). Comparing the properties of Chung. Pg. 3-8
particles, the movement of
solids, liquids and gases using
Materials for lab Work: their particles and the
everyday examples or illustrations naphthalene, water, beaker, forces of attraction between
showing the arrangement of test tube, thermometer, their particles.
particles, volume, shape etc. stopwatch, mortar and
pestle, retort stand and
Lab reports on the pH of
Suggested Lab Work: To clamp.
household substances and
Determine the freezing point of neutralisation.
Ice cubes, Bunsen burner,
naphthalene. beaker, illustrations of
arrangement of particles, Assessing pH chart.
Constructing a table to show the volume, and shape etc. of
properties of the states of matter. solid, liquid and gas.
Answering and discussing Past CSEC Integrated

solutions to past CSEC questions Science questions on acid,
on acids, bases, salts and matter. bases, and salts.
Video Links Video links on pH scale, strengths and weakness of acids and bases, neutralization of alkalis, matter, changes of state of matter:
Page 54 of 66
https://www.youtube.com/watch?v=ckbsHM2igT0
https://www.youtube.com/watch?v=ckbsHM2igT0
https://www.youtube.com/watch?v=-fyev2aWcLs
https://www.youtube.com/watch?v=wclY8F-UoTE
https://www.youtube.com/watch?v=xYU7RSoOZ0U
Page 55 of 66
WEEK 24

OBJECTIVE STRATEGY
Household chemicals Students will: Properties of mixtures. Making solutions, and suspensions. Integrated Science for Oral Questioning
Mixtures: solutions, suspensions, and CSEC Examinations
Know the differences colloids. (a) Definition of the terms Matching the definition of solution, 1. Using particle size,
3rd Edition by Tania passage of light and
among solutions, solutions, solute and solvent. (b) suspension, and colloids.
Chung. Pg. 349 sedimentation, distinguish
suspensions, and Differences between a solution, a between a solution, a
colloids. suspension, and a colloid. (c) Observing common household colloid, and a suspension.
Classification of household chemicals
chemicals and classifying them as Materials for lab activity:
Understand the principles in each category. Written Assessment
solutions, suspensions, and beakers, water, salt/
of separation techniques.
potassium permanganate Assessing demonstration of
Separation techniques. colloids. crystals, sand and a stirring separation techniques.
(a) Difference between aqueous and rod.
non-aqueous solutions. Describing an aqueous and non-
(b) Application of separation methods Materials for separation
aqueous solution.
to home and workplace to include but technique: distillation
apparatus, beakers, funnel,
not limited to: (i) distillation Demonstrating distillation, filter paper, conical flask,
(winemaking); (ii) filtration (cooking); stirring rod, alcohol, ink.
filtration, chromatography,
(iii) chromatography (bleeding colours
in the laundry); (iv) crystallization crystallization, and evaporation. Past CSEC Integrated
(honey to form sugar crystals, Science questions on
production of sugar from sugar cane); Conducting a simple experiment to
solutions, suspension and
and, (v) evaporation (preparation of
Page 56 of 66
table salt). (c) Desalination plants separate salt from a mixture of salt colloids, and separation
(distillation and reverse osmosis). and sand. techniques.
Explaining the use of desalination

plants.
Answering and discussing past

CSEC questions on solution,
suspension, colloids, and separation
techniques.
Video Links Video links on solutions, filtration, chromatography, and simple distillation:
https://www.youtube.com/watch?v=Uhpm-cEZzyg
https://www.youtube.com/watch?v=FmZrbajuUXw
https://www.youtube.com/watch?v=ZCzgQXGz9Tg
https://www.youtube.com/watch?v=0IWy_hdgKJM
Page 57 of 66
WEEK 25

OBJECTIVE STRATEGY
Household chemicals Students will: Effects of cleaning agents on household Explaining the cleaning actions of Integrated Science for Oral Questioning
appliances. CSEC Examinations
(scouring powders, detergents, rust
Understand the cleaning (a) Cleaning agents (scouring powders, 3rd Edition by Tania
detergents, rust removers, lime scale removers, lime scale removers, 1. Give THREE differences
actions of scouring Chung Pg. 357, 359
removers, oxidizing agents). between a soapy and a
powders and detergents oxidizing agents) on household
(b) Different reactions of cleaning soapless detergent.
on household appliances. agents: abrasive and chemical action. appliances. Common household
(c) Effects on appliances made from chemicals: hydrogen
Understand the Aluminum (Al), Copper (Cu), Iron Identifying the constituents of peroxide, bleach, vinegar Written Assessment
difference between soap (Fe), Tin (Sn), Silver (Ag), Zinc (Zn). etc. Answers to past CSEC
Reference to metals. scouring powders and detergents,
and soapless detergents. questions on detergents.
rust removers, lime scale removers, Samples of detergents e.g.
Soapy (soap) and soapless detergents. and oxidising agents. soaps, tide pods, fabric
(a) Methods of production (soap – Assessing the soap
softeners etc.
produced from the
animal fats and oils; soapless – Explaining the different reactions
Materials to make soap: laboratory activity.
petroleum products). (b) Scum of cleaning agents: abrasive and
beaker, Bunsen burner,
formation. (c) Advantages and chemical action.
stirring rod, tripod stand,
disadvantages: (i) biodegradable and water bath, sodium
Discussing the effects of detergents
non-biodegradable; (ii) pollution; (iii) hydroxide, canola oil,
made by Al, Cu, Fe, Sn, Ag and Zn. ethanol, brine-concentrated
irritants and nonirritants; and, (iv)
salt water.
Page 58 of 66
production cost. Observing samples of detergents.

Defining soap and soapless Science questions on
detergents. detergents.
Classifying samples of detergents

as soap and soapless detergents.
Differentiating between soap and

soapless detergents.
Discussing the advantages and

disadvantages of soap and soapless
detergents.
Making soap in the lab.

on detergents.
Video Link Video link on how detergent works:

https://www.youtube.com/watch?v=F7-ie4uWX04
Page 59 of 66
WEEK 26

OBJECTIVE STRATEGY
Pollutants and the Students will: Effects of air pollution. Group presentation outlining the Integrated Science for Oral Questioning
environment Effects: (a) health: allergies, lung CSEC Examinations 1. What is the main reason
following:
Know the causes of air cancer, asthma, other respiratory 3rd Edition by Tania for practising good
pollution. disorders, emphysema. (b) Defining air pollution. Chung. Pg. 156-158
community hygiene?
environmental: acid rain, blocking
Understand the effects of stomata in plants. Identifying the causes of air Powerpoint presentation on
air pollution on the Reference to allergies, second-hand air pollution/ charts on air Assessing group
pollution.
respiratory system. smoke, ventilation, fossil fuel, and air pollution, laptop, and presentation on air
masses. projector. pollution.
Discussing the effects of air
Understand the
importance of good Importance of community hygiene to pollution (allergies, lung cancer, Past CSEC Integrated Written Assessment
community hygiene. the environment. asthma, emphysema, acid rain and Science questions on air
(a) types of waste: domestic, industrial, blocking stomata in plants). pollution and household
questions on air pollution
Know the conditions that biological, chemical, and electronic pests.
Reference to allergies, second- and household pests.
encourage the breeding waste. Bio-degradable and non-bio-
of household pests and degradable waste. (b) impact of hand smoke, ventilation, fossil
parasites. improper waste disposal: (i) pollution fuel, and air masses.
of land and water (surface, ground and
potable water); (ii) increase in pest Brainstorming the need for good
population; (iii) prediction of their community hygiene.
consequences; and, (iv) assessment of
Page 60 of 66
the effects of unsanitary conditions on Creating posters to depict good

the spread of pathogenic community hygiene.
microorganisms and parasites such as
worms. Identifying the 5 types of waste.
Differentiating between
biodegradable and non-
biodegradable waste.
Outlining the impacts of proper

disposal of waste, adequate toilet
and sewage disposal facilities,
garbage collection and disposal.

on air pollution and household
pests.
Page 61 of 66
Video Links Video links on air pollution, what’s in the air we breathe:
https://www.youtube.com/watch?v=e6rglsLy1Ys&t=9s
https://www.youtube.com/watch?v=xEodej_M7TI&t=89s
Page 62 of 66
WEEK 27

OBJECTIVE STRATEGY
Pollutants and the Students will: (c) recommended practices: proper Giving examples of reduce, reuse, and Integrated Science for Oral Questioning
environment disposal of solid waste (refuse, reduce, CSEC Examinations 1. What is the difference
recycle in daily life.
Students will understand reuse, repair, refill, repurpose, recycle), 3rd Edition by Tania
composting, biogas production, between reduce, reuse and
the impact of solid waste Discussing in groups the impact of Chung. Pg. 215-222
adequate toilet, and sewage disposal recycle?
on the environment. facilities (septic tanks, cesspools soak solid waste on the environment. 2. Identify 2 advantages of
aways and sewage treatment plants), Presentation materials:
cardboard, markers, using plastics.
garbage collection and disposal. (d) Presenting the impacts of solid waste
benefits: prevention of infections, pictures/powerpoint
aesthetic value. on the environment. presentation, laptop, Written Assessment
Use of plastics. projector.
Listing the advantages and
(a) advantages of using plastics: (i) Answer to past CSEC
disadvantages of using plastic. Past CSEC Integrated
ease of production (manufacture and questions on solid waste
costs); (ii) durability; and (iii) use of Discussing the negative effects of management.
solid waste management
plastics in industry (medical, plastic on the environment.
construction). (b) negative effects on
Stating the benefits of recycling.
the environment: (i) burning of plastics
– release of toxic gases (dioxins) and Answering and discussing the
respiratory illnesses; (ii) length of time solutions to past CSEC questions on
taken to degrade; and (iii) microplastics solid waste management.
Page 63 of 66
in the marine environment. (c) benefits

of recycling.
Video Links Video links on solid waste management, land pollution, and plastic pollution:
https://www.youtube.com/watch?v=9KMMwHjJ9R8
https://www.youtube.com/watch?v=ePPIy3L_cxA
https://www.youtube.com/watch?v=HGxBRTV3ejo
Page 64 of 66

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@ 2023 Ministry of Education, Georgetown. Guya

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

(i) units of electricity: ampere, volt, Drawing simple circuit diagrams.

- voltage given current and Matching the definition, unit, symbol

Explaining the use of the formula

Answering and discussing the solutions

Phet simulation link on Ohm's Law and circuit building:

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Mention the use of thick wires as using a flex cable.

Discussing how faulty electrical

Discussing the use of Light emitting

Answering and discussing the solutions

Lab. # 11 Students conduct experiments and submit lab reports.

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Curriculum Area: Integrated Science Grade: 11

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Answering and discussing solutions

Video Links Video link on how to use a fire extinguisher:

TOPIC/SUB- GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

(electrical and gas ovens and paper.

TOPIC/SUB- GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Identifying features of buildings which

Identifying the types of ventilation

Answering and discussing the solutions

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Describing the solar system.

(a) planets, elliptical shape, number

Answering and discussing the

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Globe of the Earth, ball, and iii First quarter moon?

Including: (a) reasons for exploration

Looking at videos on Mars and

Answering and discussing the

TOPIC/SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE EVALUATION

Distinguishing among the four types of

weather. Assessing interpretation

Answering and discussing past CSEC

Curriculum Area: Integrated Science Grade: 11

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Describing the effects of tidal

Answering and discussing past

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

Richter scale. Significance of the

Video Links Video links on volcanoes:

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

aquaculture, and mariculture. (d) methods.

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

(desalination), boiling, filtration, purification.

Investigate the effects of the removal of

Answering and discussing the solutions

TOPIC/SUB-TOPIC GENERAL CONTENT ACTIVITY RESOURCE EVALUATION

damage to membrane due to high devices. into the mouth of a river.

Demonstrating the use of water safety

Looking at video clips on water safety

Discussing hazards associated with the

Answering and discussing the

solutions to past CSEC questions on

Lab # 18 Students conduct experiments and submit lab reports.