ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE REVISED 2013 Table of Contents Language Arts and Literature Department English Language ………………………………………………………………………………….2 English Literature …………………………………………………………………………………9 Modern Languages Department French………………………………………………………………………………………………. Spanish……………………………………………………………………………………………… Mathematics Department Mathematics……..…………………………………………………………………………………. Science Department Integrated Science …………………………………………………………………………………. Agricultural Science ………………………………………………………………………………. History Department History…………..…………………………………………………………………………………. Home Economics / Industrial Arts Department Home and Family …………………………………………………………………………………. Design Technique …………………………………………………………………………………. Religious Education Department Religious Education……………………………………………………………………………...… Visual Arts Department Visual Arts……………….………………………………………………………………………… Physical Education Department Physical Education……….………………………………………………………………………… Personal Development Department Personal Development…..………………………………………………………………………… Geography Department Geography ……………………………………………………………………………………….…
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ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE REVISED 2013
Table of Contents
Language Arts and Literature Department English Language ………………………………………………………………………………….2
English Literature …………………………………………………………………………………9 Modern Languages Department
1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays
2. To demonstrate awareness of writing as a process
3. To use transactional forms effectively e.g. letters, report
4. To experience the joy of creativity through the production of creative pieces
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE GRAMMAR SKILLS
To write correctly using the basic structure and mechanics of Standard English
1. subject/verb agreement
2. singular and plural forms
3. present, past and future tense
4. subjective and objective forms of nouns
5. correct punctuation
Semester 1
Topic/ Content Objectives MECHANICS
- Parts of the sentence Subject and Predicate Compound Subject and
Predicate Natural and transposed order in
sentences - Subject and Verb Agreement - Synonyms and Antonyms - Present and Past Tenses - Punctuation - Phrases and Clauses
TYPES OF WRITING - Paragraph - Descriptive
Students should be able to: - identify the subject and predicate in a sentence - differentiate between simple and compound
subjects and predicates - identify a sentence in the natural order or transposed order - select the correct verb to complete given sentences - select the correct synonym/antonym for given words - use tenses appropriately and consistently - use marks of punctuation correctly - recognize clauses and phrases Students should be able to: - write topic sentences that state the specific idea of the paragraph - write supporting sentences
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
- Expository COMPREHENSION SKILLS
SEMESTER TWO (February - June) TYPES OF WRITING
- Descriptive - Short Story - Report
LETTER WRITING
- Formal Letters
MECHANICS
- Direct and Indirect Speech - Parts of Speech - Verb Tenses
Active and Passive Voice
- create effective ending sentences - write unified paragraphs in which every sentence is related to the topic
- write a descriptive passage that evokes strong sensory impressions - identify the various kinds of expository paragraphs
Students should be able to: - identify main ideas
Students should be able to:
- identify each type of writing - write a descriptive passage that evokes strong sensory impressions - identify the elements of narrative writing - write an interesting narrative with events in sequential order - distinguish between a narrator that is a character within the story or one
that is an observer of the action - distinguish facts from opinions - write a factual report with events in sequential order
Students should be able to:
- identify the kinds of formal letters - identify the parts of the formal/business letter - discuss the tone and content of the formal letter
Students should be able to:
- change sentences from direct to indirect and vice versa - recognize the different parts of speech - use/identify same words in different parts of speech - distinguish between adjectives and adverbs - use demonstrative adjectives correctly - identify the past tense and past participle of irregular verbs - use troublesome verbs correctly - differentiate between Simple and Compound tenses
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ENGLISH LANGUAGE DEPARTMENT
ENGLISH LITERATURE CURRICULUM
Introduction
This Literature curriculum is to engage the student’s interest in literature and promote the enjoyment of the different genres. The following skills
will be developed:
Listening
Speaking
Thinking Analytically
Reading
Writing
An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered
class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able
to appreciate, interpret, analyze and evaluate the three genres of literature.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Semester I (September-January)
CONTENT
1. STUDYING THE GENRES OF LITERATURE
Prose Poetry Drama
2. THE NOVEL
Animal Farm - British Literature
3. POETRY
Poetry comprehension and analysis Selected poems from prescribed text –
Voyages in English
4. THE SHORT STORY
Story comprehension and analysis
OBJECTIVES
Identifying the genres of Literature Discuss the elements of each genre Appreciate literature as an art form and a form of expression
Elements of the novel
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues Compare contexts and situations to present cultural experiences
Areas of study
Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language
Examine the presentation of characters Explore the presentation of themes
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Selected Stories from Voyages in English
Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution) Uncover the meaning of words using the context clues from the story
Semester II (February-June)
TOPIC/CONTENT
5. INTRODUCTION TO DRAMA
Studying West Indian Drama - Ti Jean and His Brothers
6. STUDY OF THE NOVEL CONT’D
The British Novel - Oliver Twist
7. POETRY
OBJECTIVES Features of Drama
Identify the elements of Drama (Props, costume, actors/actresses, backdrop, stage directions etc)
Examine the use of dialogue in drama Examine the presentation of the characters Examine the use of setting Identify and examine the themes in the play
Areas for Analysis
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues
Areas for Analysis
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Poetry comprehension and analysis Selected poems from Voyages in
English
8. THE SHORT STORY
Story comprehension and analysis Selected Stories from Voyages in
English
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 25% of the overall grade for the semester
Class Work : 25% of the overall grade for the semester
Tests : 50% of the overall grade for the semester
Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language
Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story. Recommended Text: Oliver Twist by Charles Dickens retold by Debrah Tempest Animal Farm by George Orwell Voyages :An Anthology of Short stories and Poems
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MODERN LANGUAGES DEPARTMENT
FRENCH CURRICULUM
GENERAL AIM:
The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading
and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone
Students should be able to : -develop their listening skills by singing and other forms of oral interactions
like simple conversations with classmates and teachers by answering questions based on chosen topics to be covered.
-listen to and respond by doing the actions indicated by commands -listen to short sentences/paragraphs read aloud by the teacher and write down
what they have heard
Students should be able to: -participate in role-play exercises where they act out dialogues
ask and respond to simple questions -do simple descriptions of objects and persons -participate in simple conversations based on everyday experiences
Students should be able to: -read short passages in French using the correct pronunciation, fluency and
intonation -read, understand and follow simple written instructions in the target language -read and answer questions based on reading comprehension passages
Students should be able to: -write short, simple dialogues, letters and compositions based on topics
covered in the syllabus -fill in simple forms e.g. forms requiring personal information -complete written grammar and vocabulary exercises. -answer questions based on a reading comprehension passage
Students should be able to:
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
4.WRITING CULTURAL AWARENESS VOCABULARY
-identify the French speaking countries worldwide especially the ones in the Caribbean
-describe some of the beliefs and traditions of selected countries in relation to family life, school and major holidays
-compare and contrast French cultural practices with those of Jamaica
greetings and responses -present tense of some irregular verbs -holiday greetings -numbers 1-100 -aller + infinitive; vouloir + infinitive -reflexive verbs and reflexive pronouns(me,te,se,nous,vous,se) -negation in French (ne…pas, plus, jamais, rien, personne etc…) -parts of the house -items in the house -likes and dislikes -weather -food items -talk about themselves ,their family,friends,past-time or leisure activities -fill an ID card -present a weather forecast -describe weather conditions -object pronouns -occupations
SEMESTER 1 ( SEPTEMBER- JANUARY ) UNITS 1-3
Students should be able to:
give more personal details about self and family e.g. hobbies ,birth date, how they feel about something.
-conjugate some irregular verbs: avoir, aller,faire, pouvoir -state what they like, dislike, hate, are mad about -say how they help at home -describe weather conditions -conjugate some more irregular verbs such as voir, venir, connaitre, etre
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
JANUARY-GENERAL REVISION SEMESTER II (FEBRUARY- JUNE) UNITS 4-7 JUNE-GENERAL REVISION
-describe the house/apartment that they live in -name articles of furniture generally found in the house -use the partitive du, de la, de l’ and des -count up to 100 -give precise directions in French -name various types of shops and say what can be purchased at each one according to French ways and customs -ask for specific items in precise quantities -give the French for some occupations
Students should be able to:
conjugate some more irregular verbs such as: mettre,devoir,prendre -revise possessive adjectives: mon, ma, mes -use various negative expressions -recognize and use object pronouns -use various expressions with avoir -use two verbs together:aller+;vouloir/voudrais+;aimer+infinitive -use expressions associated with having meals -improve their vocabulary on French cuisine -know how to conjugate the most common reflexive verbs. -know the professions -make a French shopping list
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE RESOURCE MATERIAL USED IN GRADE 8 Main text Hexagone 2 Other material to be used JAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9 French First Year by Eli Baume and Gail Stein ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MODERN LANGUAGES DEPARTMENT
SPANISH CURRICULUM INTRODUCTION The goal of the GRADE 8 Spanish curriculum is chiefly to:
continue to acquire the basic language skills for functioning in practical every day situations.
allow students to have a solid base upon which they can continue to build and perfect their communicative skills
continue presenting the Spanish language as an integral element of the culture.
continue to encourage an appreciation of Spanish through:
- cultural activities such as Spanish Day and Spanish Carol Service
- inter-school activity such as Spanish Festival and Spanish Club
increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and Mexico
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SEMESTERS 1 & 2 TOPIC/CONTENT
OBJECTIVES
1) PERCEPTIVE LISTENING
Students should be able to: a) understand aspects of the lesson while it is being presented orally.
2) PERCEPTIVE READING
Students should be able to: a) read with correct pronunciation b) comprehend what is read
3) PRODUCTIVE SPEAKING Students should be able to: a) give appropriate responses to situations arising from contexts taught b) role-play in situations arising from topics c) ask and respond to questions based on daily routine
4) PRODUCTIVE WRITING Students should be able to: a) answer general questions and give responses to situations from topics taught b) write simple letters- date, opening lines, closing lines etc.
5) CULTURE Students should become more familiar with the culture of Spanish countries such as Mexico and Cuba
6) GRAMMAR Students should learn the grammar rules arising out of the contexts taught, thus improving their receptive and productive skills
7) VOCABULARY Students should expand their vocabulary. This will enable them to: a) function in the context taught b) write on the subject area taught
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SEMESTER 1( September-January)
TOPIC/CONTENT
OBJECTIVES
PRESCRIBED TEXT – ¿Qué Hay? Libro del
alumno2 Units 1,2&3
LESSON 1 – Greetings and Introductions
Revise what to say when meeting new
people
Review useful words and phrases
associated with schools
Identify where different items are located
in the classroom
Grammar The use of éste / ésta, éstos,éstas, es / son
…(y) for informal introductions
The use of (Te, Le, Les) with presento a
… formal introductions
The use of ser ( to identify something, to
describe physical characteristic/ traits, to
Students should be able to:
(1) Greet and meet other people in an informal or formal setting (2) Identify various classroom objects (3) Use appropriate prepositions to locate various classroom (4) Conjugate and use appropriately the verb estar.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
describe professions, nationality and
expressions with time
The use of estar ( to locate people and
objects, to express feelings and to express
state of health)
Vocabulary
encantada/as/muchogusto,elaula,ahí.la
estantería,elcasillero,alfondo,lapapelera,
cuadernosdedeberes,entre,alladodedebajo,
ensobre,encima,alrededor,enfrente,delante
de,etc.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
TOPIC/CONTENT
OBJECTIVES
LESSON 2 -3
Welcome to my school!
My school is the bomb
What do you think about my school?
1) The verb tener 2) Tener expressions 3) Facilities in my school
Grammar
The use of the greetings ‘querido’ and its
placement in letter writings
The use of ‘un abrazo’
Demonstrative pronoun éste etc.
Introduction to the verb tener.
Vocabulario: a mi ver, en mi opinión, yo
creo que, yo pienso que, opino que, me
parece que
Students should be able to:
Describe type of school they attend
Describe where it is located
Identify the features and facilities of their school
Express opinions about the school
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
recreo, reunirse, el patio, ¿cuántos años
tiene?, tengo frío, tengo sed, tengo
hambre, tengo calor
Vocabulary
La oficina, la cancha, el auditorio, la biblioteca, el laboratorio LESSON 3-4 How do you get to school?
In order to go to school I always……
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
The use of ir a + infinitive
The use of demonstrative adjectives este,
esta, estos, and estas
Adverbs of frequency
The use of para to express in order to
Vocabulary en tren, en taxi, en carro, en bicicleta, en metro,
en camioneta, a pie, en autobús, en minibús, en
motocicleta, en bote
sano, cómodo, ecológico, cuida y protege el
ambiente, rápido
siempre, a veces, a menudo, muchas veces,
demasiado, de vez en cuando, una vez
Students should be able to:
Explain how they get to school
Identify types of public transportation
Demonstrate their reasons for choosing a particular type of
transport
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 5 -6
REVISION AND ADMINSTRATION OF THE FIRST UNIT TEST
LESSON 6 Break time
I have, you have nothing to do
Grammar
More uses of the verb tener
Expressions with tener
Vocabulary:
el recreo, reunirse
Students should be able to:
1) Talk about the time they go for break 2) Express clearly the things that they have / do not have in the
possession
LESSON 7-8
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
What class do you have
My favourite subject!
What’s your timetable like?
Grammar
The use of adjectives such as bueno, malo,
grande
Gustar and its forms
The use of a mi, a él, a ella, etc.
The use of ni , tampoco
Present Tense of regular AR verbs
Grammar el inglés, la informática, la educación fisica, el
recreo, el almuerzo
Students should be able to:
Discuss their classes
Identify and express what are their favourite subjects
Discuss and prepare their timetables in the target language
Use the expression me gusta/n to express the subject that they
like
Give a reasonable explanation for not liking a particular subject.
LESSON 9
ADMINISTRATION OF THE SECOND UNIT TEST
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
JANUARY REVISION AND FIRST SEMESTER EXAMINATIONS. SEMESTER 2- February- June ¿Qué Hay? Qué Hay Libro del alumno?2 Units 4 & 5
Revise hoe to say the time especially to highlight the hour they
are scheduled for class
LESSONS 2 & 3 What are your hobbies?
What do your friends do for fun?
Grammar
Regular AR verbs such as cocinar,
practicar, sacar, tocar
Students should be able to:
Talk about their hobbies / interest and those of their friends
Express what they do not do
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Stem changing verb jugar
Go-go verb hacer, salir, poner, decir,
venir
Regular ER and IR verbs such as
aprender, escribir
Vocabulary el béisbol, el fútbol, el atletismo, el judo, el
baloncesto, el ajedrez and other sports,(each
taking its correct article)
el piano, el violín, la orquesta (musical
instruments)
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 4
How is your school?
Grammar
The use of a+e l (al) after the verb ir
The use of interrogation word such as
¿cómo? ¿cuando? etc.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Vocabulary
¿cuál?, ¿quién?, ¿adónde?, ¿por qué?
¿qué? etc.
Students should be able to:
Say what their school is like
Say what their teachers are like
LESSON 5 Every day I normally …
Students should be able to:
How often they do things
Describe their daily routine and that of others
Say what time they do various activities
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
Reflexive verbs such as arreglarse,
ponerse, quedarse, aburrirse, quitarse,
peinarse,maquillarse,lavarse, llevarse
bien con alguien, prepararse, relajarse
Reflexive verbs with stem- change such
as vestirse, pedir, servir (i-e)
despertarse,( e- ie) sentirse, preferir,
querer, sentarse, cerrar
empezar,comenzar, pensar acostarse,
dormir, volver, almorzar, costar, sonar,
poder (o-ue), jugar (u-ue)
Ordinal numbers such as primer/o/a,
segundo/a tercer/o/a cuarto/a quinto/a
sexto/a séptimo/a octavo/a noveno/a
décimo/a
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Vocabulary ropa, ¡qué pesado! los ejercicios de
calentamientos, menos, mal
LESSON 6
UNIT TEST
GENERAL REVISION OF THE AREAS TAUGHT IN SEMESTERS ONE AND TWO
Students should be able to:
Talk about the type of house they live in
Describe rooms and furniture in the house
Talk about where things are in the house
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
Talk about what they do and have to do to help at home
Learn to give instructions
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
talk about where you live
describe what their home town is like
talk about the activities that are there to do
reply to invitations to different places
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
Discuss the things they like to do at home
Explain why you prefer certain activities
Highlight people’s preferences
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
Describe the weather conditions in their region
Forecast weather conditions
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
Talk about their future profession
Talk about the characteristics you may need for
that career
Describe people
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
REVISION AND END OF YEAR EXAMINATIONS
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 7 What is your house like?
Welcome to my new house
Grammar
The use of possessive adjectives
such as ‘mi, mis tu, tus’
The verb ‘deber’
Vocabulary
las afueras, el barrio, un apartamento, el piso,
una urbanización, el dormitorio, la planta baja,
abajo, arriba, el comedor el garaje, la
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
mudanza, los muebles, el sofá, el microondas,
la lavadora, el aparato de música, la cama
matrimonio, la nevera etc.
LESSON 8
I do many chores at home
Wash the dishes!
Grammar
tener que + infinitive, tener
ganas de + infinitive
Singular informal Commands
Vocabulary
lavar, pasar la aspiradora, quitar el polvo,
fregar los platos, sacar la basura, prepara la
comida
LESSON 9
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
What is your town like?
Grammar
The difference between saber and
conocer
The difference between pedir and
preguntar
Names of shops in Spanish
Vocabulary
dar un paseo, ancho, fruta, frutero frutería,
carne, carnicero carnicería, zapato, zapatero,
zapatería, pan panadero panadería, pescado
pescadero pescadería
LESSON 10 & 11
What do you like to do?
I have a headache
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
Present continuous tense of verbs with
regular gerund eg. estoy bailando
Demonstrative pronouns such as éste,
ése, aquel, aquél etc.
The verb doler (radical changing verb
( o – ue) eg me duele la cabeza
Tener dolor de
Vocabulary
el hombre, la espalda, la mano, la garganta, la
pierna and other parts of the body.
LESSON 12
What is the weather like?
Grammar
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Expressing near future with ir + a +
infinitive eg. va a llover
Hacer with weather conditions
Estar with weather conditions
Vocabulary
hace sol, hace mal tiempo, va a llover, está
nublado , está lloviendo etc.
LESSON 13
What do you want to be?
Grammar
The use of por and para
Querer + ser + profession
Impersonal expressions such as me
fascina le fascinan le encanta, etc.
Vocabulary
la azafata, el/la abogado/a, el granjero, el/la
cantante
trabajadora, alegre
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 20% of the overall grade for the semester
Tests : 60% of the overall grade for the semester Main Text ¿Qué Hay? Libro del Alumno 2 Other Resources ¿Qué Hay? Cuaderno 2 Spanish Dictionary
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MATHEMATICS DEPARTMENT CURRICULUM
INTRODUCTION The purpose of the mathematics curriculum is to:
develop an appreciation of Mathematics and its continued contribution to modern life
develop critical thinking skills and spatial awareness
help students develop skills to analyze and solve problems arising out of real-life situations
help students to identify situations where mathematical skills may be applied
develop investigative and problem solving skills
develop an appreciation of the need to communicate quantitative data accurately
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester MATERIAL AND EQUIPMENT:
Oxford Mathematics for the Caribbean Book 2 Sturdy notebook Homework book Set of Mathematical instruments Large graph book Calculator
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SCIENCE DEPARTMENT
INTEGRATED SCIENCE CURRICULUM Introduction This Guide is meant to be used as a tool to help parents and students keep abreast of the required learning outcomes for the academic year. The
guide outlines the topics, objectives, activities and resources that are used at this level. It is by no means exhaustive, but simply representative of
the syllabus for this level.
The 8th Grade syllabus builds on the foundation laid in Grade 7. It introduces more difficult concepts and prepares the student for the transition to
Grade 9.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic / Content Objectives: Students should be able to: Detecting the environment.
1. Define the environment. 2. Explain how we detect the environment. 3. Recognize the importance of the senses to man’s existence in the
environment. Light.
1. Define light and state its speed. 2. Identify the relationship between light and sight. 3. Give two phenomena associated with light. 4. State the difference between luminous and non-luminous
objects giving at least 5 examples of each.
Light.(Rays, Beams)
1. Define rays and beams. 2. Explain the differences between rays and beams. 3. Accurately draw diagrams of the three types of beams. 4. State the differences between a converging and diverging
beams.
4. Light (Objects and Light).
1. Describe what are transparent, translucent and opaque objects.
2. Explain with the use of materials how light affects the above types of objects.
3. Conduct a simple exercise to demonstrate the effect of light on each object.
4. Give examples of each type of material. ( opaque, translucent, transparent
5 Light (Shadow Formation).
1. Define a shadow. 2. Explain how shadows are formed. 3. Use diagrams to show the difference between the shadows
formed by a point source and an extended source of light.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
6 Light (Reflection).
1. Explain what is meant by reflection. 2. Explain what is meant by diffused and regular reflection. 3. Identify occurrences of both types of reflection. 4. Use diagrams to illustrate and explain the difference between
both types of reflection.
7 Topic: Reflection II (laws of reflection)
1. Conduct a simple experiment to prove the law, that the angle of incidence is equal to the angle of reflection.
2. Use the law to explain why mirrors for example can be used to direct light rays.
3. State the laws of reflection.
Unit Test for topics 1-7
Mixture of Multiple choice and short answer questions
8 Light (pin hole camera)
1. Explain the principle behind the working of the pin - hole camera.
2. Use the pin hole camera to examine the effects of various modifications to the pin hole camera.
3. Explain clearly why the image is formed inverted. 9 Reflection(comparison of
plane, convex and concave mirror images).
1. Conduct a simple experiment to demonstrate the type of image formed by each type of mirror.
2. Describe the images formed by the three types of mirror. 3. Explain what is meant by lateral inversion.
10 Light (Refraction).
1. Define refraction. 2. Conduct a simple experiment to demonstrate at least two
effects of refraction. 3. Identify at least three instances of refraction.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
11 Lenses.
1. Describe the two main types of lenses. 2. Draw accurately each of the two type of lens. 3. With the use of diagrams show how each of the two type
of lens affects light rays. 4. List at least four other types of lens.
12 Lenses II.(Experiment)
1. Conduct a simple experiment to find the focal of a given convex lens.
2. Accurately record their observations. 3. Show a willingness to fully participate in and make their
contribution to the group activity. 13 The eye.
1. Draw and accurately label cross section diagram of the eye.
2. Explain how the labeled parts of the eye work. 3. Identify on a diagram the various parts of the eye.
14 The eye. (Eye Defects).
1. Clearly explain what is near and far sightedness. 2. Use diagrams to show both near and far sightedness. 3. Use diagrams to help explain how each defect is
corrected. 15 Aspects of sight.( Binocular
vision, persistence of vision).
1. Clearly describe binocular vision and an activity to demonstrate it.
2. Clearly describe why persistence of vision occurs. 3. Demonstrate and illustrate the usefulness of persistence in
our lives.
15B Light & Sight Quiz\ test 8th Grade
16 Sound.
1. conduct a simple experiment to prove that movement(vibration) is need for sound to be made.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
2. present their work using the scientific format. 17 Sound.
1. Define sound. 2. Clearly state how sounds are made. 3. Demonstrate how sounds can be made.
18 Sound II.(Amplitude,Frequency)
1. define frequency and amplitude. 2. differentiate between frequency and amplitude. 3. use diagrams to demonstrate the difference between
frequency and amplitude 19 The Ear.
1. identify the main parts and the three main sections of the ear.
2. outline the process which allows humans to be able to hear.
3. outline the function of the parts of the ear. 4. draw and label a diagram of the ear.
20 The Skin.
1. Draw a full and accurately labelled diagram of the skin. 2. Identify the two main layers of the skin (epidermis &
dermis) 3. Accurately identify the various labelled parts of the skin
on a blank diagram. 4. State at least five (5) functions of the skin.
21 The skin.(Sensitivity)
1. Conduct a simple experiment to map the skin’s sensitivity to touch.
1. Present the information gathered in a tabular form. 2. Analyse the information gathered and come to a reasoned
conclusion about the skin’s sensitivity.
22 Smell(Nose) (2) Larynx (Voice Box)
1. Identify the position of the smell receptors cells in the nose. 2. Explain how we are able to detect various odours. 3. State the name of the smell receptors. 4. Identify the location of the larynx. 5. Draw a diagram of the larynx. 6. Explain how the larynx functions.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
23. The Endocrine System
1. Name the six (6) main glands which form part of the endocrine system.
2. Identify the hormone secreted by each gland. 3. Correctly identify the location of each gland on a
diagram. 4. Give a basic outline of the influence of each hormone on
the body.
24 Taste and the Tongue.
1. State the four basic taste sensations. (Bitter, Sweet, Sour and Salty.)
2. Identify on a diagram the regions on the tongue responsible for each sensation.
3. Explain how the tongue as the organ of taste works. 4. Draw a diagram of the tongue showing the main regions
of sensation
25 Nerve & Brain.
1. Give a definition of a nerve. 2. Differentiate between the functions of a motor and a
sensory nerve. 3. Identify the three main parts of the brain and explain their
function. 26 Brain & Nerve II (Reflex and
voluntary action)
1. Explain what is reflex action and give an examples. 2. conduct a simple experiment to show reflex action. 3. Explain what is meant by conscious action. And give
examples. 4. Demonstrate and explain what is meant by reaction time.
Brain & Nerve Test
27 Acids and Alkalis. (Acids)
1. List the properties which are used to identify acids 2. Draw and label the line pH scale. 3. Correctly arrange a set of numbers indicating acidity or
alkalinity.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
28 Acids II.
1. Conduct a simple experiment to identify acids. 2. Use the pH scale to rate the strength of acids used in the
experiment. 3. Conduct the experiment safely.
29 Alkalis and Neutralization.
1. Give the properties of alkalis. 2. Differentiate between caustic alkalis and mild alkalis. 3. Give the names of at least alkaline substances. 4. Explain what is meant by neutralization and state the end
products. 30 Electricity.
1. Give a basic definition for electricity. 2. State some effects of electricity on some objects. 3. Name the two types of electricity. 4. Define static electricity
31 Electricity (ATOMS)
1. Define an atom. 2. Explain how electric charges are created. 3. List the particles which make up an atom. 4. Identify the charge carried by protons and electrons.
32 Electricity (Current Electricity).
1. Explain what is meant by current electricity. 2. Define a circuit. 3. Explain what is an electromotive force.
33 Electricity (Circuits)
1. Explain what is meant by an electrical conductor. 2. Explain what is an insulator. 3. Define a circuit. 4. Identify parallel and series circuits. 5. Draw circuit diagrams of each type of circuit.
34 The Dry Cell .
1. Draw and label the parts of a typical dry cell. 2. Explain how the dry cell is able to produce electricity. 3. Identify the parts of a dry cell on a diagram.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM Introduction Agricultural Science is an applied Science. The aim of the Agricultural Science Department is to develop in students an appreciation and
understanding of plants, animals and the soil. With this knowledge students should be able to contribute to the food security of their
country while being of practical use to the students even after leaving school.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic / Content Objectives: Students should be able to:
1. Introduction to Agriculture
-
Give a suitable definition of agriculture Describe the importance of agriculture too society Outline the historic development of agriculture List and describe the various areas of agriculture Outline problems affecting agriculture locally and in the
Caribbean Give a list of careers in agriculture Identify and describe the role of the agricultural personnel
in the community/ country eg. Minister of agriculture, veterinarian, extension officer and labourer.
2. The Plant
make a seed box and seed bed Transplant seedlings using proper technique. Explain the necessity for moisture in the soil Identify types of vegetables – fruit, leaf, root, stem
3. The Soil
- Define soil. Describe the major components of the soil (a) Minerals (b) Organic matter (c) Air (d) Water
classify of the soil using the following properties Sand Silt Clay describe the texture of the soil explain how soil is form (wind, water, temperature, changes in
biological factors) describe the soil structure Identify the following: Top soil, subsoil, and parent material
List uses of the animals (for meat, eggs etc.)
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
4. The Animal
Differentiate classes and types of livestock breeds and classes of livestock (classification based on type,
cattle, goat, pigs, poultry) Distinguish ruminant and non ruminants Describe what is a ruminant and a non ruminant Name animals based on age and sex
5. Tools and Equipment
Define of tools and equipment Classify tools and equipment eg. Tractors, lawnmower, milking
machine Identify hand tools and equipment eg. Spraying, measuring,
cutting, trimming Describe the safe use of tools and equipment Describe the maintenance and storage of tools and equipment
-
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
HISTORY DEPARTMENT CURRICULUM
The aim of the Grade 8 History Curriculum is a continuation of the grade 7 curriculum and is designed
To provide students with the basic knowledge of historical development of their country.
To provide students with knowledge and understanding of their ancestral background.
To discover and clarify their individual aptitudes, interest and aspirations.
To develop an appreciation for the uniqueness of a Pan-Caribbean history
To develop and hone their critical thinking skills.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
TOPIC/CONTENT
OBJECTIVES
UNIT 3: SPANISH CONQUEST OF THE AZTECS
SEMESTER 2 – FEBRUARY TO JUNE
UNIT 4: SPANISH CONQUEST OF THE INCAS UNIT 5: BRITAIN IN THE NEW WORLD
Describe the way of life of the Aztecs – geographical location, occupations, technology, religion, political organization etc.
Discuss the course of the Spanish conquest of the Aztecs – year of conquest, key personalities and the course.
Examine the factors that allowed the Spanish to conquer the Aztecs.
Discuss the consequences of the Spanish conquest on the Aztec society.
Describe the way of life of the Incas – geographical location,
occupations, technology, religion, political organization etc. Discuss the course of the Spanish conquest of the Incas – year of
conquest, key personalities and the course. Examine the factors that allowed the Spanish to conquer the
Incas. Discuss the consequences of the Spanish conquest on the Inca
Examine motives for exploration and areas of settlement in the Caribbean.
Examine the methods used to challenge Spanish monopoly Describe the Western Design and Jamaica – 1655 Assess the impact of the British in the New World – the
plantation system and the enslavement of the Africans. Identify the contributions to our Jamaican heritage and to the
Caribbean society.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester Prescribed text Honychurch Lennox, The Caribbean People, Bk. 2, 3rd ed., United Kingdom: Nelson Tharnes, 2006. Honychurch, Lennox, The Caribbean People, Bk. 1 3rd ed, United Kingdom: Nelson Tharnes, 2006
UNIT 2: THE AFRICANS UNIT 6: THE AFRICANS
Identify place of origin on a world map– West Africa Describe the physical appearance Describe the lifestyle – dress, food, government, religion, beliefs,
language, and technology in West Africa. Outline reasons for coming to the West Indies – enslavement Identify contributions to our Jamaican heritage and Caribbean
society.
TOPIC/CONTENT OBJECTIVES
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
HOME ECONOMICS DEPARTMENT
HOME AND FAMILY CURRICULUM
CONTENT OBJECTIVES Students should be able to: 1 Introduction Review the examination paper done at Grade 7
Rules and Expectations
2 The sewing machine List at least five parts of the sewing machine and tell the function of each. Demonstrate the use and care of the sewing machine. Demonstrate how to thread the sewing machine. Discuss sewing machine faults and remedies.
Practical - Stitching straight - stitching corners Clothing and Textiles Workbook, pages 27 – 40. 3 Seams List at least four types of seams- French, Open, Over laid and Double stitched Seams State the main classifications of seams Identify ways of neatening seams Practical - Construct a Plain (open) seam and neaten with Edge stitching 3 Application of designs List three (3) methods of applying designs.
4 Blender Name the parts of the blender. State the three (3) uses of the blender Tell how to store and care for the blender. State four (4) points to look for when selecting a blender List and Explain terms seen on the blender (chop, blend, whip, puree, grate)
Practical - Fruit Drink. Assignment - Make a brochure
5 Beverage Define beverages. State the classification of beverages. State the use of beverages in the diet. Demonstrate the serving of cold beverages. Differentiate between juice and drink
Food and Nutrition Workbook, pages 114 – 118
6 Refrigerator State the function of the refrigerator
Name least three types of refrigerators (chest, combination, upright) Label the parts of the refrigerator State how to clean and care for the refrigerator Discuss special features of modern refrigerator Assignment - Collect pictures of different types of refigerators
7 Fruit Define a fruit List four (4) classification of fruits.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
State two (2) examples from each classification. State three (3) factors to consider when choosing fruits. State three (3) functions of fruits in the diet. (nutritive value) Discuss water in the diet List four (4) ways of serving fruits.
9 Salads Define a salad and name three (3) types of salads. Name the four (4) parts of a salad. State at least four (4) guidelines when preparing and serving salads. State three (3) functions of salad dressings. State three uses of salads in meals.
Practical - Fruit salads, Main meal salads.
Caribbean Approach, Bk.2, pages 38, 39.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE 10 Family Define the term family
Describe family forms in the Caribbean (Single, Nuclear, Extended, New Extended and Sibling Family) Discuss three (3) functions of families Describe the role of various family members
SEMESTER 1 SEPTEMBER- JANUARY CONTENT OUTLINE OBJECTIVES
1. RELIGIOUS WORSHIP
a. Definition of concepts – worship, reverence, prayer
b. Reasons why people worship across religions
c. Elements of worship d. Forms of worship e. Times of worship f. Sacraments in worship g. Sacraments in worship
2. FOUNDERS, LEADERS AND
PLACES
a. Definition of concepts – founders, leaders and patriarchs
b. The Patriarchs of Judaism – Abraham, Isaac and Jacob (Genesis 12: 1 – 20, 21: 1 – 8, 25: 19 – 26)
c. The early life, later life and contributions of Moses (Exodus 2: 1 –
Students should be able to:
1. Define the terms worship, sacraments, ritual 2. Discuss elements that religious people have in common
with each other 3. Discuss three reasons why people worship 4. Name the two types of worship 5. Outline three sentiments that worship and prayer mean to
Muslims 6. Make up a prayer to reflect your belief that prayer changes
things 7. Debate the point that people should have one complete day
of rest each Week
8. Draw and label pictures in a chronological order to illustrate the different times that a Muslim prays each day
9. Design a poster with images of Hindus worshipping at home and in the Mandir
10. Examine four factors that may influence a person’s choice of faith in Jamaica
11. Demonstrate an awareness of the importance of worship across religions
12. Be aware of and appreciate the influence of others on their choice of faith
Students should be able to:
1. Define the term patriarchs 2. Identify the founders and leaders of the four major world religions 3. Discuss the role played by Moses as a Jewish leader 4. Explain why Makkah became the most holy city in Islam
a. Definition of the term sacred writing b. The Bible (Acts 9: 1 – 22) c. The Tenakh and Talmud d. The Qur’an and the Hadith
e. The Hindu Scriptures
Students should be able to:
1. State one difference between the Old and the New Testament 2. Compare and contrast the role of a Bishop with that of a
Priest 3. Write three responsibilities of an Imam in the Mosque 4. Compose a song or dub-poetry to describe how you felt when
you visited a church for the first time. 5. Recognize and respect the importance of pilgrimage to
followers of various religions. 6. Show respect for religious leaders 7. Explain the term “gospel” 8. List the three parts of the Jewish scriptures 9. Discuss how Muhammad received the revelations that make
up the Qur’an 10. Work corporately in groups 11. Engage in discussion in order to display an understanding of
the evolution of sacred writings 12. Make comparisons between the sacred writings examined 13. Display an openness and respect for the sacred writings of
each religion 14. Recognize and appreciate some of the differences and
symbols b. Symbolic gestures c. Symbolic colours in the four major
world religions d. Symbolic vestments e. Christian symbols f. Jewish symbols (Leviticus 11: 1 – 26) g. Muslim symbols h. Hindu symbols
OBJECTIVES
Students should be able to:
1. Define the concepts of signs and symbols 2. State the names of two Muslim symbols 3. Explain the difference between a cross and a crucifix 4. Discuss why kosher food is a symbol 5. List three Christian symbols 6. Differentiate between kosher and treifah foods in Judaism. 7. Read and select main ideas from the various scriptures read 8. Draw two symbols from each religion 9. Make comparisons and distinguish between symbols of different religions 10. Use signs and symbols to explain their own beliefs, values and attitudes 11. Appreciate the contribution made by words, objects, dance and drama as
signs and symbols in the enrichment of worship 12. Become aware of the relationship between symbols that are common to all
a. Definition of festival b. Reasons for the celebration of festivals c. Christian festivals (Matthew 1: 18 – 25,
2: 1 – 12, John 19: 1 – 42) d. Jewish festivals (Exodus 12: 1 – 51,
Luke 2: 41 – 52) e. Muslim festivals f. Hindu festivals
Students should be able to: 1. Define the terms celebrations and festivals. 2. Name the festivals that mark the beginning of the Christian year 3. List two festivals in Judaism 4. Compare the Id-ul-Fitr and Holi festivals 5. Explore the Christian views regarding Epiphany 6. Research information on Christmas and Passover 7. Write an article on Holi 8. Design a poster showing the rituals associated with Id-ul-Adha 9. Draw a series of pictures showing the celebration of Yom Kippur 10. Design an Easter poster to illustrate the life, death and resurrection of Jesus 11. Show willingness to work in groups 12. Appreciate the role and function of the festivals and celebrations in the
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests : 50% of the overall grade for the semester Prescribed text
Michael Keene et al., Religious Education for Jamaica, Book 2
- Revision of Passes:- Overhead Shoulder Chest Bounce Under arm Side
- Marking & dodging . Close marking . Space marking
- Shooting - Defending - Center pass - Game
2. FOOTBALL (BOYS) - Revision from grade 7 . Heading (forward, left, right, standing, jumping)
- Tackling - Shooting
Students should be able to: 1. Draw and label the netball court 2. Answer questions regarding dimensions and rules governing
netball 3. Demonstrate landing and pivoting accurately. 4. Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately. 5. Describe the skills above when called upon to do so and apply
technique of the skills effectively. 6. Use knowledge of skills to perform effectively in competitions. 7. Give a brief history of the game and identify the governing
bodies of the sport of netball
Students should be able to: Identify players, positions, equipment, measurements & weight of equipment used. Show willingness to help others Refine and demonstrate correctly, skills taught previously. Give a brief history of the game and identify the governing bodies of the sport of football
THEORY SESSIONS b. Research c. Notes d. Handouts e. Tests
Students should be able to: 1. Revise and perform the technique of the down sweep method of
change. 2. Demonstrate in relay races the exchange of batons 3. Choose to exercise for enjoyment and training benefits 4. Use knowledge of skills to perform effectively in competitions. 5. Give a brief history of the game and identify the governing
bodies of the sport of track and field
Students should be able:
Describe the term “Physical Fitness” Describe warm up and cool down activities List and describe the components of Physical Fitness
1. To test and measure students’ critical, analytical and
comprehensive skills Students should be able to correctly answer short multiple choice test on aspect of the various sports
- Conditioning - Volley - The dig pass - Service - The smash / block - Rules - Game
Students should be able to:
1. Demonstrate the run up, take off, flight and landing for long jump
2. Demonstrate the long jump technique 3. Perform the run up, flight and landing in high jump 4. Choose to exercise for enjoyments and training benefits 5. Use knowledge of skills to perform effectively in competition
Students should be able to:
1. Demonstrate the correct body position 2. Execute the different passes efficiently 3. Show willingness to work with groups or teams 4. Explain why conditioning is a necessary element in the
preparation of the body for an activity 5. Discuss factors that influence performance of skills. 6. Use knowledge of skills to perform effectively in a game
situation. 7. Give a brief history of the game and identify the governing
- The muscular system - What makes up the muscular system? - Functions of the muscular system - Types of Muscles - The effects of Physical activity on The
Muscular System THEORY SESSIONS a. Research b. Notes c. Handouts d.Tests
Students should be able to: 1. Explain how the game of basketball was developed. 2. Execute the following skills effectively, movements, footwork,
passing, dribbling and shooting 3. Use Answer questions relating to court dimensions and rules
when called upon to do so. 4. knowledge of the skills taught in doing the sport of basketball
effectively Students should be able to:
1. Identify players, positions, equipment, measurements & weight of equipment used and pitch dimensions.
2. Show willingness to help others. 3. Refine & demonstrate correctly skills taught previously.
Students should be able to:
Describe the structure of the muscular system State the functions of the muscular system Identify the three types of muscles in the human body Describe the effects of physical activity on the muscular system
((ee)) Appreciate being a great neighbour in school –– uupphhoollddiinngg pprriinncciipplleess ““ HHooww ccaann II mmaakkee aa ddiiffffeerreennccee?? PPoossiittiivvee oorr nneeggaattiivvee..”” ((AArrddeennnnee AAnnggeell NNeettwwoorrkk))..
(f) Complete exercise on ‘Classy comments.’
(a) State what is a relationship?
(b) Interpret “No man is an island” (social interdependence)
THE ATMOSPHERE Key Terms: Atmosphere, Ozone, Troposphere, Stratosphere, Mesosphere,
What is the atmosphere? What makes up the atmosphere The layers of the atmosphere and their
characteristics The layer of the atmosphere weather occurs
2. PEOPLE AND WEATHER
Key Terms: Weather, Climate, Meteorology, Climatology, Meteorologist, Climatologist, Forecast Differentiate between weather and climate Differentiate between a meteorologist and a
Climatologist Importance of weather forecasting Persons who relies on accurate weather
forecasting and reports How is weather information acquired; e.g.
At the end of the unit, students should be able to:
1. Explain the concept of a layered atmosphere and the importance of each layer to life on earth especially as it relates to weather and climate.
1. Define the terms related to people and weather as outlined in the course outline.
2. State the importance of weather forecasting and name at least five (5) individuals or five(5) groups of people who rely on accurate weather forecasting.
3. Explain why weather forecasting is more accurate today than in previous years.
satellites, weather planes etc. WEATHER ELEMENTS AND INSTRUMENTS a. THE WEATHER STATION - THE STEVEVSON SCREEN
What is the Stevenson Screen? Physical Characteristics of the Stevenson
Screen Instruments housed in the Stevenson
Screen Where Stevenson Screens are placed
b. ELEMENTS OF WEATHER The Seven Elements of Weather: Temperature, Rainfall, Wind (wind direction and wind speed), Humidity, Atmospheric Pressure, Clouds, Sunshine
c. TEMPERATURE What is temperature? What are isotherms? Factors affecting the temperature of a place:
latitude, altitude, distance from the sea etc
What is a thermometer? Description of the thermometer How to read and record temperature from the
thermometer
1. Name the seven elements of weather and the instruments used to measure each.
2. State how the weather elements influence the weather of a particular place/region
3. Name and describe the weather station (Stevenson screen) and explain why it is constructed the way it is.
4. Name at least two (2) different types of thermometer and be able to draw, label and describe a simple thermometer.
5. Calculate accurately different types of temperature readings, e.g. daily average temperature.
6. Convert daily temperature readings i.e. form degrees Celsius to degree Fahrenheit and vice versa.
7. Name the three types of rainfall. 8. Draw and label diagrams showing relief and convectional
rainfall and explain how these type of rainfall occurs. 9. Explain how the processes of the water cycle work. 10. Describe the instruments used to measure rainfall and
explain why it is placed in restricted locations. 11. Name and identify rainfall symbols as it relates to rainfall
conditions. 12. Name the levels at which clouds appear and the type of
clouds at each level. 13. Identify and describe the different cloud types, and the type
of weather associated with each. 14. Name and identify cloud symbols as it relates to amount of
Frontal, Convectional, Orographic/Relief: an examination of how each occurs
Measuring Rainfall Unit of measurement for rainfall Instrument used to measure rainfall Where to place the rain gauge for collecting
rainfall Reading and recording rainfall data
CLOUDS
a) What are clouds? b) How clouds are formed? c) Different types of clouds and their
characteristics d) Cloud cover symbols
iv) ATMOSPHERIC PRESSURE
Understanding key terms: Air pressure, millibars, high pressure, low pressure, fronts, cold front, warm front, stationary front a) Measurement of pressure b) Identifying high and low pressure regions c) Weather conditions associated with high and
low pressure d) Instrument used to measure atmospheric
What is wind? How winds occur and move Measurement of wind speed and wind
direction: anemometer and wind vane
MAP READING SKILLS i) FOUR AND SIX FIGURE GRID
REFERENCE What is a grid Importance of four figure grid
reference Easting and Northing lines Locating places and features using
four and six figure grid references ii) COMPASS DIRECTION AND COMPASS BEARINGS Stating the compass directions and bearings
of a place or a feature on a map
TROPICAL CLIMATES . The tropical climates to be studied are:
1. Use their previous knowledge acquired in grade seven map reading to locate places on a map and calculate straight distances between places and features on a map. Review of grade 7 map skills: (Level 1 Geography) - basic map features, conventional map symbols, sixteen-point compass direction etc.
2. Locate places and or features on maps using four and six
figure grid references.
3. Identify regions with tropical climates on a world map and explain how vegetation in these locations has adapted to the existing climatic conditions in the locations.
4. They should be able to explain the relationships between
Climatic Characteristics Temperature; average and ranges of
temperature Rainfall; annual, monthly and daily average Interpretation of Equatorial climate graphs Natural Vegetation: Tropical Rain Forest Characteristics of the Equatorial Forest:
layers of the forest- emergent, canopy, under story and forest floor.
Types of trees, plants and animals in the rain forest.
Indigenous peoples living in the rain forest and their economic activities
Practice to draw a diagram of a tropical rain forest and describe its vegetation. Know its climatic characteristics in details.
Crayons are needed for this test.
e. TROPICAL CONTINENTAL CLIMATE
Location of Savanna Climate (stating latitude and countries that experience this type of climate)
Climatic Characteristics Average temperature and diurnal range Annual and monthly averages of rainfall Interpretation of Savanna climate graphs
Natural Vegetation- Savanna Grassland Types of vegetation on the savanna Wildlife on the Savanna