Science y3[1]

8/8/2019 Science y3[1]

http://slidepdf.com/reader/full/science-y31 1/13

Scns Y3 1

YEARLY PLAN SCIENCE YEAR 3

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES

LEARNING OUTCOME SUGGESTEDLEARNING

ACTIVITIES

Vocabulary

1LEARNING ABOUTLIVINGTHING.

1. ANIMALS.

SCIENCEPROCESSSKILLS.

y Observing.

y Classifying.y Communicating.

1.1 To observe and

recognize external features of animals.

1.1.1 Identify external features of an

animal.1.1.2 Make a list of the external

of an animal.

1.1.3 Record the external features

of animals in a table.

1.1.4 Explain similarities and

differences between

animals

based on the table.

y Pupils observe various

animals and list the

external features of each

animal e.g. tail, f ur , feathers, scales, beak, claws, and number of leg.

y Pupils discuss and constr uct a table based on

the list of external features.

Beak.

Claws.

Feathers.

Fur .Horn.

Legs.

Scales.

Tail.Wings.


1. ANIMALS.


y Observing.

y Classifying.y Communicating.

1.2 That animals can be

gr ouped according

to

external features.

1.2.1 Gr oup animals according to

similarities in external features.

y Pupils gr oup the animals

in different ways based on

the table

Beak.

Claws.

Feathers.

Fur .Horn.

Legs.

Scales.

Tail.Wings.

8/8/2019 Science y3[1]


Scns Y3 2


1. ANIMALS.


y Observing.

y Classifying.

y Communicating.

1.3 That animals can be

gr ouped in many

ways.

1.3.1 Gr oup animals in different ways.

y Pupils present and

compare each other·s

gr ouping of animals.

Beak.

Claws.

Feathers.

Fur .

Horn.Legs.

Scales.

Tail.Wings.

W EEK /

THEME

LEARNING

AREA

LEARNING

OBJECTIVES

LEARNING OUTCOME SUGGESTED

LEARNING ACTIVITIES

Vocabulary


2. PLANTS.


y Observing.y Communicating.

2.1 To observe and

recognize external features of plants.

2.1.2 Identify external features of a

plant.2.1.2 Make a list of the external

features of a plant.

2.1.3 Record the external features of plants in a table.

2.1.4 To explain similarities and

differences between plants

based on the table.

y Pupils observe various

plants and list the external features of each plant e.g.

woody or sof t stems, f lowering or non ²

f lowering, r ough or smooth leaf surf ace, colour of leaf and shape of leaf .

y Pupils discuss and

constr uct a table based on

the list of external features.

Dull.Green.

Red.

Rough.

Shiny.

Smooth.

Sof t.Woody.

Yellow.


2. PLANTS.


y Observing.

y Communicating.

2.2 That plants can be

gr ouped according

to

external features.

2.2.1 Gr oup plants according to

similarities in external features.

y Pupils gr oup the plants in

different ways based on

the table.

Dull.Green.

Red.

Rough.

Shiny.

Smooth.

Sof t.Woody.

Yellow.

8/8/2019 Science y3[1]


Scns Y3 3


2. PLANTS.


y Observing.

y Communicating.

2.3 That plants can be

gr ouped in many

ways.

2.3.1 Gr oup plants in different ways.

y Pupils present and

compare each other·s

gr ouping of plants.

Dull.Green.

Red.

Rough.

Shiny.Smooth.

Sof t.Woody.

Yellow.

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

7LEARNING

ABOUT THE W

ORLD AROUNDUS.

1. MAGNETS.

SCIENCE

PROCESSSKILLS.

y Observing.

y Defining

Oper ation.

y Predicting.

y Communicating.

1.1 That magnets can

attr act or repel each

other .

1.1.1 Demonstr ate that magnets

can

attr act or repel each other .1.1.2 S

tate that

magnets

can

attr act or repel each other .

y Pupils explore a variety of magnets e.g. bar magnets, horseshoe magnets,

cylindrical magnets, circular magnets. Pupils

observe what happens

when they put two

magnets near each other .

Attr act.Ir on.

Magnet.Plastic.

Repel.Silver .Wooden.

Steel.

8

LEARNING ABOUT THE

W ORLD AROUND

US.

1. MAGNETS.


y Communicating.

y Predicting.

1.2 To handle magnets

pr oper ly.

1.2.1 Demonstr ate the pr oper way

to

handle magnets.

y Pupils discuss the pr oper way to handle magnets

during activities.

Attr act.

Ir on.

Magnet.Plastic.


Steel.

9 ± 10LEARNING

1. MAGNETS. 1.3 That magnets attr act some materials.

1.3.1 Demonstr ate that magnets attr act some materials but

y Pupils explore a variety of objects made fr om

Attr act.Ir on.

8/8/2019 Science y3[1]


Scns Y3 4

ABOUT THE W ORLD

AROUNDUS.


y Observing.

y Communicating

.

y Classifying.

y Predicting.

not other .

1.3.2 Record their findings in a

table.

1.3.2 State the objects that are

attr acted by magnets.

different materials and are

asked to predict which

object will be attr acted by

a magnets.

y Pupils

investigate

to

find

out whether their predictions are correct.

y Pupils gr oup the materials

according to whether or not they are attr acted by a

magnet.

Magnet.Plastic.


Steel.

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

11

LEARNING ABOUT THE

W ORLD AROUND

US.

1. MAGNETS.


y Observing.

y Classifying.

y Making

Inferences.

y Interpreting Data.y Contr olling

Variables.

y Making

Hypotheses.

1.4 That magnets have

different strengths.

1.4.1 Design a f air test to

compare the strength of different magnets by

deciding what to keep the

same, what to change and

what to measure.

1.4.2 Carry out the test and

record the observations.

1.4.3 For m a conclusion based on

the observations.

1.4.4 Explain how they arrive at the conclusion.

y Pupils design a f air test to

compare the strength of different magnets. Pupils

have to decide how to

measure the strength of a

magnet e.g. how many

paper clips the magnet can

attr act and hold or how

close to a paper clip a

magnet has to be to attr act it.

y Pupils carry out their tests

and record the findings in

a table.

y Pupils f or m a conclusion

based on the observations

e.g. magnet A is the

str ongest because it can

hold the most number of paper clips.

Attr act.

Ir on.Magnet.Plastic.


Steel.

8/8/2019 Science y3[1]


Scns Y3 5

12LEARNING

ABOUT THE W ORLD

AROUNDUS.

1. MAGNETS.


y Observing.

y Communicating.

1.5 The different uses of magnets.

1.5.1 State where magnets are

used.

1.5.2 Explain what a magnet is

used f or .

1.5.3 Make a toy, a game or a

device using magnets.

y Pupils bring things that make use of magnets, e.g.

magnetic pencil

box,

toys,

and fridge magnets.

y Pupils discuss about how

magnets are used in the

things they bring.

y Pupils make a toy, a game

or a device using magnet, magnetic dancer and

magnetic f astener .

Attr act.Ir on.

Magnet.

Plastic.


Steel.

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

13 ± 14LEARNING

ABOUT THE W ORLD

AROUNDUS.

2. ELECTRICITY.


y Observing.

y Making

Inferences

.

y Predicting.

y Communicating.

y Interpreting Data.

y Contr olling

Variables.

y Making

Hypotheses.

2.1 How to make a bulb

in

a circuit brighter or dimmer .

2.1.1 Suggest ways to make a

bulb

in a circuit brighter .

2.1.2 Design a circuit that makes

the bulb light up brighter .2.1.3 S

how persever ance

in

making a circuit that makes

the bulb brighter .2.1.4 Explain the circuit.2.1.5 Dr aw the circuit.2.1.6 Design a circuit to make a

bulb dimmer .

y Pupils are given batteries, battery holders, connecting wires, bulbs

and bulb holders.

y Pupils build a circuit to

make a bulb light up.

y Pupils discuss ways to

make the bulb in the circuit brighter and

dimmer .

y Pupils test their suggestions.

y Pupils dr aw the circuit that they made.

Brighter .Dimmer .

Metal.

8/8/2019 Science y3[1]


Scns Y3 6

15 ± 16LEARNING

ABOUT THE W ORLD

AROUNDUS.

2. ELECTRICITY.


y Observing.

y Classifying.

y Predicting.

y Communicating.


2.2 That some materials

conduct electricity.

2.2.1 Predict which materials can

conduct electricity.

2.2.2 Build a circuit to test which

materials conduct electricity.

2.2.3 Record the findings in a

table.

2.2.4 For m conclusion based on

the findings.

y Pupils list materials that they think will conduct electricity.

y Pupils plan a circuit to

investigate which

materials conduct electricity.

y Pupils record their findings in a table.

y Pupils discuss and f or m

conclusion.

y Pupils share their finding.

Plastic.

Wood.

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

8/8/2019 Science y3[1]


Scns Y3 7

17 ± 18LEARNING

ABOUT THE W ORLD

AROUNDUS.

2. ELECTRICITY.


y Making

inferences.

y Defining

Oper ationally.

2.3 That a switch is used

to

complete or break a

circuit.

2.3.1 Make a circuit which allows

a bulb to be turned on or off .

2.3.2 Explain how the bulb can be

turned on or off .

2.3.3 State that a switch is used

to complete or break a

circuit.

2.3.4 Create a simple switch.

y Pupils make an

incomplete circuit.

y Pupils discuss how to

complete the

circuit

to

allow the bulb to be

turned on or off .

y Pupils build the circuit and test it.

y Pupils examine different types of simple switches

and try to explain how

each type of switch wor ks.

y Pupils discuss different ways that a bulb can be

turned on or off .

y Pupils create a simple

switch using everyday

objects e.g. spring and

paper clips.

Switch.

W EEK /THEME LEARNING AREA LEARNINGOBJECTIVES LEARNING OUTCOME SUGGESTEDLEARNING Vocabulary

8/8/2019 Science y3[1]


Scns Y3 8

ACTIVITIES

19LEARNING

ABOUT THE W ORLD

AROUNDUS.

3. Springs.


y Observing.

y Classifying.

y Making

Inferences.

3.1 That a spring returns

to its original size

and shape

af ter

being bent, twisted, stretched or squeezed.

3.1.1 Pupils that a spring returns

to its original size and shape

af ter being

bent,

twisted,

stretched or squeezed.

3.1.2 State that it is easier to bent, twist, stretch and squeeze

some springs than others.

y Pupils bend, twist, stretch

or squeeze springs of

different lengths and diameters.

Bend.

Shape.

Size.

Spring.

Squeeze.

Stretch.

Twist.

20 - 21

LEARNING ABOUT THE

W ORLD AROUND

US.

3. Springs


y Observing.


y Contr olling

Variables.

y Making Hypotheses.

y Experimenting.

3.2 That springs stretch

differently. 3.2.1 Design a f air test to find out which spring stretches the

most by deciding what to

keep the same, what to

change and what to

measure.




the observations.


y Pupils discuss :-

a) What type of springs

they want to test e.g.

springs of different length or springs of different diameters.

b) How to test which

spring stretches the

most e.g. by hanging

an object of the same weight at the end of the spring and

measuring how much

it stretches.

c) How to record their findings.

y Pupils carry out their tests

and record their findings.


based on their findings e.g.

the longest spring

stretches the most.

Bend.

Shape.Size.

Spring.

Squeeze.

Stretch.

Twist.

8/8/2019 Science y3[1]


Scns Y3 9

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

22LEARNING

ABOUT THE W ORLD

AROUNDUS.

3. Springs


y Communicating.

3.3 The uses of springs. 3.3.1 State where springs are

used.

3.3.2 Explain what the spring is

used f or .

y Pupils bring things that use springs e.g.

mechanical pencils and

hand ball ² pens.

y Pupils discuss how

springs are used in these

things.

Springs.

23LEARNING

ABOUT THE W ORLD

AROUNDUS.

4. Absorption.


y Observing.

y Classifying.


can absorb water .4.1.1 Identify materials that

absorb water .y Pupils carry out an activity

to find out which materials

absorb water .

Absorb.

Cloth.

Coins.

Pebbles.

Tissue Paper .

24 ± 25LEARNING

ABOUT THE W ORLD

AROUNDUS.

4. Absorption.


y Observing.

y Communicating.

y Using Space ²Time Relationship.

y Contr olling

Variables.


can absorb more

water than others.

4.2.1 Design a f air test to test the

ability of different materials

in absorbing water by

deciding what to keep the

same, what to change and

what to measure.




the observations.

4.2.4 Explain how they arrive at

the conclusion.

y Pupils discuss :-

a) What materials they

want to test e.g.

different materials or different types of tissue paper .

b) How to find out which

materials absorb

the

most water .c) How to record their

findings.

y Pupils carry out the test and record their result in a

table.

y Pupils f or m conclusion

based on their finding e.g.

tissue paper A is the most

Absorb.

Cloth.

Coins.

Pebbles.

Tissue Paper .

8/8/2019 Science y3[1]


Scns Y3 10

absorbent because it absorbed the most amount of water .

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

26LEARNING

ABOUT THE W ORLD

AROUNDUS.

4. Absorption.

SCIENCEPROCESS

SKILLS.y Communicating.

4.3 The uses of the

ability of materials to

absorb water .

4.3.1 Explain the uses of the

ability of materials to absorb

water .

y Pupils discuss why the

ability of materials to

absorb water is usef ul f or cer tain job e.g. mop needs

to be absorbent to mop up

water .

Mop.

27Learningabout the world

around us.

5. Soil.

SCIENCEPROCESS

SKILLS.y Observing.

y Classifying.

y Communicating.

5.1 What soil is made up

of .5.1.1 Describe what soil is made

up of .

5.1.2 State the differences

between soil samples fr om

different places.

y Pupils mix some soil with

water in a tall container .

y Pupils shake the mixture

and allow it to settle.

y Pupils observe the layers that are f or med.

y Pupils dr aw, label and

describe what they

observe.

y Pupils repeat the pr ocess

using soil samples fr om

different places.

Clay.

Garden Soil.Sand.

Soil.

28 ± 30Learningabout the world around us.

5. Soil.


y Observing.

y Measuring and

Using Numbers.

5.2 The f low of water thr ough different types of soil.


compare how well water moves thr ough sand, clay

and garden soil by deciding

what to keep the same, what to change and what to

measure.

5.2.2 Carry out the test and record the observations.

y Pupils discuss :-

a) What type of soils they

want to test.b) How to compare how

well water moves

thr ough different types of soil.

c) How to record their findings.

Soil.Garden Soil.

8/8/2019 Science y3[1]


Scns Y3 11

y Predicting.

y Contr olling

Variables.


the observations.

5.2.4 Explain how they arrive the

conclusion.

y Pupils carry out the test and record their findings.


based on their findings.

W EEK /THEME

LEARNING AREA

LEARNINGOBJECTIVES


ACTIVITIES

Vocabulary

31 ± 32Learning

about the world around us.

5. Soil.


y Observing.

y Making

Inferences.

y Using Space ²

Time Relationship.

y Contr olling Variables.

y Making

Hypotheses.

5.3 That cer tain soils are

more suitable f or plant gr owth.


compare the gr owth of green beans in clay, garden

soil and sand by deciding

what to keep the same, what to change and what to

measure.



5.3.3 For m a conclusion based on the observations.


y Pupils discuss :-

a) How to compare the

gr owth of a green

bean in clay, garden

soil and sand.

b) How to record their findings.

y Pupils carry out the test and record their findings.


based on their findings.

Clay.

Garden Soil.

Sand.Soil.

33 ± 35Learningabout the world around us.

6. Mixing

Substances.


y Observing.

y Making

Inferences.

y Predicting.

6.1 That different substances have

different pr oper ties

.

6.1.1 State the pr oper ties of different substances in

ter ms of appear ances, smell, feel and colour .

6.1.2 Describe the results of mixing different substances

with water .6.1.3 Describe the result of

y Pupils are given different substances such as wheat

f lour , tapioca

f lour ,

sugar ,

salt, baking powder and

milk powder .

y Pupils observe and record

the appear ance, smell, feel and colour of the

substances.

y Pupils test the substances

with water and vinegar

Baking Powder .Milk Powder .Salt.

Tapioca Flour .Vinegar .Water .Wheat Flour .

8/8/2019 Science y3[1]


8/8/2019 Science y3[1]


Scns Y3 13

of separ ating the mixtures.

6.3.5 Explain why one method of separ ating mixtures may be

better than another .

on how mixtures can be

separ ated.

y Pupils carry out their plans to separ ate the

mixture.

y Pupils evaluate methods

of separ ating the mixture

presented by others.

Science y3[1]

Documents