Science CCP Curriculum PDF

STRAND 1: DIVERSITY OF MATTER SUB-STRAND 1: MATERIALS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES...

STRAND 1: DIVERSITY OF MATTER SUB-STRAND 1: MATERIALS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.1.1.1 Recognise B7.1.1.1.1 Classify materials into liquids, solids and gases Creativity and Innovation (CI), Critical materials as important Thinking and Problem solving (CP), resources for providing Communication and Collaboration (CC) human needs Exemplars: 1. Create and complete a table to record the texture, appearance, CI 5.2: Ability to merge simple/complex ideas colour and shape of a group of materials assembled from the to create novel situations or things. environment. 2. Group materials into liquids, solids and gases. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion 3. Discuss the differences among liquids, solids and gases. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. 4. Give examples of solids, liquids and gases that can be identified from CP 5.6: Demonstrate a thorough your environment understanding of a generalised concept and facts specific to a task or situation. 2 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 1 25/11/2020 1:39 PM  BASIC 7 Strand 1: Diversity Of Matter Sub-strand 1: Materials CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.1.1.1.2 Discuss the importance of liquids in the life of Communication and Collaboration (CC), humans Critical Thinking and Problem solving (CP) Exemplars: 1. Present a report on the importance of liquids to human life. CC 8.1: Speak clearly and explain ideas CC 8.5: Vary the level of detail and the language use when presenting to make it appropriate to the audience. 2. Describe the need to preserve liquids for human use. CP 5.2: Analyse and make distinct judgements about viewpoints expressed in an argument. 3. Record liquids they see being used in their community. CP 5.1: Ability to combine information and ideas from sources to reach a conclusion. B7.1.1.1.3 Discuss the importance of specific solids to life Critical Thinking and Problem solving (CP), Creativity and Innovation (CI) Exemplars: 1. Identify solids in the environment that support the survival of humans CP 5.1: Ability to combine information and other life forms. and ideas from several sources to reach a conclusion. 2. Explain the need to preserve useful solid materials in the environment CP 5.2: Analyse and make distinct judgement for life. about viewpoints expressed in an argument CP 5.7: Provide new insight into controversial situation or task. 3. Model objects from solid materials that can be useful to humans and CI 5.2: Ability to merge simple/ complex ideas other life forms. to create novel situations or things. CI 6.10: Reflect on work and explore the thinking behind thoughts and processes. © NaCCA, Ministry of Education |3 Science _ CCP Curriculum.indd 2 25/11/2020 1:39 PM  BASIC 7 Strand 1: Diversity Of Matter Sub-strand 1: Materials CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.1.1.2 Understand B7.1.1.2.1 Demonstrate the knowledge of the orderly Digital Literacy (DL), Critical Thinking and the periodic table as arrangement of metals, non-metals and noble gases in the Problem Solving (CP) different elements made periodic table up of metals and non- Exemplars: metals and noble gases arranged in an order 1. Name and write the chemical symbol of the first 20 elements in the DL 5.1: Ability to ascertain when information periodic table. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. 2. Identify metals, non-metals and noble gases in the periodic table. CP 5.1: Ability to combine Information and ideas from several sources to reach a conclusion. 3. Deduce from the periodic table that the elements are arranged in CP 5.6: Demonstrate a thorough order of their atomic number and those in the same group have understanding of a generalised concept and common properties. facts specific to the task or situation. 4 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 3 25/11/2020 1:39 PM  STRAND 1: DIVERSITY OF MATTER SUB-STRAND 2: LIVING CELLS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.1.2.1 Demonstrate B7.1.2.1.1 Describe the structure and function of Digital Literacy (DL), Communication and Collaboration understanding of the living cells of an animal (CC), Critical Thinking and Problem solving (CP), structure of organisms and Creativity and Innovation (CI) functions of cells in living Exemplars: systems 1. Identify and describe the structure of an animal cell DL 5.5: Evaluate the quality and validity of information seen in a video, a chart and a magnifier. 2. State the function of each organelle in the animal cell. CC 8.2: Explain ideas in a clear order with relevant detail, using correct construction and structure of speech 3. Look at a sample of animal cell from different parts CP 5.7: Provide new insight into controversial situation of an animal with a microscope, magnifier or watch a or task video or pictures of cells and draw the conclusion that DL 6.6: Knowledge and recognition of ethical use of animals are made up of cells. information 4. Draw and label an animal cell. CI 6.5: Anticipate and overcome difficulties relating to taking initiatives 5. Develop a model to represent an animal cell. CI 5.3: Identification of requirements of a given situation and justification of more than one creative tool that will be suitable © NaCCA, Ministry of Education |5 Science _ CCP Curriculum.indd 4 25/11/2020 1:39 PM  BASIC 7 Strand 1: Diversity Of Matter Sub-strand 2: Living Cells CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.1.2.1.2 State the functions of each organelle in Digital Literacy (DL), Communication and Collaboration a plant cell. (CC), Critical Thinking and Problem (CP), Creativity and Innovation (CI) Exemplars: 1. Identify and describe the structure of a plant cell as CC 8.1: Speak clearly and explain ideas. seen in a video, a chart, pictures and magnifiers. DL 5.3: Ability to find and utilise digital content. 2. State the function of each organelle in the plant cell. CC 8.1: Speak clearly and explain ideas. 3. Look at a sample of a plant cell from different parts of CP 5.1: Ability to combine Information and ideas from a plant with a microscope, magnifier or, watch a video several sources to reach a conclusion. or pictures and confirm that plants are made up of DL 6.4: Adhere to behavioural protocols that prevail in cells. cyberspace. 4. Draw and label a plant cell. CI 6.5: Anticipate and overcome difficulties relating to taking initiatives. 5. Develop a model to represent a plant cell. CI 5.3: CI 5.3: Identification of requirements of a given situation and justification of more than one creative tool that will be suitable. 6 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 5 25/11/2020 1:39 PM  STRAND 2: CYCLES SUB-STRAND 1: EARTH SCIENCE CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.1.1 Recognise that B7.2.1.1.1 Explain how the water cycle occurs as a repeated Critical Thinking and Problem Solving (CP) the water cycle is an pattern in nature Digital Literacy (DL), Creativity and Innovation example of repeated (CI) patterns of change in Exemplars: nature and understand how it occurs 1. Identify the natural sources of water and list the stages of the water DL5.1: Ability to ascertain when information cycle: evaporation, condensation, precipitation and transpiration while is needed and be able to identify, locate, watching pictures and videos. evaluate and effectively use it to solve a problem. 2. Draw a flow chart or diagram to show the order of the stages in the water cycle and how they are linked to each other. CI 5.2: Ability to merge simple/complex ideas to create novel situations or things. 3. Explain why the water cycle is a repeated pattern in nature by CI 6.3: Ability to select the most effective searching the internet, books, journals,TV news, radio news and any creative tools for work, and give reasons for other sources. the choice. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion. DL 5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. © NaCCA, Ministry of Education |7 Science _ CCP Curriculum.indd 6 25/11/2020 1:39 PM  BASIC 7 Strand 2: Cycles Sub-strand 1: Earth Science CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.1.1.2 Describe the importance of the water cycle in nature Communication and Collaboration (CC), Digital Literacy (DL), Creativity and Innovation (CI), Critical Thinking and Problem Solving (CP) Exemplars: 1. Describe the stages of the water cycle by watching a video or a CC 8.1: Speak clearly and explain ideas picture of it. DL 5.6: Preparedness to make better decisions using available information. 2. Describe the importance of the water cycle in terms of: CP 5.1: Ability to combine information and ideas from several sources to reach a a) Energy source (release of energy to warm the environment) conclusion. b) Carrier of nutrients CC 8.2: Explain ideas in a clear order with c) Improving water table relevant detail, using correct construction and d) Regulating weather pattern structure of speech. e) Provision of clean water. 3. With a diagram, illustrate the importance of the water cycle in a CI 5.2: Ability to merge simple/complex ideas community with a diagram. to create novel situations or things. 8 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 7 25/11/2020 1:39 PM  STRAND 2: CYCLES SUB-STRAND 2: LIFE CYCLE OF ORGANISMS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.2.1 Demonstrate B7.2.2.1.1 Describe the life cycle of the housefly Communication and Collaboration (CC), the skills of carrying out Digital Literacy (DL) activities to show the Exemplars: stages of the life cycle of a housefly, the effects of 1. Identify and describe the stages of the life cycle of the housefly. DL 5.3: Ability to find and utilise digital its activities on humans content. and how to reduce them CC 8.1: Speak clearly and explain ideas. Share 2. Show the order of the stages of the life cycle of the housefly e.g. a narrative or extended answer while speaking eggs  larva  pupa  adult. Arrange flashcards or the cut-outs to to a group. illustrate the stages. DL 5.6: Preparedness to make better decisions using available information. CC 9.6: Ability to work with all group members to complete a task successfully. 3. Draw each stage of the life cycle of the housefly and use arrows to CI 5.5: Ability to try new alternatives and link the stages to make the cycle complete. different approaches. CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the effectiveness of tools used. 4. Write notes on each of the stages of the housefly. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. © NaCCA, Ministry of Education |9 Science _ CCP Curriculum.indd 8 25/11/2020 1:39 PM  BASIC 7 Strand 2: Cycles Sub-strand 2: Life Cycle Of Organisms CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.2.1.2 Discuss the activities of the housefly as a menace to Creativity and Innovation (CI), Communication humans and show how to reduce the effects of those activities and Collaboration (CC), Digital Literacy (DL) Exemplars: 1. Describe with the aid of drawings, pictures and cartoons to CI 5.1: Examine alternatives in creating new demonstrate their knowledge of housefly’s feeding habit. e.g. feeding things. on dead animals, rotten food, manure, solid and liquid waste. CI 6.6: Being open minded, adapting and modifying ideas to achieve creative results. 2. Discuss how the activities of the housefly affect humans in terms of: CC 8.1: Speak clearly and explain ideas. a) transfer of types of diseases (such as dysentery). DL5.1: Ability to ascertain when information is needed and be able to identify, locate, b) food poisoning. evaluate and effectively use it to solve a c) nuisance in the environment. problem. 3. Design an intervention that can reduce the effects of the activities CI 5.3: Identification of requirements of a of the housefly on humans and educate people of your community given situation and justification of more than about the intervention. one creative tool that will be suitable. CI 6.3: Ability to select the most effective creative tools for work and give reasons for the choice. DL 5.6: Preparedness to make better decisions using available information. 10 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 9 25/11/2020 1:39 PM  STRAND 2: CYCLES SUB-STRAND 3: CROP PRODUCTION CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.3.1 Demonstrate B7.2.3.1.1 Observe and list all plant nutrient sources available Communication and Collaboration (CC), understanding of in a community and categorise them into organic and inorganic Critical Thinking and Problem Solving (CP) the different plant nutrient sources. nutrients (organic, and Exemplars: inorganic fertilizers) and their application in 1. Create a table to explain the differences between organic and CI 5.2: Ability to merge simple/complex ideas school farming (school inorganic plant nutrients. to create novel situations or things. gardening) 2. Compare the volumes of organic and inorganic nutrient source CP 5.6: Demonstrate a thorough required by different plants. understanding of a generalised concept and facts specific to task or situation. CP 5.7: Provide new insight into controversial situation or task. B7.2.3.1.2 Describe the physical characteristics of different Digital Literacy (DL), Communication plant nutrients (organic and inorganic) and how each is applied and Collaboration (CC), Creativity and to plants in the field Innovation (CI) Exemplars: 1. Identify each plant nutrient source and explain how its physical DL 5.5: Evaluate the quality and validity of structure and appearance affect its application. information. CC 8.2: Explain ideas in a clear order with relevant detail, using correct construction and structure of speech. 2. Describe in groups how each type of nutrient source may be applied CC 9.1: Demonstrate behaviour and skills of to plants in the field (e.g. school garden). working towards group goals. CC 9.5: Appreciate the importance of including all team members in discussions and actively encourage contributions from them. 3. Demonstrate practical application of each type of nutrient source to CI 5.5: Ability to try new alternatives and plants in the field (e.g. school garden). different approaches. © NaCCA, Ministry of Education | 11 Science _ CCP Curriculum.indd 10 25/11/2020 1:39 PM  STRAND 2: CYCLES SUB-STRAND 4: ANIMAL PRODUCTION CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.4.1 Demonstrate B7.2.4.1.1 Examine and list domestic animals in the Digital Literacy (DL), Critical Thinking and an understanding of community. Problem Solving (CP), Communication and the differences among Collaboration (CC) domestic animals such as Exemplars: ruminants, monogastrics and poultry (monogastric 1. Identify different types of domestic animals in the community. DL 5.1: Ability to ascertain when information herbivore) is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. 2. Match different domestic animals with their breeds. CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts specific to task or situation. 3. List and discuss the characteristics, such as shape, colour, size, food/ DL 5.6: Preparedness to make better feeding and others, that can be used to classify domestic animals. decisions using available information. CC 9.1: Demonstrate behaviour and skills of working towards group goals. CC 8.2: Explain ideas in a clear order with relevant detail, using correct construction and structure of speech. 12 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 11 25/11/2020 1:39 PM  BASIC 7 Strand 2: Cycles Sub-strand 4: Animal Production CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.4.1.2 Show the differences and similarities among Digital Literacy (DL), Critical Thinking and domestic animals. Problem Solving (CP), Communication and Collaboration (CC) Exemplars: 1. Classify domestic animals into ruminants, monogastrics and poultry. CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts specific to task or situation. 2. Give examples of animals classified as ruminants, monogastrics, and CC 8.1: Speak clearly and explain ideas poultry. DL 5.3: Ability to find and utilise digital content. 3. Discuss and write the differences among ruminants, monogastrics and DL5.1: Ability to ascertain when information poultry. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CC 8.2: Explain ideas in a clear order with relevant details, using the correct construction and structure of speech. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion. 4. Write similarities in the nature and characteristics of ruminants, CP 5.1: Ability to combine information monogastrics and poultry in Ghana and other countries. and ideas from several sources to reach a conclusion. CP 5.2: Analyse and make distinct judgements about viewpoints expressed in an argument. © NaCCA, Ministry of Education | 13 Science _ CCP Curriculum.indd 12 25/11/2020 1:39 PM  BASIC 7 Strand 2: Cycles Sub-strand 4: Animal Production CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.4.2 Show an B7.2.4.2.1 Discuss and write the domestic and commercial uses Digital Literacy (DL), Communication and understanding of of different types of animals Collaboration the usefulness of the Exemplars: different types of animals for domestic and 1. Explain the concepts of domestic use and commercial use of animals. DL 6.6: DL 6.6: Knowledge and recognition of commercial purposes ethical use of information. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. 2. Describe the domestic uses of ruminants, monogastrics and poultry. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. DL 5.5: Evaluate the quality and validity of information. 14 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 13 25/11/2020 1:39 PM  BASIC 7 Strand 2: Cycles Sub-strand 4: Animal Production CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.2.4.2.2 Observe and compare the uses of the different types Digital Literacy (DL), Critical Thinking and of animals. Problem Solving (CP), Communication and Collaboration (CC) Exemplars: 1. Observe and discuss different uses of different animals found in the CC 7.1: Identify words or sentences in context communities. appropriately. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. DL 5.5: Evaluate the quality and validity of information. CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts specific to task or situation. 2. List and match the different domestic animals to their commercial DL5.1: Ability to ascertain when information is uses including their by-products (such as animal waste) needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CP 5.2: Analyse and make distinct judgement about viewpoints expressed in an argumen. © NaCCA, Ministry of Education | 15 Science _ CCP Curriculum.indd 14 25/11/2020 1:39 PM  STRAND 3: SYSTEMS SUB-STRAND 1:THE HUMAN BODY SYSTEM CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.1.1 Show an B7.3.1.1.1 Explain the concept of food and the need for humans Digital Literacy (DL), Critical Thinking and understanding of the to eat Problem Solving (CP) concept of food, and Exemplars: the process of digestion and appreciate its DL 5.1: Ability to ascertain when information 1. Explain what food is, the nutrients found in them and deduce its importance in humans definition. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion. 2. Compare and contrast the appearance of people who have been DL 5.1: Ability to ascertain when information starved for some period of time with those who have been eating and is needed and be able to identify, locate, look healthy and strong. evaluate and effectively use it to solve a problem. DL 6.6: Knowledge and recognition of ethical use of information. CP 5.8: Identify and prove misconceptions about a generalised concept or fact specific to a task or situation. 3. Deduce from the comparison in Exemplar 2 the importance of CP 5.1: Ability to combine information feeding in humans. and ideas from several sources to reach a conclusion. 16 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 15 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 1: The Human Body System CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.1.1.2 Examine what happens to food at the stages of Digital Literacy (DL), Critical Thinking and digestion in humans Problem Solving (CP), Communication and Collaboration (CC), Creativity and Innovation (CI) Exemplars: 1. Identify the parts of the alimentary canal in a drawing of the digestive CC 7.4: Identify underlying themes, system. implications and issues when listening. DL 5.5: Evaluate the quality and validity of information. 2. Research and describe what happens to food e.g. a piece of boiled DL 5.1: Ability to ascertain when information yam/cassava/plantain/cocoyam/bread, egg, meat, orange, palm oil and is needed and be able to identify, locate, many others when it gets into the mouth, stomach, large and small evaluate and effectively use it to solve a intestines. problem. DL 6.4: Adhere to behavioural protocols that prevail in cyberspace. DL 6.6: Knowledge and recognition of ethical use of information. CP 5.4: Generate hypotheses to help answer complex problems. CP 5.8: Identify and prove misconceptions about a generalised concept or fact specific to a task or situation. 3. Draw and label the digestive system of humans. CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the effectiveness of tools used. © NaCCA, Ministry of Education | 17 Science _ CCP Curriculum.indd 16 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 1: The Human Body System CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.1.1.3 Identify the end product of digestion of starchy, Digital Literacy (DL), Critical Thinking and protein and oily foods and explain how absorption of the Problem Solving (CP), Communication and digested food occurs in humans Collaboration (CC), Creativity and Innovation (CI) Exemplars: 1. Observe and describe how digested food is absorbed into the body DL 5.1: Ability to ascertain when information of humans using animation. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem CC 8.1: Speak clearly and explain ideas 2. Draw a flow chart to show that starch is digested to sugar, protein is CI 5.3: CI 5.3: Identification of requirements digested to amino acids and oils are digested into fatty acids. of a given situation and justification of more than one creative tool that will be suitable CI 5.2: Ability to merge simple/complex ideas to create novel situations or things 3. Perform practical tests on food: starch, glucose, protein and fats and CC 9.3: Understand roles during group oils. activities PL 6.3: Ability to manage time effectively 18 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 17 25/11/2020 1:39 PM  STRAND 3: SYSTEMS SUB-STRAND 2:THE SOLAR SYSTEM CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.2.1 Demonstrate B7.3.2.1.1 Identify the inner planets of the solar system and Digital Literacy (DL), Critical Thinking and knowledge of the inner describe their properties Problem Solving (CP), Communication and planets of the solar Collaboration (CC), Creativity and Innovation system and understand (CI) their movement in the Exemplars: system 1. Identify and describe what constitutes the inner planets of the solar DL 5.1: Ability to ascertain when information system using pictures, videos, etc. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group 2. Describe the galaxy, milky way, and elliptical shape of the paths of CC 8.2: Explain ideas in a clear order with movement of the inner planets. relevant detail, using correct construction and structure of speech DL 5.3: Ability to find and utilise digital content CP 5.8: Identify and prove misconceptions about a generalised concept or fact specific to a task or situation 3. Design and construct a model of the solar system. CI 5.1: Examine alternatives in creating new things CI 5.3: Identification of requirements of a given situation and justification of more than one creative tool that will be suitable CI 6.6: Being open-minded, adapting and modifying ideas to achieve creative results © NaCCA, Ministry of Education | 19 Science _ CCP Curriculum.indd 18 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 2: The Solar System CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.2.1.2 Discuss the properties and the relative motions of Digital Literacy (DL), Critical Thinking and the planets Mercury and Venus Problem Solving (CP), Communication and Collaboration (CC), Creativity and Innovation (CI) Exemplars: 1. Outline properties peculiar to each of the planets Mercury and Venus. DL 5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts specific to task or situation. 2. Describe the movement of the planets Mercury and Venus around the DL 5.5: Evaluate the quality and validity of Sun. information. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion. 20 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 19 25/11/2020 1:39 PM  STRAND 3: SYSTEMS SUB-STRAND 3:THE ECOSYSTEM CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.3.1 Recognise B7.3.3.1. 1 Analyse the components of ecosystems and identify Digital Literacy (DL), Critical Thinking and the components of the interactions within. Problem Solving (CP), Communication and and interdependences Collaboration (CC), Creativity and Innovation in an ecosystem, (CI) and appreciate their Exemplars: interactions 1. Describe an ecosystem as a self-sustaining unit in which components CC 9.6: Ability to work with all group interact. E.g. a pond, a forest and many others. members to complete a task successfully. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. CC 8.4: Anticipate different responses from the audience and plan for them. DL 5.5: Evaluate the quality and validity of information. DL 5.6: Preparedness to make better decisions using available information. 2. Group ecosystems into terrestrial, aquatic and arboreal categories. CP 5.1: Ability to combine Information and ideas from several sources to reach a conclusion. CP 6.7: Implement strategies with accuracy. © NaCCA, Ministry of Education | 21 Science _ CCP Curriculum.indd 20 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 3: The Ecosystem CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES 3. Identify and list the components, such as biotic and abiotic, of each DL 5.1: Ability to ascertain when information category of ecosystem. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts specific to task or situation. 4. Differentiate among organisms in the different ecosystems mentioned CP 5.2: Analyse and make distinct judgement in Exemplar 2. about viewpoints expressed in an argument. 5. Explain how the components of the different ecosystems affect one CC 8.1: Speak clearly and explain ideas. Share another. a narrative or extended answer while speaking to a group. 22 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 21 25/11/2020 1:39 PM  STRAND 3: SYSTEMS SUB-STRAND 4: FARMING SYSTEMS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.4.1 Demonstrate B7.3.4.1.1 Examine and discuss the differences among the Digital Literacy (DL), Critical Thinking and an understanding of various farming systems Problem Solving (CP), Communication and the differences among Collaboration (CC), Creativity and Innovation the various farming (CI), Cultural Identity and Global Citizenship systems: Land Rotation, (CG) Crop Rotation, Mixed Exemplars: Cropping, Mixed Farming, and Organic 1. Identify and define types of farming systems in Ghana and elsewhere. DL 5.3: Ability to find and utilise digital Farming content. DL 6.1: Understand the sociological and emotional aspects of cyberspace. CG 5.4: Develop and exhibit a sense of cultural identity. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. 2. Discuss the characteristics of the different farming systems in Ghana. DL 5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CP 5.1: Ability to combine Information and ideas from several sources to reach a conclusion. CG 5.3: Develop and exhibit a sense of cultural identity. © NaCCA, Ministry of Education | 23 Science _ CCP Curriculum.indd 22 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 4: Farming Systems CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES 3. Compare and contrast the characteristics of the different farming CP 5.4: Generate hypotheses to help answer systems. complex problems CP 5.2: Analyse and make distinct judgment about viewpoints expressed in an argument CP 5.1: Ability to combine Information and ideas from several sources to reach a conclusion B7.3.4.1.2 Categorise different farming systems Digital Literacy (DL), Critical Thinking and Problem Solving (CP), Cultural Identity and Global Citizenship (CG) Exemplars: 1. Classify different descriptions of farming systems under Land CP 5.1: Ability to combine Information Rotation, Crop Rotation, Mixed Cropping, Mixed Farming and Organic and ideas from several sources to reach a Farming. conclusion CG 5.2: Develop and exhibit ability to defend one’s cultural beliefs, practices and norms DL 5.3: Ability to find and utilise digital content 2. Group farming systems prevailing in their community under Land CP 5.1: Ability to combine Information Rotation, Crop Rotation, Mixed Cropping, Mixed Farming and Organic and ideas from several sources to reach a Farming. conclusion 24 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 23 25/11/2020 1:39 PM  BASIC 7 Strand 3: Systems Sub-strand 4: Farming Systems CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.3.4.1.3 Discuss the usefulness of different farming systems Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI) Cultural Identity and Global Citizenship (CG) Exemplars: 1. Discuss and tabulate the reasons behind the use of various farming CC 8.5: Vary the level of detail and the systems. language used when presenting to make it appropriate to the audience. CI 5.5: Ability to try new alternatives and different approaches. CP 5.4: Generate hypotheses to help answer 2. Debate the merits and demerits of the different farming systems. complex problems. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion. CP 6.7: Implement strategies with accuracy CC 8.5: Vary the level of detail and the language used when presenting to make it appropriate to the audience. CG 5.3: Develop and exhibit a sense of cultural identity. © NaCCA, Ministry of Education | 25 Science _ CCP Curriculum.indd 24 25/11/2020 1:39 PM  STRAND 4: FORCES AND ENERGY SUB-STRAND 1: ENERGY CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.4.1.1 Demonstrate an B7.4.1.1.1 Identify the various forms of energy and show how Digital Literacy (DL), Cultural Identity and understanding of forms they are related. Global Citizenship (CG), Communication and of energy and their daily Collaboration (CC) applications Exemplars: 1. List forms of energy in terms of Potential, Kinetic, Heat, Sound, Solar, DL 5.3: Ability to find and utilise digital Electrical, Nuclear, Chemical and Light. content. DL 5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CC 8.2: Explain ideas in a clear order with relevant detail, using correct construction and structure of speech. 2. Demonstrate and show by diagrams how Potential Energy (PE) is CC 8.5: Vary the level of detail and the related to Kinetic Energy (KE) ; (Mechanical Energy= PE+ KE). language used when presenting to make it appropriate to the audience. CI 5.2: Ability to merge simple/complex ideas to create novel situations or things. CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the effectiveness of tools used. CI 5.4: Ability to visualise alternatives, see possibilities, and identify problems and challenges. 26 | © NaCCA, Ministry of Education Science _ CCP Curriculum.indd 25 25/11/2020 1:39 PM  BASIC 7 Strand 4: Forces And Energy Sub-strand 1: Energy CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7.4.1.1.2 Explain daily applications of forms of energy. Digital Literacy (DL), Cultural Identity and Global Citizenship (CG), Communication and Collaboration (CC), Creativity and Innovation (CI) Exemplars: 1. Discuss how forms of energy are used in daily life. CC 8.1: Speak clearly and explain ideas. Share a narrative or extended answer while speaking to a group. DL 5.5: Evaluate the quality and validity of information. DL 6.6: Knowledge and recognition of ethical use of information. 2. Match forms of energy to appliances (gadgets) used daily at school, in CP 5.6: Demonstrate a thorough the home and community. understanding of a generalised concept and facts specific to task or situation. CI 5.2: Ability to merge simple/complex ideas to create novel situations or things. 3. Explain factors that affect Potential and Kinetic energy in their DL 5.1: Ability to ascertain when information application in daily life. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. © NaCCA, Ministry of Education | 27 Science _ CCP Curriculum.indd 26 25/11/2020 1:39 PM  BASIC 7 Strand 4: Forces And Energy Sub-strand 1: Energy CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES 4. Use mathematical expressions for both Potential energy (PE = mgh) CI 5.4: Ability to visualise alternatives, and Kinetic energy (KE = ½ mv2) and use the expressions to solve see possibilities, and identify problems and problems involving mechanical energy. challenges. CI 6.8: Recognise and generalise information and experience; search for trends and patterns. CI 6.9: Interpret and apply learning in new context. CI 6.10: Reflect on work and explore the thinking behind thoughts and processes. B7.4.1.2 Demonstrate B7.4.1.2.1 Explain and demonstrate how heat is transferred in Digital Literacy (DL), Communication an understanding of the various media and Collaboration (CC) concept of heat transfer Exemplar: and its applications in life