REPUBLIC OF SENEGAL

MINISTRY OF EDUCATION
GENERAL INSPECTION OF NATIONAL EDUCATION
NATIONAL PROGRAMMES COMMISSION

LIFE SCIENCES PROGRAM

THE EARTH of MEDIUM TEACHING

May 2008

1
 SUMMARY

PREFACE.......................................................................................................3

LIST OF AUTHORS.....................................................................................4

PREFACE

I- INTRODUCTORY TEXTS.............................................................................7

A - PURPOSES OF EDUCATION.................................................................7

B - THE SKILLS FRAMEWORK IN LIFE AND EARTH SCIENCES IN TEACHING

GENERAL MEANS..........................................................................................9
TABLES OF EDUCATIONAL AND METHODOLOGICAL SKILLS.........................9
COMPETENCES RELATED TO PERSONAL DEVELOPMENT AND
SOCIAL ...................................................................................................... 9
COMPETENCIES RELATED TO THE "STUDENT ROLE"........................................ 9
COMPETENCIES RELATED TO RESEARCH AND TREATMENT OF
INFORMATION: TO INFORM..................................................................................... 10
COMPETENCIES RELATED TO THE PRACTICE OF REASONING
SCIENTIFIC: REASONING.......................................................................................... 10
COMPETENCIES RELATED TO COMMUNICATION: COMMUNICATE. 10
COMPETENCIES RELATED TO ACHIEVEMENT: ACHIEVE....................... 11
C - TEACHING AND LEARNING METHODS ........................11
D - EVALUATION OF LEARNING..................................................12

II - DESCRIPTION OF THE SVT PROGRAM IN MIDDLE EDUCATION

.
A - S I X T H G R A D E ................................................................13
1- GLOBAL PROGRAM OF THE SIXTH GRADE (62 hours)............ 13
2- DETAILED PROGRAM OF THE SIXTH GRADE.................................. 15
B– CLASS FIFTEEN..........................................................22
1 - GLOBAL PROGRAM OF THE FIFTH GRADE (62 hours).... 22
2 - DETAILED PROGRAM OF THE FIFTH GRADE.......................... 23
C- CLASS OF QUARTER .........................................................30
1- GLOBAL PROGRAM OF THE FOURTH GRADE (72 hours).... 30
2- DETAILED PROGRAM OF THE FOURTH GRADE.......................... 31
D- C L A S S E OF T H R E E I M E...........................................................43
1- GLOBAL PROGRAM OF THE THIRD CLASS (78 hours)..... 43
2- DETAILED PROGRAM OF THE NINTH GRADE............................ 44

III-REFERENCE TEXTS FOR THE DESIGN OF THE BFEM EXAMS

57

2
 PREFACE

This new program of Life and Earth Sciences for the middle cycle of
General education is the result of sustained work carried out by the Commission.
National Programs of Life and Earth Sciences.
Its major specificity is, unlike previous programs, that it is
designed and written according to the Competency-Based Approach (CBA) and this, in accordance with
official instructions. This approach, while not questioning the importance of
scientific knowledge, highlights the need to develop in the
students, educational and methodological skills. The implementation of
this program requires a new stance from biology teachers, a stance that
privilege
a teaching method based on active methodologies that promote the construction of knowledge
by the student himself (under the essential guidance of his teacher), and
the progressive empowerment of the student;
a more frequent use of formative assessment.
To assist the professor in his noble and exhilarating mission, the program proposes
a large number of possible activities, each related to one (or several)
targeted skills. Therefore, I invite the teachers and their various partners
à faire preuved’initiativeet de capacitéd’adaptationen fonction des contextes
socio-educational environments in which they operate.

I take the opportunity presented by the release of this new program to

to express to the National Commission for Science Programs
Life and the Earth, all my gratitude and all my congratulations for the efforts made
and the quality of the product.

Mes remerciements vont également à la Banque Africaine de Développement (BAD)

and to USAID for their support.
I reiterate my trust and encouragement to all the actors and partners of the
Senegalese educational system responsible for implementing this new program which,
I hope it will contribute significantly to the economic, cultural, and social development of
our country, Senegal.

The Minister of Education in charge of Teaching

Preschool, Elementary and Middle

Kalidou DIALLO

3
 LIST OF AUTHORS

LIST OF MEMBERS OF THE COMMISSION

NATIONS THAT PARTICIPATED IN THE DESIGN,
TO THE WRITING AND FINALIZATION OF THIS
PROGRAM

No. FIRST NAMES AND LAST NAMES QUALITY

President of the National Commission of SVT
1 Mr. Adama Diene
Trainer at FASTEF (Former ENS)

Rapporteur of the Commission,

2 Mr. Cheikh Tidiane DIOP National Educational Advisor for Life and Earth Sciences
CN/FC.

Inspector General of National Education,

3 Ms. Hélène SAKILIBA Coordinator of the IGEN college in Life and Earth Sciences
Trainer at FASTEF (Former ENS).

Trainer at FASTEF (Former ENS).

4 Mr. Mame Seyni THIAW Head of the Department of Life and Earth Sciences.

5 M. Mary CISS Formateur à la FASTEF (Ex ENS).

Specialty Inspector SVT at the I.A. of

6 Mr. Oumar BA
DAKAR
Mobile Educational Advisor in Life and Earth Sciences at
7 M. Mamadou SENGHOR
PRF of DAKAR

Mrs. Mariane Sarr Biology teacher at Blaise DIAGNE High School

8
DIARRA from DAKAR

Biology teacher at Lamine GUEYE High School

9 M. Ibrahima KANE
from DAKAR

Biology teacher at Galandou DIOUF High School

10 M. Mahmoud GUEYE
from DAKAR

11 M. Ibrahima DIOP Inspector of Specialty SVT at the I.A. of Thiès

Biology teacher at John F. Kennedy High School

12 M. Babacar SECK
from DAKAR

4
 FOREWORD
Senegal, since its independence, has equipped itself with reference documents for the
conception, implementation, and evaluation of its educational policy. As a former
examples can be cited:
- the education orientation law of 1971 and that of 1991,
the document of the Decennial Program for Education and Training (PDEF)
1998
the Poverty Reduction Strategy Paper (PRSP II) 2003
the letter of general policy for the Education sector from the Minister of
The Education of 2005
- the various programs according to levels (preschool, middle, and secondary) and
according to the subjects taught in schools, colleges, and high schools
of general, technical, or vocational education.
Concerning the Life Sciences and from the Earth (formerly
called Natural Sciences) and specifically in secondary education and
General secondary, the programs have undergone some evolution over time. In
if we take as a reference the 1971 Natural Sciences programs, they
were essentially made up of a list of subject contents distributed according to the
levels: it was by excellence the approach according to the contents.
This approach has been maintained for a long time, despite some adjustments.
timid based on the concern of completing the prescribed programs. It was about
essentially rearrangements to harmonize the content taught with a view
d’une plus grande équité lors des évaluations certificatives notamment au
Baccalaureate and to a lesser extent the BFEM.
The programs in effect since 1998 have been written under the auspices of the IGEN.
However, if the second cycle program was written according to the PPO, that of the first
the cycle still retained the characteristics of a content-based approach, it was
So it is urgent to correct this shortcoming.
Taking into account the evolution of Educational Sciences and the results of the
research in general didactics and in science didactics, the Ministry of
Education, through IGEN, has entrusted the National Commission of SVT with the
rewriting of the first cycle program of General Secondary Education, according to
the competency-based approach (CBA). To do this, it seems necessary for us to bring
some clarifications on:
1°) The notion of competence,
2°) The structuring of a program designed according to the APC.
What is a skill?
Among the many definitions of competence provided by literature, we
we have retained only two:
Those of Le Boterf and De Ketele. They seem more relevant to us.
guide in rewriting the program.
According to Boterf (1995), competence is a know-how that involves an
set of resources (knowledge, skills, know-how, abilities,
reflective reasoning, experiential knowledge, interpersonal skills, etc.

5
As for Roegiers and De Ketele (2000), they define competence as follows:
Competence is the ability for an individual to mobilize in a way that
internalized an integrated set of resources in order to solve a family
problem situations
Furthermore, the great abundance of literature on the competency-based approach has
permission to highlight some characteristic elements of the competence that Roegiers
and De Ketele summarized through the following five situations:
a) first, competence calls for varied mobilization situations
of a set of resources;
b) then, competence is inseparable from the possibility of action, it therefore has to
a certain moment of learning or training, a typically character
finalized;
c) then, competence refers to a family of situations in which
It exercises itself in time and space under well-defined conditions.
determined or not, therefore known or unknown;
d) furthermore, competence often has an integrative character;
e) and finally, the competence has a degree of evaluability, as it can be measured.
degree of task completion, to the quality of the results obtained, to the level
of mastery of criterion-based evaluation indicators, thus to the degree of achievement of
specific objectives aimed at or achievement of performance in a
target skills integration activity.
Structuring a program designed according to the APC
To be qualified as a program designed according to the Competency-Based Approach, the
The structuring of the program must include at least, in addition to the reference texts
related to the purposes of Education, the following elements:
The targeted audiences
The objectives of the program
The Competency Framework with:
the main targeted areas of expertise
the statement of skills,
the main levels (classes) of development of these
skills
• The concepts to be taught, related to the discipline (The Sciences of
life and earth
The progression of learning in terms of the sequence of lessons
Teaching and learning activities that allow for
develop these skills
Teaching and learning methods
The duration, approximate time needed for the lessons to take place and
suggested activities
The principles on which the assessment of learning is based. To this
Teachers are invited to take ownership of the document initiated by
the General Inspectorate of National Education (IGEN), and related to
definition of the BFEM tests.

6
 I- INTRODUCTORY TEXTS

A - OBJECTIVES OF EDUCATION
The purposes of education are specified in the following reference texts: the law
9122 of February 16, 1991 and the Letter of general policy, from January 2005, for the
sector of Education and Training.
1°) The National Education Orientation Law No. 9122 of February 16, 1991 states among other things
others, in its general provisions:
Article 1er
The national education... aims to:
to prepare the conditions for an integral development, undertaken by the whole nation
whole: its purpose is to train men and women capable of working
effectively to the construction of the country; it has a particular interest in the problems
economic, social and cultural challenges faced by Senegal in its effort to
development and she maintains a constant concern to provide the training she offers
in relation to its problems and their solutions.
…
3. to raise the cultural level of the population: it allows men and women
what form of acquiring the knowledge necessary for their harmonious integration into
the community and their active participation in the life of the nation; it provides them with the
reflection instruments, allowing them to exercise judgment; participating in progress
of sciences and techniques, it keeps the nation in the current of progress
contemporary.
Article 2
The National Education contributes to acquiring the ability to transform the environment and the
society and help everyone to fulfill their potential:
by providing training that connects school to life, theory to practice, teaching
in production, designed as an educational activity aimed at contributing to development
of the intellectual faculties and manual skill of the students, while preparing them to
a harmonious integration into professional life;
by adapting its content, objectives, and methods to the specific needs of
taught, depending on ages, stages of education, the most suitable paths
to the optimal development of their possibilities;
3. by establishing connections between the different streams and the various levels of education
bridges allowing the desired and deemed legitimate reorientations and promotions;
2°) As for the General Policy Letter, of January 2005, for the Education sector
and of Training, it affirms, among other things:
At the average level, the goals are to raise the level of knowledge and skills.
and the skills needed for improving student performance, for
allow their integration into higher cycles of general education,
professional and technical...
The quality in formal and non-formal education will receive special attention.
over the next few years. This quality will be developed based on:

7
i) the institutionalization and optimization of the different functions of evaluation
by :
•the periodic assessment of academic achievements as a decision-making aid and
quality management at the central and decentralized level;
the promotion of formative assessment in pedagogical practices and that of
self-assessment with a view to permanent regulation of learning and
the improvement of the level of mastery of academic achievements;
the improvement at all levels of the reliability and validity of the tests
exams and competitions;
the establishment of quality monitoring mechanisms at central and decentralized levels.
ii) the reform of the curriculum based on skills entry in order to guide the
learning activities on a set of knowledge, skills, and know-how
integrated, significant and necessary for solving school problems and those of
everyday life

8
 B - THE COMPETENCY REFERENCE FRAMEWORK IN SCIENCE
GENERAL SECONDARY EDUCATION
Tables of educational and methodological skills
The six (6) tables that follow constitute the competency reference in Sciences
of Life and Earth in middle education.
The first two tables relate to educational skills (development
personal and social, student profession) the other four relate to skills
methodological (being informed, performing, reasoning, communicating). The activities
proposed in the program concern methodological skills.
L’installation des compétences éducatives assimilables au savoir être, est plus
complex, their evaluation is not always feasible in class.
For a good use of the framework, the teacher should organize themselves to have
an individual tracking sheet for each student since the start of the school year in order to
to ensure the degree of installation of various skills in line with the pace of activities
of teaching, learning, and assessment. This follow-up attitude should be
systematic starting from the sixth grade to culminate in the third grade.
In the third class, the final class of secondary education where the student takes a
BFEM exam at the end of the school year, all the targeted skills,
Since sixth grade, they are supposed to be installed with each student.
This requires a better organization of teachers and administration.
school to circulate information related to student performances of a
level to another.

COMPETENCIES RELATED TO DEVELOPMENT

6th5th 4eme 3ème
PERSONNEL AND SOCIAL
1-Be attentive: Focus your attention on a target X X X X
2-Be rigorous: Apply the principle of rigor X X
3-Have a critical and questioning mind. X X
4-Respect others X X X
5-Have confidence in yourself. X X X
6-Open up to others. X X X
7-Accept a well-founded argument. X X
8-Be curious, question yourself. X X
9- Search for explanations X X
10-Having a sense of responsibility: respecting the equipment, the rules X X
hygiene (clean and tidy up)

COMPETENCES RELATED TO THE "STUDENT'S ROLE" 6th 5th 4th 3eme

1-Take notes X X X
2-Keep your notebook properly X X X
3 - Take good care of your manual X X X
4-Working in a group X X X
5-Develop and adhere to a personal work schedule outside of hours X X X X
of course
6-Self-assess X X X
7-Analyzing one's own work methods X X X

9
COMPETENCIES RELATED TO RESEARCH AND TO
6th 5th 4th 3th
INFORMATION PROCESSING: TO GET INFORMED
1-from an oral speech: X X
2-from a digital support X X X X
3-from a scientific text X X X X
4-from a movie, a photo, a slide... X X
5-from a table: X X X
6 - based on field observations X X X
7-from observations of breeding and crops X X
8 - from a drawing or a diagram X X
9-from newspaper clippings X X
10-from an experience X X X X
11-from a map, a plan, a biological or geological material X X X X
12-from a graph X X
13-from a documentary research conducted by oneself X X
14-from a videogram, from the Net X X X X

COMPETENCES RELATED TO PRACTICE OF

6th 5th 4eme 3ème
SCIENTIFIC REASONING: TO REASON
1-Describe a problematic situation X X X
2-Identify a problem X X X
3-Formulate a problem X X X
4-Formulate hypotheses X X X X
5-Design ways to test hypotheses (experiments, analysis X X X X
documentary...)
6-Confront the results of an experiment, a documentary research, X X X X
or a survey, with a formulated hypothesis.
7-Interpret results X X X
8-Drawing a conclusion X X X X
9-Relating information to explain a phenomenon, a fact X X X
Class according to criteria X X
11-Invest your knowledge to solve a problem X X
12-Relate data from a graph or a table X X
13-Relating results of experiments X X
14-Apply the notion of a witness to an experiment X X X X
15-Exploiting experimental results to formulate a hypothesis X X X X
16-Perform a synthesis X X X

COMPETENCIES RELATED TO COMMUNICATION:

6th 5th 4th 3ème
COMMUNICATE
1-Exchanging oral information: asking a question, responding to one
X X
question
2-Make a summary or a comment X X
3-Present data in the form of a table X
4-Translate an observation into text, a drawing, a sketch, a diagram... X X
5-Write a simple report, a presentation X X X
6-Present data in the form of a functional diagram, of a
graph (curves, histograms, cycle...) X X X X
7-Expressing one's opinion X X X
8-Present a presentation X X X

10
 COMPETENCES RELATED TO EXECUTION: TO EXECUTE 6th 5eme 4ème 3th
1- To carry out a culture, a breeding X X
2-Prepare a microscopic preparation X X X
3-Perform observations with a magnifying glass, under a microscope X X X
4-Make a model (a prototype) X X X
5-Make a model work X X X
6-Take readings (measurements) using a specific device X X X X
7-Set up an experimental setup X X X X
8-Implement a protocol X X
9-Create a collection X X
10 - Perform a dissection X X
11-Leverage computer data X X X X
The location of the crosses represents the classes in which the skill must be installed.
However, any skill established in one class can be evaluated in the subsequent classes.
Thus, at the end of the year of the third grade, the assessment of skills can focus on any
which skill is installed in the cycle.

C - TEACHING AND LEARNING METHODS

Many writings distinguish two main categories: methods
"traditional" and the "new" or "active" methods, according to the logics
underlying functioning. There are other classifications of the methods
of teaching and learning based on other distinctive criteria. The range
The methods are therefore very broad. It is then up to the teacher to choose and adapt.
the methods with the psychological and social characteristics of its students, to
targeted skills, targeted contents, available resources or materials, to
activities to implement, or when working conditions allow
the demanding teacher can create his own teaching strategies and
learning. However, in any case, it is important to remember that in a
even the same lesson can have several different methods and that the same
method can be found in several lessons.
Regarding the present program designed according to the competency-based approach, several
Logics underpin the suggested teaching and learning methods.
Among these so-called logics,
The priority given to the personal and social development of the student
The concern to develop in the student skills related to the 'student profession'
The centrality of the student in all activities
The recognition of the right to error during teaching activities and
of learning
The appreciation of the cultural diversity of students and their experiences
Taking into account students' representations
The use of collaborative work and interactions between peers
The acquisition and strengthening of real skills related to
information, to communication, scientific reasoning and to the
realization.
The progressive empowerment of students
The solicitation of resource persons
The use of an interdisciplinary approach to give more meaning to
learning.
The use of problem situations as support during learning

11
 The possibility for the learner to transfer their knowledge to situations.
news, unpublished, different from learning situations, to solve a
Problem related to the skills targeted in the program.
The biology teacher will have to take such logics into account in the methods.
of teaching and learning; which requires that he be a mediator, a
animator, unstimulator, an unaccompanied one and he use more of the
active methods than traditional methods. To do this, the teacher
privilege
incentive methods;
the appropriative methods.
To this end, the program offers learning situations characterized by
activated that should allow the student to build their own knowledge.
The biology teacher will be able to propose activities whenever necessary.
preparatory activities to put the student in research and production situations,
of evaluation, of integration...
All these considerations show that among the three 'models' of teaching
d'Astolfi (1993) which are: transmission, conditioning and
constructivisme, le présent programme préconise de privilégier : leconstructivisme
that he considers as his theoretical model of reference.

D – EVALUATION OF LEARNING
Considering the characteristics of the competency-based approach, the teacher of
SVT will show initiative by wisely using the most appropriate forms of assessment.
current, notably, diagnostic assessment, formative assessment and evaluation
summative.
He will ensure the diversification of the assessment tools for knowledge mastery.
(direct questions, multiple choice, alternatives, association...)
He will take into account, in the calculation of the semester average for each student:
A notebook keeping note in 6th5thand 4th .
Two homework grades in 6th5th, 4thand 3ème .
A composition note in 6th5eme, 4thand 3even
For good use of the reference framework, the teacher should organize themselves to have
an individual tracking sheet for each student since the beginning of the school year in order to
ensure the level of deployment of various skills at the pace of activities
of teaching, learning, and evaluation. This monitoring attitude should be
systematic from the sixth grade to be completed in the ninth grade.

12
 II – DESCRIPTION OF THE SVT PROGRAM IN
MIDDLE EDUCATION
This program concerns 6th grade classes.th5th4emeand 3emeFor each class,
after the presentation of the overall program, the program is detailed according to a table
in 4 columns:
The first column concerns methodological skills, specified at
every time by the statement of the targeted skill.
The second column relates to the sequences numbered in a coherent order.
of execution.
The third column concerns the concepts that students will need to master by the end.
learning.
the fourth column concerns the activities to be carried out to develop the
targeted skills. The latter are recalled in the following manner:
To inform oneself
Reason
C = Communicate
To achieve

A-SIXTHGRADE

1- GLOBAL PROGRAM OF THE SIXTH GRADE

(62 hours)

In sixth grade, the teacher will be invited to make discover and love the
nature for each student. It will introduce them to the scientific approach, to the knowledge of
living world and non-living world.
He will ensure that the basic mechanisms of food production are understood.
Environmental education initiated in elementary school will be strengthened to make
the student more aware of the responsibility of men and women in the
degradation and/or improvement of the environment.
This awareness must extend to certain aspects related to public health.
by studying certain diseases to enable the student to adopt
behaviors that allow him to avoid these diseases and to raise awareness among those around him to
better health for populations.
The aspects related to Earth sciences will be addressed to prepare the student for
more in-depth geological studies in the following classes.
To do this, active methods will be favored to further motivate the student and
to cultivate autonomy and a sense of responsibility in girls as well as boys.
NB:
Weekly teaching duration 2 hours/students
The proposed activities are not exhaustive, the biology teacher
should, whenever appropriate, suggest other activities in order to
facilitate learning at the student level.
It is particularly recommended for the teacher to:
•take charge in the activities to make curve plots, of
diagrams to develop interdisciplinarity with mathematics.
encourage housework to better manage school time.
organize educational outings.

13
 FIRST PART: LIFE SCIENCES (54 hours)
Lessons Title of the lessons Duration
THEME N° 1 : ENVIRONNEMENT (14 heures)
Lesson No. 1 The components of the environment 4H
Lesson No. 2 Classification and distribution of living beings 4H
Lesson No. 3 Relationships in the environment 6H
THEME N°2 : PRODUCTION D’ALIMENTS (10 heures)
Lesson No. 4 The production of food by chlorophyllous plants 6H
Lesson No. 5 The improvement of food production by animals and plants 4H
THEME N°3 : FONCTION DE RELATION : LE DEPLACEMENT (10 heures)
Lesson No. 6 Movement in animals: Adaptation to movement in different environments 10H
environments

THEME N°4: REPRODUCTIVE FUNCTION: PRODUCTION OF NEW PLANTS

(12 hours)
Lesson No. 7 Introduction to the concepts of cells and cell division 4H
Lesson No. 8 How to obtain a new plant? 8H
THEME N°5 : LES AGRESSIONS CONTRE L’HOMME (8 heures)
Lesson No. 9 Malaria 4H
Lesson No. 10 Ascariasis 2H
Leçon N°11 Le choléra 2H
SECOND PART: EARTH SCIENCES (8 hours)
THEME N°6 : LES PAYSAGES (8 heures)
Lesson No. 12 The elements of the landscape and the diversity of landscapes 8H

14
 2- DETAILED PROGRAM OF THE SIXTH GRADE
FIRST PART: LIFE SCIENCES
THEME N°1 : ENVIRONNEMENT (DUREE : 14 HEURES)

Leçon N°1 : Les composantes de l’environnement (4h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

To inform oneself: 1-The physical environment Components Identify the components of

Enter information physiques (water, air, the environment during a
sun, rocks exit(I)

Reasoning: 2- Living beings Components Distinguish the non-living from the living
Connecting living (plants, (Ra).
information for animals)
classify according to
criteria to determine

To achieve:
Harvest, photograph or film
Create collections
some animals and plants (Re)

To inform oneself: Consult and exploit documents

Extract information to complete the data
to complete a database collected(I).
of data.

Communicate: Present in writing or through diagrams

Write an account
the observations made on the ground
rendered (C).

Lesson No. 2: Classification and distribution of living beings (4h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning:
1- Classification Flowering plants Establish a simple classification of
Classify according to
simplified of Flowerless plants plants based on criteria to
criteria
plants determine and determined criteria
(Ra).

Reasoning: 2- Classification Invertebrates Establish a simple classification of

Classify according to simplified of animals Vertebrates animals based on criteria for
criteria determine and determined criteria
(Ra).

Reasoning: 3- The distribution of Factors of Establish a relationship between the

Investing one's living beings distribution distribution of living beings and the
knowledge environmental factors (Ra).

15
Lesson No. 3: Relationships in the environment (6h)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

To inform oneself: 1- The relationships between predation Identify and describe the different
Enter information at living beings parasitism types de relations observés lors de la
based on observations about symbiosis exit (I/C)
the ground commensalism
cooperation, chain
food...
To inform oneself: 2 – The relationships between Mutual influence Complete the observations with a
Extract information living beings and the between a factor analysis of documents(I).
of documents physical environment climatic and the
living beings.
Mutual influence
between a factor
Communicate: edaphic and the beings Identify and describe the different
Express in writing or living types of interrelations observed during
orally of Mutual influence from the output (I/C).
field observations among living beings
and the environment
To inform oneself:
Enter information at Complete the observations with a
starting from analysis of analysis of documents(I).
documents.

Communicate: 3- Action of Man Useful actions, Describe useful actions and the
Express in writing or on the environment Harmful actions harmful actions observed (I/C).
verbally some
advantages and
disadvantages of actions
of land
Communicate: Present the results in writing
Write an account investigations relating to the various
rendered actions of Man on
the environment (C).

THEME N°2 : PRODUCTION D’ALIMENTS (Durée : 10 heures)

Leçon N°4 : La production d’aliments par les végétaux chlorophylliens (6H)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
Achieve: 1- The conditions of the Conduct experiments to
Implement a production of materials discover the necessary conditions
experimental protocol organics by the to the production of materials
plants Mineral substances organic by plants
chlorophyllians (water, mineral salts and chlorophyllians(Re).
To inform oneself:
carbon dioxide,
Light, chlorophyll. Our lever, based on documents the
Extraire des informations necessary conditions for the
of documents production of organic materials
by chlorophyllous plants (I)

Reasoning: 2- Importance of Autotrophy. Interpret the results of the

Use the approach green plants Utility of plants experiments conducted in class or
experimental for green (rejection relating to documents bearing
interpret results d’oxygène, épuration on the importance of green plants.
experimental. of the atmosphere of (Ra).
carbon dioxide
carbon)

16
Lesson No. 5: Improving food production through animals and
plants (4H)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Stay informed: 1- The improvement of the Types of farming Conduct a survey in a

Enter information at food production Selection breeding center and/or in a
based on a survey. by insemination agricultural exploitation to identify
the animals artificial, Crossing the optimal conditions to be met
b- the plants Veterinary care, and the efficient techniques for
improvement of improve production.
the habitat
Communicate:
Feeding of Write a report on the
Write an account
investigation report.
animals results of the survey(C)
Treatment
phytosanitary,
Fertilizer contributions...

THEME N°3 : FONCTIONS DE RELATION : LE DEPLACEMENT

AT THE ANIMALS (Duration: 10h)

Lesson No. 6: Movement in Animals: Adaptation to Different Environments:

Choose a mode of transportation by environment. (10H)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Stay informed: 1-Movements in Walk, jump, Identifier for each type of environment
terrestrial environment. reptation... modes of transportation from
Enter information at
starting from the real or from Support surface of observation of the real or of
documents.(I)
of documents
Describe a mode for each environment
2-Movements in Swimming, flotation... of movement, starting from
aquatic environment Support surface of observation of the real or of
documents(I)
Volume
3-Movements in Support surface Describe the organization of the member
air environment . locomotor for each mode of
movement(I)

Communicate: Réaliserun schéma fonctionnel du

Translate an observation member(C)
by a diagram

To reason: Connect the organization of the organs

Establishing connections between Type of adaptation locomotors and the mode of
information for drawing animal movement, in
a conclusion. Adaptation deduce the type of adaptation (Ra)
convergent
Reasoning: Compare the members and the shape
Linking of animals having modes of
information and its different movements to emerge
knowledge for the type of adaptation (Ra)
explain a phenomenon

17
To reason: Compare the shape of the body and the
Putting in relation morphology of animal limbs
information and its belonging to different groups
knowledge for and having the same mode of
explain a phenomenon movement to lead to the
notion of convergent adaptation
(Ra).

THEME N°4: REPRODUCTIVE FUNCTION:

PRODUCTION OF NEW PLANTS (Duration: 12 hours)

Lesson 7: Introduction to the concepts of cells and cell division (4H)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

Execute: 1- Notion of cell Cell (definition) Make a preparation

Carry out a Plant cell microscopic epidermis of bulb
preparation Animal cell onion and infusoria (Re)
microscopic
To inform oneself: Observations preparations for
Enter information optical microscope or of
from observations photographs to discover then
of preparations define the notion of cell (I)
microscopic or of
micro photographs

Communicate: Create an observational drawing

Represented by a of cells (C)
observational drawing

Discover and then define the concepts

To inform oneself: 2- Cell division Division
cell division, division
Enter information cellular (definition)
binary or scissors parity,
from observations Binary division or
budding, starting from
of preparations scissiparity
the observation of the preparation
microscopic or of Budding
of infusoria or from micro
micro photographs
photographs(I)

Leçon N°8 : Comment obtenir une nouvelle plante ? (8H)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
1- from the seed
To reason: Formulate hypotheses with a view to
Make hypotheses determine the conditions
essential for germination (Ra).
The conditions
necessary for the
Reasoning: germination
Imagine a protocol Propose an experimental protocol
experimental for testing to test the hypotheses (Ra)
the hypotheses

Realize:
Conduct experiments to test
Implement a
the hypotheses (Re)
experimental protocol

To inform oneself:
Germ, cotyledon,
Enter information at Describe, based on an observation,
tegument
the different parts of the seed (I)

18
starting from an observation

Communicate:
Create an observation drawing of
Translate an observation the seed
by a drawing.

To inform oneself: Describe, based on an observation,

Enter information at the successive stages of the
starting from an observation germination(I)

The steps of the Formulate hypotheses on the role

Reasoning:
germination of the different parts (Ra)
Make hypotheses

Reasoning: Role of the different Design an experimental protocol

Imagine a protocol parts of the seed to test the hypotheses (Ra)
experimental to test
hypotheses

Achieve:
Conduct experiments to test
Implement a
the hypotheses (Re).
experimental protocol

Achieve: 2- from a part Cutting Making cuttings; layering

To carry out crops. from the plant (leaf; Air layering (Re).
stem; root

THEME N° 5 : LES AGRESSIONS CONTRE L’HOMME :

STUDY OF SOME DISEASES (DURATION: 8 HOURS)

Leçon N°9 : Le paludisme (4h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Communicate: 1- Manifestations of Manifestations or Review the manifestations of

Expressing one's opinion malaria symptoms malaria from discussion
of students (C)

Reasoning: Make a summary of

manifestations of malaria issues
Perform a synthesis
of the discussion. (Ra)
To inform oneself: 2 - Contamination: Pathogenic agent Identify the pathogenic agent from
Enter information from the observation of a thin slice
from the observation of of a thick drop and/or of a
biological material or photo(I)
from a photo

To inform oneself: Mode of transmission Discover the mode of transmission

Vector agent from the pathogenic agent from a
Enter information at
text(I)
starting from a text

cycle of
Communicate: Schematic representation of the cycle of
development
Represented by a development of the mosquito at
schema starting from the stages presented in the
disorder(Ra / C)

Reasoning: Propose, from the cycle of

Investing one's 3 - Prevention Chemical means;
development, some means
mechanics
knowledge prevention against malaria.
(Ra)

19
Communicate: Chemical means; Present a sketch (role play) of
Translate an information mechanics 5 to 10 minutes on prevention of
of a form of language to malaria (C)
another

Lesson No. 10: Ascariasis (Ascariasis) (2h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Communicate: 1- Manifestations of Manifestations or Review the manifestations of

Expressing one's opinion ascariasis symptoms ascariasis from discussion
students(C)

To reason: Manifestations or Make a summary of

Make a synthesis symptoms manifestations of ascariasis
issues from the discussion.

To inform oneself: 2- Contamination pathogenic agent Identify the ascaris from reality or
Enter information at of photos(I)
starting from the observation of
biological material or
of a photo

Get informed: eggs Identify the eggs of Ascaris at

Enter information at starting from the observation of a blade
starting from the observation minced and/or a photo(I)
of a thin blade and/or
photo

To get informed: Mode of transmission Discover the mode of transmission

Enter information at from the pathogenic agent from a
starting from a text text(I)

Communicate: Cycle of Schematic representation of the cycle of

Represented by a development development of the ascaris from

diagram of the presented stadiums in the
disorder(Ra/C)

Reasoning: 3 Prevention Chemical means Propose, from the cycle of

Investing one's Respect for the rules development, some means
knowledge of personal hygiene prevention against ascariasis.
and collective (Ra / C)

Communicate : Present a sketch (role play) of

Translate information 5 to 10 minutes on prevention of
of a form of language ascariasis.
to another

20
Leçon N° 11 : Le Choléra (2h)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Communicate: 1- Manifestations of Manifestations or Review the manifestations of

Expressing one's opinion cholera symptoms cholera from discussion
of students (C)

To reason: Manifestations or Make a summary of the

Perform a synthesis symptoms manifestations of cholera resulting from
the discussion.(Ra)

To inform oneself: 2 - The contamination: Pathogenic agent Identify the pathogenic agent of
Enter information at cholera based on observation of
based on the observation photo(I)
of a photo

To inform oneself: Discover the mode of transmission

Mode of transmission
Enter information at from the pathogenic agent from a
starting from a text text(I)

To reason: 3 Prevention Chemical means Propose means of prevention

Investing your against cholera.
Respect for the rules
knowledge (Ra)
personal hygiene
and collective

Communicate: Chemical means Present a sketch (role play) of

Translate information 5 to 10 minutes on prevention of
Respect for the rules
of a form of language to cholera.
Individual hygiene
another
and collective

SECOND PART: EARTH SCIENCES (8 Hours)

THEME N° 6 : LES PAYSAGES (Durée : 8 heures)

Leçon N°12: Les éléments d’un paysage et la diversité des paysages (08heures)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1-The elements of a Relief (sun, Identify the elements of a landscape
Enter information at landscape Outcrop, rock: local(I)
starting from a stratified/fractured);
field observation network
hydrographic
(watercourse; pond;
Communicate: river, stream;
Translate an observation other activities Make the sketch of the landscape and
by a sketch, a text. humane write a report
(constructions, routes,
dams…) Covered
vegetable;
To inform oneself: 2- Diversity of Particularity of
Enter information at landscapes diverse landscapes Discover the diversity of landscapes
starting from photos or of (sandy, coastal) based on the observation of photos or
films. forester the films(I)
mountainous...

21
Reasoning: 3- Why the Rock and outcrop Explain the aspect of the landscapes at
Connecting are landscapes Permeability, based on the properties of rocks and
information for different from a region porosity, coherence of the action of erosion agents
explain a phenomenon to the other? hardness of rocks of ["water","wind","temperatures","beings"]
basement. living…)(Ra)

4- The evolution of Identify the transformations undergone

Get informed: landscapes Evolution of by a landscape over time
Enter information at landscapes to discover
starting from data the concept of evolution (I)

Achieve: 5- Representation of Contour lines, Model the curves of

Create a model relief of a landscape equidistance, profile level starting from for example a
analog topographic profile topographic potato... (Re)

B– CLASS OF FIFTH

1 - GLOBAL PROGRAM OF THE FIFTH GRADE

(62 hours)
In the fifth grade, the student will continue to discover the environment.
will question environmental issues, will propose and implement
A work of realistic solutions within its reach.
The study of biological diversity (diversity of living beings and diversity of
environments) will be continued and deepened by taking into account the different
forms of adaptation to environments.
Earth Sciences will be limited to the discovery of the notion of soil and to
the study of sedimentary rocks.
NB:
Weekly teaching duration: 2 hours / students
The proposed activities are not exhaustive, the biology teacher
should, whenever appropriate, suggest other activities in order to
facilitate learning at the student level.
It is particularly recommended for the teacher to:
take charge of activities to make curve plots,
diagrams to develop interdisciplinarity with mathematics.
encourage homework to better manage school time
organize educational outings.

FIRST PART: LIFE SCIENCES (46 hours)

Lessons Lesson Titles Duration
THEME 1 : ENVIRONNEMENT(8heures)
Lesson 1 The living environment 6H
Lesson 2 Pollutions and their consequences 2H
THEME II : FONCTION DE NUTRITION(22heures)
Lesson 3 Feeding in Animals: Adaptation to Different Diets 8H
Lesson 4 The needs of the body and consequences of poor diet in 10H
the human species
Lesson 5 Breathing in animals: Adaptation to different environments 4H

22
 THEME III : FONCTION DE REPRODUCTION(16heures)
Lesson 6 Reproduction in animals 8H
Lesson 7 Reproduction in flowering plants 6H
Lesson 8 Reproduction in flowerless plants 2H
SECOND PART: EARTH SCIENCES (16 Hours)
THEME IV: SOILS (8 hours)
Lesson 9 The soils, 4H
Lesson 10 The genesis and evolution of soils 4H
THEME V : LES ROCHES SEDIMENTAIRES(8 heures)
Lesson 11 Origin of sedimentary rocks 6H
Lesson 12 Importance and Management of Sedimentary Rocks 2H

2 - DETAILED PROGRAM OF THE FIFTH GRADE

FIRST PART: LIFE SCIENCES (46 Hours)
THEME N°1 : ENVIRONNEMENT (Durée : 8heures)

Leçon N°1 : Le cadre de vie : (06 heures)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The characteristics The types of development Visit sites, investigate and
Enter information of rural space and Urban planning exploit documents (articles
based on observations urban of newspapers, films, photos) for
Rural development
on the ground discover the characteristics of
rural and urban space (I)

Communicate: Types of planning Present the collected data

Write an account Urban planning in the form of a report (C)
rendered
Rural development
To inform oneself: 2- The degradation of Causes: Visit sites, investigate and
Enter information the rural space drought, erosion, exploiting documents (articles
from observations abusive exploitation of newspapers, films, photos) for
on overgrazing, methods discover the causes and
cultural bush fires, consequences of degradation
deforestation of rural space (I)
Consequences: exodus
Communicate: rural, poverty Present the collected data
Write an account in the form of a report (C)
returned the land

Stay informed: 3- The degradation of Causes: congestion Visit sites, investigate and
Enter information the urban space urban, occupation exploiting documents (articles
from observations anarchic space, of newspapers, films, photos) for
on the ground sewage problem, discover the causes and
lack of green space consequences of degradation
Communicate: lack of recreational places, of urban space (I)
Write an account uncontrolled construction,
rendering spontaneous settlements, Present the collected data
occupation of zones in the form of a report (C)
floodable...
Consequences :
Degradation of conditions
of life and health of
populations, anarchy...

23
To inform oneself: 4-Fight against the Land improvement Visit sites, investigate and
Enter information degradation of the framework waste management exploit documents (articles
from observations of life education and awareness of newspapers, films, photos) in order to
on the ground of populations, respect propose ways to fight
legislative provisions against the degradation of the framework of
et réglementaires (code de life (urban environment, rural environment)(I)
the environment, code of
Communicate: urban planning, code Present in the form of a presentation.
Write an account forester...) the means of combating against the
rendered reforestation degradation of the living environment
sanitation

Leçon N°2 : Les pollutions et leurs conséquences: (02 heures)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: Different shapes Air pollution Investigation into the causes and the
Enter information of pollution: Water pollution consequences of forms of
from a survey causes and Noise pollution... pollutants present in your
consequences locality(I)

Communicate: Air pollution Present the results of the survey

Present a presentation Water pollution in the form of a presentation (C)
Noise pollution...

Reasoning: 2- Fight against the Preventive Propose means of combat

Investing one's pollutions Eradication against these pollutions (Ra)
knowledge

THEME N°2 : FONCTIONS DE NUTRITION (Durée : 22 heures)

Lesson No. 3: Nutrition in Animals: Adaptations to Different Diets

food (08h)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- The diets Diversity of regimes Deduce the diversity of regimes

Put in relation foodstuffs food food analysis of the
information to shoot documents : textes, tableaux,
a conclusion photos(Ra)

To inform oneself: 2- Adaptation to Adaptation Observe for each regime

Enter information vegetarian diet Oral device feeding of different animals
from observation (cow, cricket, Digestive tube in the process of feeding and identifying
chicken...) Convergent adaptation the organs involved (I)

Complete the information provided

from observation by analysis of
3- Adaptation to documents related to the digestive tube
carnivore diet of these animals (I)
(chat)
Note: For each
sequence to resume the
Communicate: 4- Adaptation to Describe the organs involved
same activities
Express orally or omnivorous diet play and indicate their roles(C)
in writing the results Man
of an observation

24
Reasoning:
To connect Explain the concept of adaptation to
information for diet starting from the
explain a characteristics of the organs
phenomenon used(Ra)

To reason: 5- Adaptation to the Nectar, blood, sap... Compare, based on photos,

To connect consumption Convergent adaptation schemes, the oral apparatus of
information for drawing liquid foods several animals feeding
a conclusion liquid foods, to discover
and define the notion of adaptation
convergent(Ra)

Lesson No. 4: The body's needs and the consequences of a poor diet
in the human species (10h)
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

Achieve: 1- Composition of Water, mineral salts, Conduct experiments of

Conduct food experiments carbohydrates, lipids, proteins search to identify the
constituents of foods

Reasoning: The foods of Deduce the role of food from

2- Role of foods
Connecting construction the analysis of documents (results
information to draw Energy foods of experiences, photos, texts,
a conclusion Protective foods tableau…)(Ra)

Communicate: 3. Energy value Energy value of Calculate the energy value of a

Translate some foods. carbohydrates meal from tables showing
information by Nutritional value of the composition of the meal and its value
data lipids energy of different types
Energy value of of foods(C)
proteins.

Reasoning: 4 Food Ration Food ration Compare the nutritional needs

Establish connections between daily records of individuals of ages, of
Diversity of the diet
information to draw sexes, activities... different for
food
a conclusion deduce the notion of ratio
food and its diversity (Ra)

Communicate: Definition Exchange to define the ration

Expressing one's opinion food(C)

To inform oneself: Characteristics of a Identify, from documents, the

Enter information good nutrition characteristics of a good ration
from documents (balanced, varied, food.
sufficient)
To inform oneself: 5- Consequences Nutritional diseases: Revealed in the documents
Extract from of a bad malnutrition (photos, texts) the demonstrations
information from nutrition (marasmus), about some nutritional diseases
documents malnutrition by default, (MPE), vitamin A deficiency, avitaminosis
avitaminoses, malnutrition D, deficiency in Iodine and Iron,
protein-energy (MPE) obesity…(I).

25
To inform oneself:
Kwashiorkor
Malnutrition due to excess Will be based on results
Extract from of experiences, photos, texts,
(obesity, diseases
information from tables, etc. the causes and the
cardiovascular, diabetes
documents and of symptoms of these diseases
results of experiments nutritional

Leçon N° 5 : La respiration chez les animaux : Adaptation aux différents milieux (4

hours
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

To reason 1- Animals using the Respiratory organs Explain the rise of certain individuals
Connecting dioxygen Adaptation aquatic animals at the surface.
information for atmospheric Distinguish the living environment and the
formulate a hypothesis breathing medium. (Ra)

To inform oneself: Identify the organs involved

Enter information during breathing, starting from
from a of a dissection, of a photo, etc.
observation (I).

Reasoning: 2- Animals using the Explain the concept of adaptation to

Connecting dissolved oxygen Respiratory organs based on the characteristics of the
information for in the water Adaptation organs used and the form under
explain a where oxygen is found
phenomenon atmospheric dioxygen or
dissolved oxygen in water.
(Ra).

THEME N°3 : FONCTION DE REPRODUCTION (16 heures)

Leçon N°6 : La reproduction chez les animaux poule, vache, criquet (08 heure)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
Getting informed: 1- Differences between Sexual characteristics Observe young animals and
Enter information male and female primary and secondary adult animals, of sexes
from a different identify them
observation differences between males/females
(I).
To inform oneself: 2 - Training of the Gametes Identifiers on documents
Enter information egg cell Fertilization (photos, diagrams ...) the gametes
from documents Egg Cell males and female gametes,
their meeting and the formation of the
egg cell (I).

To inform oneself: 3- The birth and the Birth Will compare from documents,
Enter information development of Développement direct photos, texts..., the birth and
from documents small Indirect development the development of the young at
the cricket, the cow and the hen
to identify the similarities
and the differences.

Achieve: 4- An example Breeding project I conceive and implement a

Establish a breeding breeding Material animal breeding project
Cost his choice (Re)

26
Leçon N°7 : La reproduction chez les plantes à fleurs (06 heures)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: Fertile pieces of the Etamines
Identify the stamens and the pistil at
Enter information flower (anthers, filament, pollen) starting from the observation of a flower
from a material Pistil (stigma, style,
(I)
biological ovary, ovules

Communicate: Batiste Represented by a diagram

Translate a (anthers, filament, pollen) the stamen and the pistil (C)
observation by a Pistil (stigma, style,
schema ovary, ovules

Reasoning: 2- Training of the Pollination Deduce the necessity of the

Connect some seed pollination based on results
results of experiments experimental (Ra)
to pull a
conclusion

Pollination
Communicate: Describe pollination from
Express orally or texts, photos, diagrams, etc. (C)
in writing one
observation

Reasoning: Explain the origin of the seeds and

Fertilization
Relate to of the fruit by comparing them
ovule
information for respectively to the eggs and
seed
explain a fact the ovary (Ra)
ovary
fruit

Leçon N°8 : La reproduction chez les plantes sans fleurs (02 heures)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Organs Sporange Then describe the different
Enter information reproducers Spores organs involved in the
from a material Prothallus reproduction of a plant without
biological Leafy plant flower (fern, spirogyra ...) to
Communicate: starting from samples, films, of
Express orally or photos, etc.(I/C)
in writing a
observation

To reason 2- Cycle of Sporange Reconstitute schematic

Investing one’s development Spores development cycle of the
knowledge for Prothallus plant studied from
make a synthesis Leafy plant documents showing the steps
Communicate in disorder (Ra/C).
Represented by a
diagram of
observations

27
 SECOND PART: EARTH SCIENCES (16 Hours)
THEME N°4 : LES SOLS (08heures)

Leçon N°9 : Les sols (04 Heures)

COMPETENCES SEQUENCES NOTIONS ACTIVITES
To inform oneself: Identify the constituents of the soil at
1- The constituents The components of soil:
Enter information of a ground organic fraction and starting from a soil sample (I)
from activities mineral fraction Deduce the definition of soil
practices living and non-living (Ra)

Reasoning:
Classify the components according to
Classify according to
criteria to determine (Ra)
criteria

Informing oneself: 2- Soil diversity The different types of Discover the diversity of soils in
Enter information sols starting from the observation of
from observation. different constituents and the profile
pedological (I)

Raisonner : 3- Importance of The soil raw material Link each type of soil to
To connect some sols (minerals), dominant human activities in
data to explain The ground supports the based on the distribution map
a fact. vegetation soils in Senegal (Ra)
The ground supports
agriculture (fertility)
The soil habitat

Lesson No. 10: The genesis and evolution of soils: (4 Hours)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: Observe identify the different
1- The genesis of soils Soil profile; horizon
Extract information of the sun horizons of a soil (I)
observations on the
terrain

Reasoning: Explain the origin of the different

Connecting horizons(Ra)
information for
formulate a hypothesis

Communicate: 2- The evolution of Soil evolution Describe the stages of evolution

Express orally or sols Factors of evolution of (modifications) of a soil from
write down the results sols documents(C)
of an observation

Reasoning: Indicate the possible causes of

Establish connections between the evolution of soils (Ra)
information for And test these hypotheses (Ra)
formulate a hypothesis
Getting informed: 3- Soil Management Soil protection Conduct a survey on the
Enter information (reforestation, fixing of cultural practices allowing to
based on surveys sols...) protect and improve the soils
carried out by oneself (I)
same Soil improvement:
jachère, assolement, cultures

28
Communicate: of plants
Present a presentation
Present the results of
improving (cowpeas, acacia) the investigation in the form of a presentation (C)

THEME N°5 : LES ROCHES SEDIMENTAIRES (8heures)

Leçon N°11 : Origine des roches sédimentaires :(06 heures)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- Genesis of alteration (chemical), Explain the possible origin of a

To connect sedimentary rocks erosion (degradation beach sand (or any other
information for detritics: the sand mechanics sand) when comparing a granite
formulate healthy and a granite arena (Ra).
granite arena...)
hypotheses

Reasoning:
Transport agents: Wind, Deduce, the last agent of
Connect
water transport from observation
information to draw
Shape and appearance of of the aspect and the shape of
a conclusion
grains : Grains NU (non grains that constitute it (Ra)
used); THE (dull shiny)
and RM (round and mast)

To inform oneself: Sedimentation or deposition and Discover the notion of

Enter information diagenesis. sedimentation and deposition from
from a model of a torrent model (I)

Reasoning: 2- Origin of the others Dissolution Explain the possible origin of the
Connecting sedimentary rocks Evaporite precipitation (salt salt deposit on the rocks in
information for (chemicals and of cuisine seaside (Ra)
formulate some biologicals
hypotheses
To inform oneself: 3- Characters Fossiliferous (contain of Identify the general characters
Enter information general characteristics of rocks remains of living beings sedimentary rocks from
based on observations sedimentary Stratified (deposits in field observations and of
couches documents(I)

Lesson No. 12: Importance and management of sedimentary rocks: (2 Hours)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Importance of Building material Survey on the use of
Enter information sedimentary rocks (sand, limestone, clay) main sedimentary rocks
from surveys asbestos…) exploited in the region (I)
Energy resources
Communicate: (oil, coal, anthracite...) Write a report (C)
Write an account Ore (or, iron, copper...)
report of inquiry Food resources
(water, salt...)

To inform oneself: 2- Rock Management Sustainable management Investigate, exploit

Enter information documents to discover the
from surveys, of sustainable management techniques
research building materials
documentary energy resources
water

Communicate: Present the results of

Present a report the investigation in the form of a presentation (C)

29
 C- CLASS OF FOURTH

1- GLOBAL PROGRAM OF THE FOURTH GRADE

(72 hours)
In the eighth grade, environmental education initiated since the sixth grade is
will be characterized by a greater conceptualization emphasizing more on the notions
of natural resources and management for sustainable development.
The aspects related to nutrition (digestion, intestinal absorption, blood circulation)
and human reproduction will be developed to allow the student to better
understand how one's body works, but also to avoid the risks associated with
certain irresponsible behaviors, in the perspective of taking charge
real of his health through the adoption of positive attitudes.
The study of Earth Sciences will concern:
volcanism and the formation mode of volcanic rocks
the earthquakes and the structure of the globe.
NB :
Weekly teaching duration: 4 hours / students
The proposed activities are not exhaustive, the science teacher will have to,
whenever appropriate, suggest other activities to facilitate
the learning at the student level.
It is particularly recommended for the teacher to:
to take charge of activities to draw curves,
diagrams to develop interdisciplinarity with mathematics.
encourage housework to better manage school time
organize educational outings.

FIRST PART: LIFE SCIENCES (50 hours)

Lessons Lesson titles Duration
THEME 1 : ENVIRONNEMENT (4 heures)
Lesson 1 Natural resources and their sustainable management 4H
THEME II: NUTRITION FUNCTION (22 hours)
Lesson 2 Digestion and intestinal absorption in the human species 10H
Leçon 3 Blood: Composition and diseases 4H
Lesson 4 The circulation and the role of blood 4H
Lesson 5 Blood pressure and cardiovascular diseases 4H
THEME III : FONCTION DE REPRODUCTION : la reproduction chez l’espèce humaine (12
hours)
Lesson 6 Puberty and the role of the genital organs 4H
Lesson 7 From fertilization to delivery 6H
Lesson 8 How to avoid pregnancy? 2H
THEME IV: GENETICS (6 hours)
Lesson 9 The transmission of hereditary traits 6H
THEME V : LES AGRESSIONS CONTRE L’HOMME (6 heures)

30
 Lesson 10 Contamination by microorganisms 6H
SECOND PART: EARTH SCIENCES (22 Hours)
THEME VI: VOLCANISM - FORMATION OF MAGMATIC ROCKS (14 H)
Lesson 11 Volcanism 10 H
Lesson 12 The Formation of Igneous Rocks 4H
THEME VII: EARTHQUAKES AND STRUCTURE OF THE GLOBE (8 hours)
Lesson 13 Earthquakes and the structure of the globe 8H

2- DETAILED PROGRAM OF THE FOURTH GRADE

FIRST PART: LIFE SCIENCES (50 Hours)
THEME N°1 : ENVIRONNEMENT (Durée : 4 heures)

Leçon N°1: Les ressources naturelles et leur gestion durable (04 heures)
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Classification and Diversity of nature of Identify the types of resources at
Enter information localization of resources (water, energy, starting from documents or results
from documents natural resources sol, ….) of investigations to discover the
and results Diversity of location diversity of their nature and that of
of investigations resources. their location (I).

Reasoning: Renewable resources Compare the different resources

Connecting and resources not to classify them based on criteria
information for renewable... to be determined (Ra)
classifier according to
criteria

Communicate: 2- Management of Rational exploitation Raise the data related to the

Write a summary resources Protection, improvement resource management from
and then expose it Restoration documents to write a
Sustainable development synthesis(C)
Expose the synthesis (C)
Communicate:
Rational exploitation Discuss the synthesis (C)
Expressing one's opinion
Protection, improvement
Restoration
Sustainable development

THEME N°2 : FONCTIONS DE NUTRITION (Durée : 22 heures)

Lesson No. 2: Digestion and intestinal absorption in the human species

(10 hours)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- The oral stage Importance of the Formulate hypotheses for

Formulate chewing explain the importance of the
hypotheses mastication.(Ra).

To reason: Protocol Propose an experimental protocol

Design a protocol to test the hypotheses (Ra).
experimental

31
Reasoning: Enzyme (salivary amylase) Interpret results
Set up relationships Action conditions of of digestion experiences 'in
information for salivary amylase "in vitro" of the starch presented in
explain one Influence of temperature documents (Ra).
phenomenon and the pH
To inform oneself: 2- The stomach stage Gastric juice Highlight, from texts, the action
Extract from action of gastric juice and the conditions of action of
information from a text conditions of action of the juice gastric juice enzymes on the
gastric foods(I)

Reasoning: Specificity of enzymes Interpret results

Establish connections between of experiences showing the
information for specificity of enzymes (Ra).
explain a fact

To inform oneself: 3- The intestinal stage intestinal juice Highlight, from texts, the action
Extract from pancreatic juice on the foods, enzymes of
information of a text intestinal juice actions, intestinal juice and juice
pancreatic juice pancreatic, as well as their
conditions of action. conditions of action (I)

Reasoning: role of bile Interpret results

Connect some of experiences placing for
data for explain the role of bile in the
explain a digestion(Ra)
biological phenomenon

Communicate: 4. Assessment of the Digestive report Present in the form of a table

Translate some digestion the transformations undergone by the
information under foods under the action of enzymes
table format along the digestive tract (C)

Reasoning: From a table (or diagram)

Put in relation some presenting the transformations
data to draw a Macromolecules suffered by the foods, under
conclusion Molecular simplification the action of enzymes, along the
Nutrients digestive tract
compare the size and nature of
To inform oneself: Water, mineral salts, constituents of ingested foods
Extract from cellulose (proteins, lipids, carbohydrates) and the
information of a results of digestion for in
table or diagram deduce the notion of simplification
molecular (Ra)
Identify the foods that are not
not affected by digestion(I)

Raisonner : 5. Absorption Absorption Interpret data for

Connecting intestinal Villi explain the passage of
data for Microvilli nutrients from the intestine to the blood
explain a Vascularization (absorption)(Ra)
phenomenon of the intestine

To get informed: Absorption surface Analyzing numerical data

Enter information to discover the importance of the
from data absorption surface (I)

32
Reasoning: 6. How to ensure Digestive troubles Based on documents related to
Connecting the proper functioning digestive troubles, explain them
of the device Bad behavior
information for troubles by relating them
food
explain a fact with bad behaviors
digestif?
food (Ra)

Reasoning: Hygiene of the device From the relationships between the

Relate to digestif digestive troubles and the bad
informations pour tirer Prevention of disorders eating behaviors,
a conclusion digestifs (hygiene) deduce the attitudes to adopt for
buccodental, choice of ensure the proper functioning of
foods, nutrition the digestive system (Ra)
varied, sports activities...)

Leçon N°3 : Le sang : Composition et maladies du sang (04 heures)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The components Blood cells Identify the components of blood
Enter information your blood from the observation:
(red blood cells, globules)
based on observations from a blood smear to
whites, plates,
microscopic microscope
Plasma, sérum,
clotted blood
and sedimented blood (I).

Communicate: Blood cells Draw the components of blood

Translate one (red blood cells, cells) observed under the optical microscope (C)
observation by a whites, plates
drawing

To inform oneself: 2- The diseases of Anemia, sickle cell disease, Raise the signs (manifestations
Extraire des sang Leukemia external) of anemia, of the
information from a text sickle cell disease and leukemia,
from texts(I).

Reasoning: Sickle cells Compare the analysis results

Connect Hemoglobin deficiency medical blood of an individual
data to draw a healthy compared to that of an anemic individual, and
conclusion to that of a person with sickle cell disease for
discover the causes of these
diseases

Stay informed: Risks related to marriages Conduct a survey to

Enter information blood relatives discover ways to prevent
based on a survey sickle cell disease (I)

33
Leçon N°4 : La circulation et le rôle du sang (04 heure)*
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Operation of Heart (ventricles, Identify the organs of the device
Enter information the circulatory system earpieces, valves circulatory (heart, arteries, veins and
from a document Blood vessels hair) on diagrams, model,
(arteries, veins and dissected animal, film...
hair
To inform oneself: Analyze documents for
Enter information discover the role of the main
from a document organs in the functioning of
the circulatory system (I)

Communicate: Double circulation From the device's diagram

Translate a diagram (general circulation, circulatory, describe in the form of
in the form of text pulmonary circulation text, the blood journey(C)
To inform oneself: 2- Roles of the blood Transport of gases Discover the role of blood from
Enter information respiratory and of of documents(I)
from a document nutrients

Lesson No. 5: Blood Pressure and Cardiovascular Diseases (4 hours)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The pressure Blood pressure Define the concepts of pressure
Enter information at arterial Blood pressure arterial and variation of the
starting from a your blood pressure Variation of pressure blood pressure from
demonstration arterial of observations or documents(I).

Achieve: 2- Measure of the Blood pressure monitor Measure the voltage values
Take measurements at tension maximum tension, arterial after a demonstration
the help of a device arterial minimum tension. made by a health agent
(doctor, nurse, midwife)
woman(Ré)

Reasoning: Explain the maximum values and

Connecting minimal arterial pressure (Ra)
information for
explain a fact

Reasoning: 3- Variations Variation of the voltage Based on the exploitation of

Connecting normals of the arterial depending on data, deduce, the variation of the
information for drawing blood pressure the activity, of the age, of the blood pressure according to
a conclusion sex... activity, age, sex…(Ra)

To inform oneself: 4- Characteristics and Diseases Discover the characteristics

Enter information at prevention of cardiovascular: (signs, causes) and the means of
based on documents diseases Hypertension prevention of cardiovascular diseases
cardiovascular Hypotension vascular from exploitation
Arteriosclerosis of documents(I)
Myocardial infarction
(heart attack)
Characteristics of
diseases
cardiovascular
Signs,
- Causes
Prevention

34
 THEME 3: REPRODUCTIVE FUNCTION (Duration: 12 hours)
REPRODUCTION IN THE HUMAN SPECIES

Leçon N°6 : La puberté et le rôle des organes génitaux : (04 heures)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The demonstrations Puberty, Identify the transformations
Enter information at of puberty Sexual characters morphological changes related to puberty
based on observations secondary, by comparing, from photos
directs or drawings:
a prepubescent boy and girl;
a pubescent boy and girl
To inform oneself: Sexual maturity. Discover the events
Enter information at Menstrual rules physiological aspects of puberty at
start from a discussion Sperm production... based on exchanges between students (I)
among students

To reason Sexual maturity. Perform a synthesis of the

Bringing together Menstrual rules physiological manifestations of the
information to do Sperm production... puberty, based on the results
a synthesis exchanges between students (Ra)

To inform oneself: 2- Role of the organs Male gonads Compare the devices
Enter information at breeders testicles male and female breeders at
starting from a diagram Female gonads starting from diagrams to discover
(ovaries) their organization(I).
The genital pathways,
Copulation organs,

Reasoning: Reproductive cells Deduce the role of the testicles and the
Connecting males (spermatozoa) ovaries from the interpretation
results of experiments Reproductive cells results of experiments
to draw a conclusion females (ovules) ablational (Ra)

To inform oneself: 3- The sexual cycle Menstrual cycle, Identify the phases of the sexual cycle
Enter information at at the woman's Phases of the cycle at the woman (before ovulation,
starting from a diagram Menstrual rules ovulation and after ovulation)
starting from a diagram (I)

Leçon N°7 : De la fécondation à l ’accouchement (06 heures)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- Fertilization Fertilization, egg, Use experimental results

Relate to egg cell to deduce the necessity of
results of experiments Union the union between a spermatozoon and a
to draw a conclusion ovule during egg formation
(Ra).
To inform oneself:
Uterus, oviduct, fallopian tube Describe from a diagram or
Extract information
from a photo the path of the
of a diagram or of a
spermatozoa in the apparatus
photo
female breeder (I)

35
To inform oneself: 2- Nidation uterine mucosa Will locate from a diagram or
Extract information embryon, nidation, fœtus from a photo, the attachment point of
of a diagram or a the embryo(I).
photo

Pregnancy, signs Will be based on the results

investigations the signs characterizing
the beginning of pregnancy (I).

To inform oneself: 3- From implantation to Steps of Discover from diagrams of

Enter information at the delivery fetal development photos and surveys the steps of
starting from documents, development of the fetus (I).
investigations
Communicate:
Representation Plot the evolution curve of the
Present data
graphic size or weight depending on
in the form of a
time of a human fetus from
curve
data related to development
the fetus(C).

To get informed: Childbirth Discover from diagrams of

Enter information at photos and investigations the steps of
from documents, childbirth (I).
investigations
Communicate:
Childbirth, Present the results of surveys
Present a presentation fetal development relatives to fetal development
and at childbirth in the form of
of the presentation (C)

Lesson No. 8: How to avoid a pregnancy? (2 hours)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

To inform oneself: 1- Abstinence Advantages of Survey on the benefits of

Enter information at abstinence abstinence (I)
based on surveys
carried out by oneself

Get informed: 2- The methods Advantages and Survey on the advantages and the
Enter information at contraceptives disadvantages disadvantages of the different
based on surveys Contraception, contraceptive methods (I).
performed by oneself contraceptives (pills,
condom, diaphragm
IUD...

Communicate: Advantages of Present, in the form of a presentation, the

Present a presentation abstinence survey results on
Contraception, abstinence and on the methods
contraceptives (pills, contraceptives(C).
condom, diaphragm
IUD...)

36
 THEME N° 4 : GENETIQUE (6 heures)
Leçon N°9: La transmission des caractères héréditaires : Durée 6 heures
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

To inform oneself : 1- The resemblances Heredity Identify the common traits of the
Enter information at among individuals Hereditary character, individuals of the same family (air of
from photos Non-character family) and the particularities of
hereditary, each individual, from photos,
to define the concepts of:
Heredity
Hereditary character,
Non-hereditary character (I)

Inform oneself: Family tree Use the family tree of a

Enter information at Transmission family to follow the transmission
starting from a scheme Generation of hereditary character on
several generations

Reasoning: 2- The transmission Transmission Formulate hypotheses for

Make a hypothesis characters similarities explain the similarities within
from a hereditary d’une même famille(Ra)
observation

Reasoning: Kernel transfer Exploiting results from experiments

Establish connections between Role of the nucleus related to nuclear transfer for
information for explain the role of the nucleus in the
explain a fact transmission of characters
hereditary (Ra).
To inform oneself: Character support Identify, from documents,
Enter information at hereditary, diagrams, photos ...
based on documents, chromosome the chromosomes contained in the
diagram, photos... core.(I).

To get informed: Caryotype Compare the karyotypes of man

Enter information at Sex chromosome and of woman to identify the
starting from documents (chromosome X, X and Y chromosomes that determine
Y chromosome the sex(I)

To inform oneself: Gene Define the concept of gene based on

Enter information at the study of documents (texts,
based on documents photos, diagrams...) related to the
transmission of a specific character.
(L)

37
 THEME N°5 : AGRESSIONS CONTRE L’HOMME (6 heures)

Leçon N°10 : La contamination par les microorganismes : Durée 6 heures

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The diversity of Microbe From the observation of infusoria
Enter information at microbes (microorganism) under the optical microscope, discover
start from an observation. then define the notion of microbe. (I)

Reasoning: Pathogenic microbe Based on documents related to the

Class according to Microbe no diversity of microbes to classify them
criteria pathogen microbes according to criteria to
Nuisible determine.(Ra)
Non harmful
Useful

To inform oneself: 2- Contamination by Penetration voice Identify the penetration routes of

Enter information at the microbes (cutaneous, buccal, microbes in the organism, starting from
based on documents respiratory, sexual, documents (texts, diagrams)(I)
sanguine...)

To inform oneself: Contagion Identify the modes of transmission

Enter information at (transmission des direct and indirect transmission of
starting from text microbes of an individual microbes from a text)(I)
to the other)
Direct transmission
Indirect transmission

Reasoning: 3- The proliferation of Proliferation Interpreting a curve showing

Establish connections between microbes in the increase in the number of
information to draw the organism and types microbe as a function of time for
a conclusion of infection discover, then define the notion of
proliferation.
To inform oneself: Septicemia Discover, then define the concepts of
Enter information Toxemia septicemia and toxemia, from
from a texts and/or observation at
observation blood microscope of individuals
sick (I)
To inform oneself: 4- How to limit the Asepsis Discover, then define the notions of
Enter information at contamination risks - Antisepsis from asepsis and antisepsis
starting from texts and infection? Hygiene rules texts related to the work of
Pasteur(I)

Reasoning: 5 – How to avoid the Manifestations Starting from a summary table of

Connecting IST? Prevention main STIs, to highlight, the
information for manifestations and proposing means
solve a problem prevention for each of these STIs.
(Ra)
To inform oneself:
6 - The Skin, mucous membranes, Identify the natural barriers of
Extract information natural barriers tears, eyelashes, the organization based on documents (I)
documents skin acidity
Role of barriers

38
 SECOND PART: EARTH SCIENCES (22 Hours)
THEME VI: VOLCANISM - FORMATION OF ROCKS
MAGMATIC (14 H)
Lesson No. 11: Volcanism: (10 Hours)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- The volcanic eruption The signs Identify the manifestations that
Extract from predecessors preceding and accompanying
information from rumblings the volcanic eruption, starting from
documents tremors...) texts or movies (I)
The eruption proper
tell (projections,
lava flows,
clouds, explosions...)

Get informed: The different types Highlight the characteristics

Extract from of eruptions different types of eruptions
information from volcanic: volcanic: effusive
documents effusive eruption Explosive, based on documents
explosive eruption (textes, photos, de films…)(I)

Reasoning: Composition of the Explain the different types

Establish connections of wash volcanic eruptions: effusive
information for Properties of lava: explosive from documents
explain a fact fluid wash (texts, photos, films..) related to the
viscous wash composition and properties of the
lave(Ra)

Communicate: Model Create models to illustrate

To achieve Protocol the influence of the fluidity of magma and
Influence of fluidity of its gas wealth on the type
Influence of eruption richness, à starting from two
in gas protocols(C)

Communicate: 2- The rejected products Solid products: Review the rejected products by the
Express orally or by the volcano the rocks (the volcano and classify them according to their nature
write an observation cinérices or ashes physical, starting from the real, of films,
volcanic, the photos(C)
slags, the bombs
volcanic...
Liquid products:
different types of
leaves,
Gaseous products
To inform oneself: 3- The origin of the eruption Fracture of the bark Revealed in the texts the data
Extract from volcanic terrestrial related to the possible causes of a
information from Magma under pressure volcanic eruption (I)
documents
To inform oneself: 4- The volcanic device Volcanic cone, Identify the components of
Enter information at ["crater","chimney"] the volcanic device from
based on observations of room field observation or of
terrain or documents magmatic... documents showing the device
volcanic (I)
To inform oneself: 5- Distribution of Ring of Fire Localize on a distribution map
Extract information about volcanoes through the peaceful; the wrinkle volcanoes in the world, the areas
of documents world oceanic medium where volcanism is common (I)

39
To inform oneself: 6- Interests and Evolution of Investigation on interests and the
Enter information at consequences of landscapes consequences of volcanism (I)
based on a survey volcanism Soil fertilization
Dangers
Forecast and
Communicate: Draft a report
prevention of
Write an account
volcanoes
rendered

Communicate: Present the results of the survey

Present a presentation in the form of a presentation

Lesson No. 12: The formation method of igneous rocks: (4 Hours)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Description of Volcanic rocks Observe with the naked eye and the magnifying glass
Enter information at magmatic rocks Plutonic rocks samples or photos of
based on an observation Structure volcanic rocks and rocks
Crystal structure plutonic to describe their
Crystals structure (cristalline, amorphe)(I)
Amorphous structure
To inform oneself: Texture Observe under the optical microscope
Saisir des informations à Pitted texture thin blades or
starting from an observation Microlitic texture microphotographs of rocks
Vitreous texture volcanic and rocks
plutonic to describe their texture
(granular, microlitic, glassy)(I)

Communicate: grainy texture Represent by drawings the

Translate an observation Microlitic texture main textures observed (C)
by a drawing Vitreous texture

Reasoning: 2- Mode of training Rapid cooling Relate the results of

Connecting rocks Slow cooling the experience of molten sulfur with
information for magmatic the results of the observation
explain a fact rock samples
magmatic to explain the
formation of glass, microlites and
phenocrystals (Ra)

Reasoning: Exploiting results from experiments

Linking relatives to cooling of
information for magma to explain the texture of
explain a fact volcanic rocks and rocks
plutonic (Ra)

40
 THEME N°7 : SEISME ET STRUCTURE DU GLOBE (DUREE : 8
HOURS

Lesson No. 13: Earthquakes and the Structure of the Globe (08 h)
COMPETENCIES SEQUENCES NOTIONS Activities
To inform oneself: 1- What are the Felt effects Review, based on a text, the
Extract information manifestations of a Damage caused felt effects and the damages caused
of a text earthquake? by an earthquake (I)

To inform oneself: Intensity of an earthquake Define intensity and magnitude,

Extract information Magnitude based on documents relating to
of documents damage caused and to energy
released during an earthquake (I)

Reasoning: Intensity of an earthquake Use a scale to determine

Connecting (MSK scale, scale the intensity of an earthquake whose
data to draw a EMS, scale of damages are described in a text
conclusion Mercalli (Ra)

To inform oneself: 2- Recordings of Concept of waves Discover the principle of

Extract information seismic waves Seismograph operation of the seismograph
the documents Seismogram starting from documents.
Seismic waves:
To inform oneself: P;S;L Identify the different types
Extract information Epicenter, seismic waves, from a
of documents Hypocenter or focus seismogram.
Protocol
Achieve: Modeling the propagation wave in
Implement a following the instructions described
protocol in a protocol. (Re)

To inform oneself: 3- Characteristics of Celerity or speed of Differentiate seismic waves

Enter information at different types propagation based on the analysis of curves
starting from documents seismic waves Properties representing the speed of
Propagation propagation of waves as a function
Environments traversed: des milieux traversés(I)
Density
Depth

Reasoning: Speed variations Formulate a hypothesis for

Formulate hypotheses of propagation of explain the variations of the
waves speed of wave propagation
Density (Ra)
Depth

To inform oneself: Direction of propagation Identifierle sens de propagation

Enter information at seismic waves (I)
based on documents

To reason: 4- What information Properties of the medium Establish certain relationships

Put into relation brings us the Density, properties of the media crossed
information to sort propagation of waves densité,température, with the speed of propagation of
a conclusion seismic? pression seismic waves to confirm or
disprove the hypothesis (hypotheses)
formulated (Ra)

41
Communicate: 5-Structure of the globe Structure of the globe. Complete a diagram representing
Represented by a terrestrial Lithosphere, mantle, the structure of the globe by integrating
diagram. core, integrating the information drawn from
Discontinuities: various documents relating to
Mohorovicic Gutenberg, different parts of the globe and to
Lehmann discontinuity(C)
To inform oneself: 6- Origin of earthquakes Sudden rupture of a Discover the origin of earthquakes at
Enter information at fail based on the observation of a diagram
starting from a diagram Energy release representing a brutal break of
Epicenter flaw(I)
hypocenter
To inform oneself: 7- Distribution of Ring of Fire of Localize on a distribution map
earthquakes pacific earthquakes in the world, the
Extract from
The mid-ocean ridge zones where earthquakes are frequent
information from (I)
documents

To get informed: 8- Protection against the Prevention (Housing Review the means of protection
Enter information at earthquakes parasitic against earthquakes, starting from a
based on research Information) documentary research (Net,
documentary documents)(I)

Communicate Present the results in the form of

Write a report of the report (C)

42
 D- CLASS OF THIRTEEN

1- GLOBAL PROGRAM OF THE THIRD GRADE

(78 hours)
In the third year, the study of major biological functions will be completed and
will bring on:
breathing and fermentation;
urinary excretion and the regulation of the internal environment;
the functioning of the nervous system;
the vision.
A significant part will also be reserved for immunology, given its
scientific importance but also the role it plays in understanding and
fight against HIV/AIDS infection.
Earth Sciences will be quite developed. They will focus on some
important geological phenomena essential for understanding the
activities and functioning of the 'Earth' System:
metamorphism;
plate tectonics
the chronology in geology
NB :
Weekly teaching duration: 4 Hours
The proposed activities are not exhaustive, the biology teacher will have to,
whenever appropriate, suggest other activities to facilitate
the learning at the student level.
It is particularly recommended for the teacher to:
•taking charge in the activities to make curve plots,
diagrams to develop interdisciplinarity with mathematics.
encourage home work to better manage school time
organize educational outings.

FIRST PART: LIFE SCIENCES (58 Hours)

Lessons Lesson Titles Duration
THEME I: FUNCTION OF RELATION (12 hours)
Lesson 1 The functioning of the nervous system 8H
Lesson 2 Study of vision 4H
THEME II : FONCTION DE NUTRITION (24 heures)
Lesson 3 Breathing in the human species 8H
Lesson 4 The energy phenomena accompanying respiration 6H
Lesson 5 Fermentation; another way to obtain energy 4H
Lesson 6 The role of the kidney in urinary excretion and the regulation of the internal environment 6H
THEME III: IMMUNITY / DYSFUNCTION OF THE IMMUNE SYSTEM: CASE OF
HIV/AIDS INFECTION (22 hours)
Leçon 7 Immunity and the immune response 6H

43
 Lesson 8 The immune system 4H
Lesson 9 Another example of immunological specificity 4H
Lesson 10 Immune Support 4H
Lesson 11 Dysfunction of the immune system: case of HIV infection 4h
SECOND PART: EARTH SCIENCES (20 Hours)
THEME IV: PLATE TECTONICS AND ROCK FORMATION
METAMORPHIC: (14 hours)
Lesson 12 Plate tectonics 8H
Lesson 13 The formation of metamorphic rocks 6H
THEME V: THE ROCK CYCLE (2 hours)
Lesson 14 the rock cycle 2H
THEME VI: CHRONOLOGY (4 hours)
Lesson 15 The chronology in geology 4H

2- DETAILED PROGRAM OF THE THIRD GRADE

FIRST PART: LIFE SCIENCES (58 hours)
THEME N° 1 : FONCTIONS DE RELATION (12 heures)

Leçon N°1 : Le fonctionnement du système nerveux (8h)

COMPETENCES SEQUENCES CONTENTS ACTIVITIES

Reasoning: 1- From stimuli to Behaviors Describe behaviors

Linking information behaviors: The Les stimuli (lumière, son, related to life situations
to draw a conclusion perception of pressure, smell, flavor (to salivate at the smell of the dish, withdrawal of
the environment temperature the hand in contact with an object
burning, fleeing from a danger,
dancing to the sound of the tamtam..... of
warm, danger...) to entice
concept of stimulus (I / Ra)

To reason: Behaviors Classify the described behaviors

Classify according to volunteers according to the intervention or not of the
criteria Behaviors will(Ra)
involuntary

Communicate: 2- Where the messages The 5 senses (touch, Carry out, based on documents,
Translate information Are they sensory? taste, hearing, sight, a synthesis in the form of a
of a form of language elaborated and that the sense of smell summary table linking the
to another What do they become? The organs of the senses behaviors, the stimuli, the
(eye, ear, skin, senses, the sense organs, the
language, nose corresponding receptors (C)
The receptors (retina,
inner ear,
nerve endings
of the skin, taste buds
taste, endings
olfactory nerves).

Reasoning: Excitation or stimulation Interpret results of

Connecting receivers various experiences showing the
results of experiments The messages birth and the conduction of
to explain a sensory nervous messages following
phenomenon The sensory nerves the excitation of a receptor by a
Centripetal influx stimulus(Ra)

44
Reasoning: The nerve centers Interpret results
Establishing connections between spinal cord d’observations cliniques (lésions) et
results of experiments brain of experiences (of destruction and
to explain a fact cerebellum and the bulb of excitement) showing the intervention
rachidian) nerve centers (Ra)

Reasoning: The motor nerves Interpret the results

Establish connections between Influx centrifuge clinical observations (lesions of
results of experiments Cortical areas cortex), experiences of
to explain a fact sensitives localized stimulations of the cortex
Motor cortical areas cerebral to locate the areas
sensory and motor cortices (Ra)

Reasoning: Reflex arc Discovering, based on experiences or

Keying in Effectors (muscle, of experimental results, the
results of experiments gland) functional elements that
to pull a intervene in a reflex like this
conclusion what is the meaning of conduction
the nerve impulse. Deduce it
notion of reflex arc (I/Ra)

Communicate: Create a table of

Differences between a
Translate some comparison highlighting
voluntary act and a
information in the form the common points and the
innate reflex act
of a table differences between a voluntary act
and an innate reflex act (C)
To inform oneself: 3- System Hygiene Overwork, Identify, from texts,
Extract information nervous Alcoholism, surveys, advertisements
of documents. Smoking, harms of harmful substances,
Drugs (cane bis, fatigue and stress in the
heroine, cocaine...) operation of the system
Excitants nervous (I)

Get informed: Sleep From documents relating to

Extract information Sport the hygiene of the nervous system,
of documents Healthy eating and highlight behaviors at
balanced adopt for proper functioning
the nervous system (I)

45
Lesson No. 2: Study of Vision (4 h)
COMPETENCES SEQUENCES CONTENTS ACTIVITIES
To inform oneself: 1- The operation Sense organ Discovering the role of the eye in the
Enter information at of the eye Sensory function perception of objects by
based on an experience Organization of the eye the observation of the surrounding environment
(I).

To get informed: Accommodation Observe a distant object then read.

Enter information at a text located about twenty
starting from an observation centimeters of the eyes, observe
the effort made by the eye during the
reading the text to discover it
Accommodation phenomenon (I)

Communicate: Bulging of the face Observe patterns of the eye in

Express orally or anterior of the lens, distant vision and in vision of
in writing an observation Diaphragmation Describe the phenomena that
take place during
the accommodation

Stay informed: Bulging of the face Discovering from diagrams,

Enter information at anterior of the lens, the importance of these phenomena
based on diagrams Diaphragmation in the formation of images on the
retina(I)

Reasoning: 2- The anomalies of the Myopia Explain, based on documents,

Connecting vision and their Presbyopia the formation of images in the
information for correction Hyperopia cases of vision anomalies
explain a fact Astigmatism (Myopia, presbyopia, hyperopia,
astigmatism).(Ra)

To reason: Convex lens Using diagrams, explain the

Linking Diverging lens principle of correction of
information for vision anomalies (Ra)
explain a fact

THEME N°2 : FONCTIONS DE NUTRITION (24 heures)

Lesson No. 3: Breathing in the human species (8 hours)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
Variation volume cage Observe and describe the variations
Communicate: 1- Movements
thoracic of the volume of the thoracic cage during
Express orally or respiratory
(inspiration, of breathing (C).
in writing an observation expiration

Reasoning: 2- Gas exchanges Inspired air Compare the results of experiments

Connect between the air and the Expired air to deduce the consumption of
information to draw lungs Respiratory gases oxygen and the release of carbon dioxide
a conclusion Dioxygen carbon during respiration.(Ra).
Carbon dioxide
Achieve: Highlight the rejection of
Implement a carbon dioxide during the
experimental protocol respiration

46
Communicate: 3- The ways Air route Describe the path of air on a
Express orally or respiratory Respiratory device diagram of the respiratory system (C)
writing an observation Trachea artery,
lungs, bronchi
bronchioles
Alveoli, arteries,
veins
To inform oneself: Properties of the fabric Observe the animal's lung for
Enter information at pulmonary discover the properties of the fabric
start from the real or from Vascularization, pulmonary (I)
photos spongy.

Reasoning: 4- The exchanges Deprivation of Deduce the passage of O2,

Establish connections between gaseous between the dance in gas the alveolus to the blood and that of
data to draw a lungs and the blood carbonic and CO2, from the blood to the alveolus, in
conclusion enrichment in comparing the quantities of oxygen
oxygen et de gaz carbonique dans le sang à
Passage of O2 from the entrance and exit of the lungs
lungs to the blood (Ra)
Passage of CO2 from
sang towards the
lungs

Hemoglobin, Compare it to the color of enriched blood.

Reasoning:
oxyhemoglobin in O2 to that of the oxygen-rich blood
Establish connections
carboxyhemoglobin CO2 to discover the concepts
information for
Hemoglobin, oxyhemoglobin,
explain a fact
Carboxyhemoglobin in order to explain
the observed color variations
(Ra).

To inform oneself: 5- The effects of tobacco and Smoking, tar, Compare smokers and
Enter information at air pollution nicotine, cancer non-smokers, general health condition,
based on observations on breathing and the allergies, monoxide the respiratory organs, starting from
of real, of photos and of health of carbon photos and survey results,
survey results

Communicate: Exchange between peers on the harms

Expressing one's opinion of tobacco(C).

Reasoning: Determine the attitude to adopt towards

Connecting live from tobacco (Ra).
data to draw a
conclusion

Reasoning: Linking, based on data, the

Establish connections between frequency of certain diseases
data to explain respiratory to air pollution
a fact. (Ra)

Communicate:
6- How to ensure the Respiratory hygiene Exchange between peers to propose
Expressing one's opinion
proper functioning of Individual the attitudes to adopt in order to ensure
the respiratory system? Collective the proper functioning of the device
respiratory(C)

47
Leçon N°4 : Les phénomènes énergétiques accompagnant la respiration (06 heures)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

To inform oneself: 1- The modifications Respiratory rate Identifier, from documents

Enter information at observed during Heart activity related to the observed modifications
based on documents muscle activity Temperature during muscular activity, the
corporeal changing parameters (I)

To inform oneself:
2- The exchanges between theBlood supply to a muscle Observer, based on document or
Enter information at from a model, the irrigation of a
blood and muscles (or
based on documents muscle (or other organ) (I)
other organs).
Respiratory gases
(diatomic oxygen, dioxide) Identify the gases exchanged during
of carbon) from breathing starting from
documents(I)

Nutrients Compare, based on documents,

(glucose...) the quantities of O2, of glucose,
CO2 in the blood, before and after
his passage through a muscle at
resting and exploring
the variations in quantity (I)

Reasoning: 3- The release of energy Degradation of Link, based on data, the

Linking nutriments consumption of O2 and nutrients
data to explain (Oxidation) to the release of energy at the level of the
a phenomenon muscle (or an organ)(Ra)

Communicate: Create a functional diagram

Represented by a showing the release of energy by
functional diagram one an organ (C)
biological phenomenon

Leçon 5 : La fermentation, un autre moyen de se procurer de l’énergie (04 heures)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

Achieve: 1- Examples of Fermentation, Carry out an experimental setup

Implement a fermentation ferments, for the production of yogurt, from
experimental protocol Lactic fermentation of a protocol (Re)
Fermentation of
glucose (substrate)
Experimental material
To inform oneself: 2- Characteristics the Microorganism Identify microorganisms in
Enter information at fermentation lactic bacteria, starting from the observation of a drop
based on an observation brewer's yeast of milk under the optical microscope (I)
under the microscope Degradation of
glucose
Energy production
Reasoning: Interpret results
Relating to of experiences related to the
results of experiments fermentation of glucose by yeast
to explain a of beer, to deduce its
phenomenon characteristics of fermentation
(Ra)
To inform oneself: 3- Differences between Yield Compare, based on documents,
Enter information at fermentation and the phenomena of respiration and of
based on documents respiration fermentation to discover their
differences(I)

48
Reasoning: Explain the observed differences
Complete degradation
Connect some from documents related to
Degradation
information for two phenomena (Ra)
incomplete
explain a fact

Lesson No. 6: The role of the kidney in urinary excretion and the regulation of the environment
interior (Duration: 6h)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Get informed: 1- The roles of the kidney Organs of the system Identify the organs that
Enter information at urinary intervene in the training and
starting from a diagram (or the elimination of urine, from a
of a model) diagram (or model) of the device
urinary(I)

Reasoning: Filter, barrier, selection Formulate hypotheses about the

Make a hypothesis Excretion, purification roles of the kidney by comparing the
(waste disposal) composition of urine to that of the
plasma from a healthy subject
(Ra)

To inform oneself: 2- The training place Renal blood flow Discover the importance of irrigation
Enter information at urine Renal artery you are involved in the ongoing purification of
based on documents Renal vein singing, starting from the exploitation of
Capillaries photos, of kidney cuts and of
data on the amount of blood that
pass through the kidney.

To inform oneself: Nephron Locate the training place of

Enter information at the urine, from analyzing the
based on documents results of experiments or photos
(I)

Reasoning: 3- The different Filtration, reabsorption Interpret a diagram showing

Establishing connections training steps secretion. the formation of urine (the scheme
data of a schema urine not bearing the mention of the
to draw a conclusion steps). Infer the steps of
the formation of urine in the tube
uriniferous (Ra)

To reason: 4- Urinary excretion Regulation of the environment Deduce the concept of regulation of
Investing one's in the regulation of interior internal environment, based on the role of
knowledge internal environment. rein in waste elimination
and in reabsorption (Ra)

49
 THEME N°3 : IMMUNITE / DYSFONCTIONNEMENT DU SYSTEME
IMMUNE / Case of HIV/AIDS infection (Duration 22 hours)

Leçon N° 7 : L’immunité et la réponse immunitaire (06h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- The answer Inflammatory reaction Order the steps of the reaction
Classify according to immune no inflammatory from documents
criteria specific (Ra)

Communicate: Describe the mechanism of the

Phagocytose
Translate an information phagocytose from diagrams
of a form of language or photos(C)
to another

To reason 2- The answer Antibodies Interpret the results

Establish connections between specific immune Antigens of experiences highlighting
information for the production of antibodies following
explain a phenomenon of a contact with the organization
a foreign body (antigen).(Ra)

To inform oneself: Evolution of the Describe the different parts of a

Enter information at antibody production antibody production curve at
starting from a curve the sequence of successive contacts of
the organism with an antigen (I/C)

Reasoning: Primary response Interpret the different parts

Establishing connections between Secondary response identified. Infer the notions
information to pull Immune memory of primary response, of response
a conclusion secondary and of memory
immune (Ra)

Reasoning: Specificity of antibodies Interpret the results

Connecting people of experiences showing action
information for drawing different antibodies on some
a conclusion different antigens. Conclude the
specificity of antibodies (Ra)

Achieve: Antigen models and Create antigen models

Design and manipulate antibodies and antibodies using cardboard
models for to illustrate the specificity of
explain a phenomenon antibody(Re)

To inform oneself: 3- Immunity Definition Discover, then define the notion

Enter information at of immunity based on prerequisites
starting from a text and/or scientific texts (I)

50
Leçon N° 8 : Le système immunitaire : (Durée 4 heures)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Reasoning: 1- The organs of Rate, thymus, ganglions Interpret results

Connecting immune system lymphatic, the blood clinical observations
information to do (inflammation of the lymph nodes...) and
a synthesis results of experiments
(ablations, grafts...) to identify
the different organs of the system
immune (Ra)

Reasoning: 2- The cells of The cells Interpret the difference between the
Connecting immune system immune quantities of leukocytes present
information for shooting Role of leukocytes in the blood of a healthy individual and
a conclusion in that of an infected individual.
deduce the role of leukocytes in
the defense of the organism (Ra)

Communicate: Different types of Describe the different types of

Express orally or leukocytes leukocytes from observation
in writing an observation microscopic of a preparation of
business (spleen removal, of
thymus, the ganglia
lymphatic)(C)

Lesson No. 9: Another example of immunological specificity: The groups

blood tests (Duration: 4 hours)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Stay informed: 1- Notion of groups Blood groups Revealed in a scientific text

Enter information at sanguine the circumstances of the discovery
starting from a text. blood groups (I)
To inform oneself: 2- Blood transfusions Compatibility and Discover the concepts of
Enter information at sanguines incompatibility between compatibility and incompatibility at
based on the results of a blood of two individuals based on examples of transfusions
experience. sanguines(I)

To reason The ABO system Interpret test results

Connecting information of agglutination of red blood cells for
to draw a conclusion. deduce the existence of four
blood groups (Rh)

Communicate: Diagram of the different Represent by a diagram

Translate an observation possibilities of functional the different
by a functional diagram blood transfusions possible blood transfusions
without risks and without the risk of agglutination at
based on test results (C)

51
Lesson No. 10: Help with Immunity (4 h)
COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Prevention: Vaccination Relevance in a historical text
Extract from Vaccination Principle of the about vaccination, the
information from a text. vaccination circumstances of the discoveries
scientists who are behind
vaccination as well as the principle
of vaccination(I)

Reasoning: Booster vaccinations Relating results

Relate to (Hyper immunisation, of experiences to explain
information for immune memory the importance of vaccinations
explain a fact Maladies immunisantes reminders(Ra)
To inform oneself: 2- The treatment: Serotherapy Revealed in a historical text,
Extract from Principle of the the circumstances of the discoveries
information from a text. serotherapy scientists who are the origin of
serotherapy as well as the
principle of serotherapy (I)

To inform oneself: Differences between vaccines Compare the principles of the

and serum vaccination and serotherapy
Enter information
to discover the differences
from texts between the vaccine and the serum(I)

To reason: Sero-vaccination Establishing a relationship of results

Importance of the of experiences to explain
Connecting information
serovaccination the importance of serovaccination
to explain a fact
(Ra)

To get informed: Antibiotherapy Revealed in a historical text,

Extraire des Principle of the circumstances of the discoveries
information from a text. antibiotic therapy scientists who are behind
antibiotic therapy as well as the
principle of antibiotic therapy, (I)

To reason: Antibiogram Interpreting results of a

Linking information antibiogram to deduce
to take a the most effective antibiotic on a
conclusion. microbe(Ra)

Lesson No. 11: Dysfunction of the immune system: Case of the infection with
HIV/AIDS (04 h)
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

To get informed: 1- The characteristics Viral disease Raise, based on data

Extract information from HIV infection Pandemic epidemiological and of documents
from documents the characteristics of the infection
on HIV/AIDS
To inform oneself: Seronegativity Discover the concepts of
Enter information at HIV positive seropositivity and seronegativity to
based on results based on test results of
experimental. HIV-AIDS screening (I)

52
To reason Destruction of Link, based on documents, the
Connecting information Lymphocytes decrease in the number of
to explain a fact Immunodeficiency Lymphocytes and the increase of
Opportunistic diseases name of HIV to discover
the evolution of the infection (Deficiency
immune, appearance of
opportunistic diseases)(Ra)
To inform oneself: 2- The transmission and Transmission, Research, based on surveys and
Enter information at the means of Prevention of documents the modes of
starting from documents prevention transmission and methods of
prevention(I)
.
Communicate: Transmission, Present the results in the form
Express oneself through a Prevention exposure(C)
expose

SECOND PART: EARTH SCIENCES (20 Hours)

THEME 4: PLATE TECTONICS AND FORMATION
METAMORPHIC ROCKS (DURATION: 14 HOURS

Leçon N°12 : La tectonique des plaques : (08 Heures)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES

Communicate: 1- Which Active zones (borders Trace, based on maps, the

Represented by a information us of plaque distribution of volcanoes and that of
scheme bring the distribution Stable zones (interior earthquakes around the world for
volcanoes and the plaques discover then define the areas
earthquakes across the stables and active zones (Re/C)
world

To reason Compare the distribution of volcanoes

Connecting information to that of earthquakes in
to draw a conclusion superimposing the two layers
carried out to deduce the
coincidence of unstable areas
with that of earthquakes and
volcanoes.(Ra)

To reason Lithospheric plate Explain the notion of a plaque

Connecting information lithospheric by putting in
to explain a fact relate the unstable areas and the
[Link] the plates.(Ra)

Stay informed : Name and name of the Take from a map

Extract information different plates global distribution of plates
of a card lithospheric lithospheric, the number and the
names of the different plates (I)

Reason 2- Mobility of Mobility of plates. Starting from a distribution map

Connecting information plaques world plates
pour tirer une conclusion lithospheric, locate, the zones
of spacing and the areas of
approaching the plates for
to introduce the notion of mobility of
plaques.(Ra)

53
To inform oneself: Spacing zones of Describe, based on a diagram or
Enter information at plates or backs films, the phenomena that occur
starting from diagrams oceanic take place at the level of each
Rift, fault, earthquake, of the two zones:
volcanic eruption separation zone
formation of an ocean reconciliation zone (I)
formation of a new one
oceanic crust
Areas of rapprochement
the plates :
disappearance of the crust
oceanic, subduction
collision, formation of
mountain ranges
closure of the oceans

To achieve: Spacing Illustrate the movement the

Design and make Reconciliation plate movements
to operate a model lithospheric by a model in
using materials of his choice
(Re/C)

Reasoning: 3- The engine of the Hypotheses: Formulate hypotheses about

Make a hypothesis plate mobility (forces, energy) the origin of plate mobility
based on prior knowledge (Ra)

Reasoning: Hypotheses: Confirm or refute the

Compare the results (forces, energy) hypotheses formulated in the
documentary research Energy production confronted with information
with a hypothesis internal. taken from documents (diagrams,
Disintegration photos…)(Ra)
of radioactive elements from
coat
Convection currents

Achieve: Convection currents Modeling the currents of

Design and make connection to explain the origin
function a model of plate mobility (Re/Ra)

To inform oneself: 4- The consequences Continental drift Discover the theory of WEGENER
Enter information at of mobility (theory of WEGENER) related to continental drift,
starting from documents plaques from the exploitation of
Deformations (folds,
documents.(I)
failures
To inform oneself: Chain formation of Observe photos or diagrams
Enter information at mountain illustrating a mountain range
starting from documents Please, do it to identify folds and faults.
(I)

Achieve: Using the materials from his

Design and make choice, model the folds and the
run a model failures based on prior knowledge. (Re)

54
Leçon N° 13 : La formation des roches métamorphiques :(06h)
COMPETENCIES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- Notion of Metamorphic rock Compare the rocks of a series
Enter information at metamorphism Metamorphic series metamorphic from
starting from the real and/or from Metamorphism samples and/or photos for
documents New minerals discover and then define the concept
Deformation of of metamorphism (I)
minerals
To inform oneself: 2- Characters of Leafy rocks (aspect Identify the common characters
Enter information at rocks Roche puff pastry to the metamorphic rocks, to
based on observations of metamorphic starting from the observation of several
the ground or photos samples (or photos) of
metamorphic rocks. (I)

To get informed: Crystalline rocks Discover the presence of crystals

Enter information at (presence of crystals) then, describe the layout of these
based on observations at Slate rocks crystals, based on observation
microscope (parallel disposition of in the thin section microscope
certain crystals) metamorphic rocks(I)

Reasoning: 3- The factors of Pressure Compare, based on photos, the

Put in relation some metamorphism Temperature form and the arrangement of
information to draw minerals of granite and gneiss
a conclusion to discover the transformation
architectural minerals during the
metamorphism to conclude the
responsible factors (T, P)(Ra)
To inform oneself: 4- The types of General metamorphism Discover the characteristics of
metamorphism and their Metamorphism of different types of metamorphism
Enter information at
localization contact as well as their location from
based on documents
Regional localization documents illustrating the
Limited localization general metamorphism and the
contact metamorphism (I)

To reason: 5- Relationship between Plate tectonics Linking the phenomena

Establish connections between metamorphism and Transformation related to plate tectonics and
information for plate tectonics progressive of the rocks the variations of the factors of
expliquer un phénomène during the metamorphism (T and P) from
subduction prior acquired and documents
Tectonic constraints additional to explain the
Geothermal gradient transformations undergone by the
Thermal flux rocks during metamorphism (I)
variation of the
temperature
variation of pressure

55
 THEME 5: THE ROCK CYCLE (02 H)

Leçon N°14 : Le cycle des roches (02 h)

COMPETENCIES SEQUENCES NOTIONS ACTIVITIES

Communicate: Rock cycle Make the diagram of the cycle of

Present data Training methods of rocks by relating the
The rock cycle
in the form of different types of training methods of the different
functional diagrams rocks. types of rocks from
information related to the genesis
of these rocks (C)

THEME N° 6: LA CHRONOLOGIE (DUREE : 4 HEURES)

Leçon N°14 : La chronologie en géologie (04h)

COMPETENCES SEQUENCES NOTIONS ACTIVITIES
To inform oneself: 1- How to date in Relative chronology To raise, the statement of principles of
Extract information geology? Principle of superposition the timeline starting from
from documents Principle of overlap the exploitation of diagrams, photos and
Principle of identity data, texts illustrating each
paleontological (fossils of these principles(I)
stratigraphic

Inform oneself: Principle of the Relevé in a scientific text

Extract information radioactivity (Example of the principles of radioactivity (I)
from a text. C14): disintegration,
period

Reasoning: Absolute chronology Linking the principles of

Establish relationships of radioactivity and its use
information for in dating to explain the
explain a fact notion of absolute chronology (Ra)

To inform oneself: 2- Cutting of Geological events: Gather information related to

Enter information at geological times Transgression and to the major events
based on sources marine regression, geological and biological that
various Glaciation, have taken place over time, to
Formation of chains from documents and the Net.(I)
mountains (orogenesis)
Biological events :
Apparition and disappearance
species

To inform oneself: Geological scale Identify the main ones

Extract information Geological calendar subdivisions of time in geology
from documents from a geological scale and
additional documents(I)

56
III-REFERENCE TEXTS FOR THE DESIGN OF
BFEM EXAMS

REPUBLIC OF SENEGAL
A PEOPLE-A GOAL- A FAITH
__________

MINISTRY OF EDUCATION
GENERAL INSPECTION
……………..

COLLEGE OF INSPECTORS
LIFE SCIENCES
AND FROM THE EARTH
_________________________

DEFINITION OF THE WRITTEN TEST IN LIFE SCIENCES AND

LAND AT B.F.E.M.
________________
Duration of the exam: 1h30
Coefficient: 2
The exam must feature a single topic related to the official curriculum of
the third class currently in effect in Senegal. It will aim to evaluate:
the mastery of knowledge (Basic notions and concepts)
-methodological skills (To inform oneself, To reason,
Communicate, Achieve.
It will include at most three exercises. One of them will focus on mastery of
knowledge, the other (or the other two) will evaluate (has) the skills
methodological.
1/ Evaluation of knowledge mastery
This assessment should be limited to a single exercise including one or
several course questions.
The part of the course to be evaluated must be limited to the definition of concepts and
concepts, to the reminder of illustrative examples...

2/ Evaluation of methodological skills

It will include one or two exercises based on documents.
The proposed documents can be presented in the form of texts, of
tables of measurements, diagrams, microphotographs, results
of experiences, of graphical representations (curves, histograms)

57
The type of exercise required will be designed to evaluate a part or
the set of the following skills:
Stay informed:
Gather information related to a problem posed from
various supports...
Reasoning:
Relate information to formulate a problem, issue
formulate hypotheses, design experimental protocols, interpret
from experimental results, draw a conclusion, carry out a
synthesis...
Communicate:
Present data in the form of texts, diagrams, drawings, of
graphs or tables,
Write a report, a presentation, a summary
Present data in the form of a functional diagram...
For the distribution of points:
The mastery of knowledge will account for 25% of the total.
points (or 5 points out of 20).
Methodological skills will be prioritized.
They will account for 75% of the total points (which is 15 points out of 20).

Made in Dakar on May 8, 2008

For the National Commission of For the College of Chief Inspectors

Reform of the Science Programs of SVT,
the president: the coordinator:

Mrs. Hélène Sakiliba

Mr. Adama Diène
:

58