sc y3 rpt

8/2/2019 sc y3 rpt

1/14

1

SCIENCE YEARLY PLANYEAR 3

THEME: A. Learning About Living Things

Learning Area: 1. AnimalsWeeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

1(4/1/2012

5/1/2012)

Pupils should learn :

1.1 To observe andrecognize externalfeatures of animals.

Pupils :

Identify external featuresof an animal.

Make a list of the externalfeatures of an animal.

Record the externalfeatures of animals in a

table.

Pupils observe various animalsand list the external features ofeach animal e.g tail, fur, feathers,scales, beak, claws and numberof legs.

Pupils discuss and construct atable based on the list of externalfeatures.

Observing

Communicating

Beak - Paruh

Claws KukuTajam

Feathers BuluPelepah

Fur Bulu

Horn Tanduk

Legs - Kaki

Scales Sisik

Tail Ekor

Wings - Sayap

Remarks :

2(9/1/2012

13/1/2012)

1.2 That animals canbe groupedaccording toexternal features.

Explain similarities anddifferences betweenanimals based on thetable.

Group animals accordingto similarities in externalfeatures.

Pupils observe the similarities ofexternal features between ananimals

Pupils group the animalsaccording to similarities inexternal features

Observing

Classifying

Communicating

Similarities

Differences

8/2/2019 sc y3 rpt

2/14

2

Remarks:

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

3(16/1/2012

20/1/2012)

1.3 That animals canbe grouped inmany way

Group animals in differentways.

Pupils group the animals indifferent ways based on the table

Pupils present and compare eachothers grouping of animals

Observing

Classifying

Communicating

* allow pupils togroup the animalsaccording to anycriteria.

Remarks:

Learning Area: 2. Plants

4(23/1/2012

27/1/2012)

Pupils should learn :

2.1 To observe andrecognize externalfeatures of plants.

Identify external features of aplant.

make a list of the externalfeatures of a plant.

Record the external featuresof plants in a table.

.

Observing

Communicating

Dull

Green

Red

Rough

Shiny

Smooth

Soft

Woody

Yellow

8/2/2019 sc y3 rpt

3/14

3

Remarks:

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

5(30/1/2012

3/2/2012)

2.2 That plants can begrouped according toexternal features.

To explain similarities anddifferences betweenplants based on the table.

Group plants according tosimilarities in externalfeatures.

Pupils observe the similarities ofexternal features between theplants

Pupils group the plants accordingto similarities in external features

Observing

Classifying

Communicating

Similarities

Differences

Remarks:

6(6/2/2012

10/2/2012)

2.3 That plants can begrouped in many ways. Group plants in different

ways.

Pupils group the plants indifferent ways based on the table

Pupils present and compare eachothers grouping of animals

Observing

Classifying

Communicating

* allow pupils togroup the plantsaccording to anycriteria.

8/2/2019 sc y3 rpt

4/14

4

Remarks:

THEME: B. Learning About The World Around Us

Learning Area: 1. Magnets


7(13/2/2012

17/2/2012)

8(20/2/2012

24/2/2012)

Pupils should learn:

1.1 That magnets canattract or repel eachother.

1.2 to handle magnetsproperly.

Pupils:

demonstrate thatmagnets can attract orrepel each other

state that magnets canattract or repel each other

demonstrate the properway to handle magnets

Pupils explore a variety ofmagnets e.g bar magnets,horseshoe magnets, cylindricalmagnets, circular magnets.Pupils observe what happenwhen they put two magnets neareach other.

Pupils discuss the proper way tohandle magnets during activities.

Pupils discuss the need to handlemagnets properly.

Observing

Communicating

Predicting

Making inferences

Attract - Menarik

Iron - Logam

Magnet - Magnet

Plastic - Plastik

Repel - Menolak

Silver - Perak

Wooden - Kayu

Steel Besi /Logam

* Teacher mayintroduce the wordnorth pole and southpole of a magnet.

Remarks:

9(27/2/2012

2/3/2012)

1.3 That magnets attractsome materials

demonstrate thatmagnets attract somematerials but not others.

record their findings in a

Pupils explore a variety of objectsmade from different materials andare asked to predict which objectwill be attracted a magnet.

Observing

Communicating

Predicting

Material

Predict

8/2/2019 sc y3 rpt

5/14

5

table.

State the objects that areattracted by magnets

Pupils investigate to find outwhether their predictions arecorrect.

ClassifyingAttract

Remarks:


10(5/3/2012

8/3/2012)

1.4 That magnets havedifferent strengths.

design a fair test tocompare the strengths ofdifferent magnets bydeciding what to keep thesame, what to changeand what to measure

Carry out the test andrecord the observations.

form a conclusion basedon the observations.

explain how they arrive atthe conclusion.

Pupils design a fair test tocompare the strengths of differentmagnets. Pupils have to decidehow to measure the strength of amagnet e.g how many paper clipsthe magnets can attract and hold

or how close to a paper clip amagnet has to be to attract it.

Pupils carry out their tests andrecord the findings in a table.

Pupils form a conclusion basedon the observations e.g magnet Ais the strongest because it canhold the most number of paperclips.

Observing

Communicating

Predicting

Making inferences

Controlling variables

Making hypotheses

Experimenting

Strength - Kekuatan

Paper clip Klip

Kertas

Attract - Menarik

Hold - MenahanObservation -

Pemerhatian

Strongest Paling

Kuat

* Teachers explainthat objects that areattracted bymagnets are made

of iron.

Remarks:

8/2/2019 sc y3 rpt

6/14

6

11 & 12(19/3/2012

23/3/2012)

1.5 The different uses ofmagnets.

state where magnets areused.

explain what a magnets isused for.

make a toy, a game or adevice using magnets.

Pupils bring things that make useof magnets, e.g. magnetic pencilbox, toy, and fridge magnets.

Pupils discuss about howmagnets are used in the things

they bring.

Pupils make a toy, a game or adevice using magnets e.g. fishingwith a magnet, magnetic dancerand magnetic fastener.

Observing

Communicating

Magnetic pencil

Magnet dancer

Magnetic fastener

Remarks:

Learning Area: 2. ElectricityWeek Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

13(26/3/2012

30/3/2012)


2.1 how to make a bulb in acircuit brighter or dimmer.

Pupils:

Suggest ways to make abulb in a circuit brighter.

Design a circuit thatmakes the bulb light up

brighter.

show perseverance inmaking a circuit thatmakes the bulb brighter.

explain the circuit.

draw the circuit.

Pupils are given batteries, batteryholder, connecting wire, bulbsand bulb holders.

Pupils build a circuit to make abulb light up.

Pupils discuss ways to make thebulb in the circuit brighter anddimmer.

Pupils test their suggestions.

Pupils draw the circuit that theymade.

Observing

Communicating

Making inferences

Battery

Battery holder

Connecting wire

Bulb

Bulb holder

Circuit

Brighter

Dimmer

8/2/2019 sc y3 rpt

7/14

7

design a circuit to make abulb dimmer.

14(2/4/2012

6/4/2012)

2.2 That some materialsconduct electricity.

predict which materialscan conduct electricity.

build a circuit to testwhich materials conductelectricity.

record the finding in atable.

form conclusions basedon the findings.

Pupils list materials that theythink will conduct electricity

Pupils plan a circuit to investigateWhich materials conductelectricity

Pupils record their finding in atable.

Pupils discuss and formconclusions.

Observing

Predicting

Communicating

Defining operationally

Conduct electricity

Circuit

predict

Remarks:

Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

15(9/4/2012

13/4/2012)

2.3 That a switch is used tocomplete or break acircuit.

Make a circuit, whichallows a bulb to turn on oroff.

Explain how the bulb canbe turned on or off.

State that a switch isused to complete orbreak a circuit.

Create a simple switch.

Pupils make an incomplete circuit

Pupils discuss how to completethe circuit to allow the bulb to beturned on or off.

Pupils build the circuit and test it.

Pupils examine different types ofsimple switches and try to explainhow each type of switch works.

Pupils discuss different ways thata bulb can be turned on or off.

Pupils create a simple switch

Observing

Communicating

Making inferences

Incomplete circuit

Types

Switch

Simple switch

8/2/2019 sc y3 rpt

8/14

8

using everyday objects e.g.spring and paper clips.

Learning Area: 3. Springs


16(16/4/2012

20/4/2012)


3.1 That a spring returnsto its original size andshape after being bent,twisted, stretched, orsqueezed

Pupils:

State that a spring returnsits original size and shapeafter being bent, twisted,stretched or squeezed.

State that it is easier tobend, twist, stretch and

squeeze some springsthan others.

Pupils bend, twist, stretch orsqueeze springs of differentlength and diameter. Observing

Communicating

Making inferences

Bend - Bengkok

TwistPusing/Pulas

Stretch Regang

Squeeze Picit

Shape Bentuk

Size - Saiz

Remarks:

17(23/4/2012

27/4/2012)

3.2 That springs stretchdifferently.

Design a fair test to findout which springstretches the most bydeciding what to keep thesame, what to change

and what to measure.


Form a conclusion basedon the observations.

Explain how they arrive at

Pupils discussa. What type of springs they

want to test.

b. How to test which spring

stretches the most

c. How to record their finding

Pupils carry out their tests andrecord their findings.

Pupils form a conclusion basedon the finding e.g. the longest

Observing

Communicating


Making hypotheses

Experimenting

Measuring using numbers

Interpreting data

Stretches

Differently

8/2/2019 sc y3 rpt

9/14

9

the conclusion. spring stretches the most.

Weeks Learning Outcomes Learning Objectives Suggested Learning Activities Scientific Skills Notes/ Vocabulary

18(30/4/2012

4/5/2012)

3.3 The uses of springs State where springs are

used.

Explain what the spring isused for

Pupils bring things that usesprings e.g mechanical pencil andhand ball-pens.

Pupils discuss how springs areused in these things.

Observing

Communicating

Mechanical pencil

Hand ball-pen

Remarks:

Learning Area: 4. Absorption


19(7/5/2012

11/5/2012)


4.1 That some materialscan absorb water.

Pupils:

Identify materials thatabsorb water.

Pupils carry out an activity to findout which materials absorb water.

(Pupils can use everyday objects

Observing

Communicating

Absorb - Menyerap

Cloth - Kain

Coins Duit

8/2/2019 sc y3 rpt

10/14

10

made of different materials for thisactivity e.g cloth, coins, pebbles,tissue paper)

Pebbles

Tissue paper

Remarks:


20(14/5/2012

18/5/2012)

4.2 That some materialscan absorb more waterthat others

Design a fair test to testthe ability of differentmaterials in absorbingwater by deciding what tokeep the same, what to

change and what tomeasure.



Explain how they arrive atthe conclusion

Pupils discussa) What materials they want to

test e.g different materialsor different types of tissuepaper.

b) How to find out whichmaterials absorb the mostwater.

c) How to record their finding

Pupils carry out the test andrecord their results In a table.

Pupils form conclusions based ontheir findings.

Observing

Communicating


Making hypotheses

Experimenting


Absorb

Most water

Different

type

Remarks:

21(21/5/2012

24/5/2012)

4.2 The uses of the abilityof materials to absorbwater

Explain the uses of theability of materials toabsorb water.

Pupils discuss why the ability ofmaterials to absorb water isuseful for certain jobs e.g a mopneeds to be absorbent to mop

Observing

Communicating

Ability

Absorb

8/2/2019 sc y3 rpt

11/14

11

up water. Mop up

Learning Area: 5. SoilWeek Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

22(11/6/2012

15/6/2012)

5.1 What soil is made up of. Describe what soil ismade up of.

State the differentbetween soil samplesfrom different places.

Pupils mix some soil with waterin a tall container.

Pupils shake the mixture andallow it to settle.

Pupils observe the layers thatare formed.

Pupils draw, label and describewhat they observe.

Pupils repeat the processusing soil samples fromdifferent places.

Observing

Communicating

Clay

Garden soil

Sand

Soil

* Teachers guidepupils to understandthat soil containsliving things andnon-living things.

23(18/6/2012

22/6/2012)

5.2 The flow of waterthrough different types

of soil.

design a fair test tocompare how well water

moves through sand, clayand garden soil bydeciding what to keep thesame, what to changeand what to measure.

carry out the test andrecord the observations.

Pupils discussa) what type of soils they

want to testb) how to compare how well

water moves throughdifferent types of soil.

c) how to record theirfindings.

Pupils carry out the test andrecord their findings.

Observing

Communicating


Making hypotheses

Experimenting

Move

Through

Sand

Clay

Garden soil

8/2/2019 sc y3 rpt

12/14

12

form a conclusion basedon the observations.

explain how to they arriveat the conclusion.

Pupils form a conclusion basedon their findings.

Measuring using numbers Place

* Pupils should getthe same amount ofsand, clay andgarden soil

Remarks:


24(25/6/2012

29/6/2012)

5.3 That certain soil aremore suitable for plantgrowth.

Design a fair test tocompare the growth ofgreen beans in clay,garden soil and sand bydeciding what to keep thesame, what to keep tochange and what tomeasure.



Explain how they arrive atthe conclusion.

Pupils discussa) how to compare the

growth of a green bean inclay, garden soil andsand.

b) How to record theirfindings

Pupils carry out the test andrecord their findings.

Pupils form a conclusion basedon their findings.

Observing

Communicating


Making hypotheses

Experimenting


Growth

Green bean

Clay

Garden soil

Sand

Remarks:

Learning Area: 6. Mixing Substances


25 6.1 That different

state the properties ofmixing different

Pupils are given differentsubstances such as baking Observing

Baking powder

8/2/2019 sc y3 rpt

13/14

13

(2/7/2012

6/7/2012)

substances havedifferent properties.

substances in terms ofappearance, smell, feeland colour.

describe the result ofmixing differentsubstances with water.

powder, milk powder, salt, tapiocaflour, vinegar and wheat flour

Pupils observe and record theappearance, smell, fell and colourof the substances.

CommunicatingMilk powderSalt

Tapioca flour

Wheat flour

Remarks:

Weeks/Dates

Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

describe the result ofmixing differentsubstances with vinegar.

state that differentsubstances have differentproperties.

Pupils test the substances with

water and vinegar and recordtheir observations.

Baking powder

Serbuk Penaik

Milk powder

Tepung Susu

Salt - Garam

Tapioca flour -

Tepung Ubi

Wheat flour

Tepung Gandum

Vinegar - CukaWater - Air

Remarks:

8/2/2019 sc y3 rpt

14/14

14

26(9/7/2012

13/7/2012)

6.2 That some substancesare unsafe and shouldbe handled with care.

identify labels for unsafesubstances.

explain the meaning ofthe labels.

list unsafe substances.

state the need to look atthe labels or ask an adultbefore touching or tastingany substances.

list the harm caused byunsafe substances

Pupils are shown labels for someunsafe substances.

Pupils discuss the danger oftouching, smelling or tastingthese unsafe substances.

Pupils watch a video on howunsafe substances cause harmand how these unsafesubstances should be handled.

Pupils list unsafe substances andtell what harm they can cause.

Observing

Communicating

Making inferences

Unsafe

Substances

Label

* Teachers needonly to discuss

labels on householdsubstances such asdetergent, bleachingagent and medicine.

Remarks:

27(16/7/2012

20/7/2012)

6.3 That a mixture ofsubstances can beseparated.

plan how to separate amixture of substances.

present their processes ofseparating the mixture inwords or diagrams.

give reasons why themethods are able toseparate the mixtures.

Pupils are given a mixturesubstances e.g fine sand, smallstones, small polystyrene balls,salt and paper clips.

Pupils are challenged to separatethe mixture in the shortestpossible time.

Observing

Communicating

Making inferences

Separate - Asingkan

Mixture - Campur

Substances - Bahan

Method Kaedah

Find sand

Stone - Batu

Polystyrene ball

Salt

Paper clip

Remarks :

sc y3 rpt

Documents