8/2/2019 Science Yearly Plan Year 3
1/15
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(4/1/20
12
5/1/20
12)
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 number oflegs.
Pupils discuss and construct atable based on the list of externalfeatures.
Observing
Communicating
Beak - Paruh
Claws Kuku Tajam
Feathers BuluPelepah
Fur Bulu
Horn Tanduk
Legs - Kaki
Scales Sisik
Tail Ekor
Wings - Sayap
Remarks :
2
(9/1/2012
13/1/2
012)
1.2 That animals canbe groupedaccording toexternal features.
Explain similarities and
differences betweenanimals based on thetable.
Group animals accordingto similarities in externalfeatures.
Pupils observe the similarities of
external features between ananimals
Pupils group the animalsaccording to similarities in externalfeatures
Observing
Classifying
Communicating
Similarities
Differences
1
8/2/2019 Science Yearly Plan Year 3
2/15
Remarks:
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
3
(16/1/2012
20/1/2
012)
1.3 That animals can
be grouped in manyway
Group animals in different
ways.
Pupils group the animals in
different ways based on the table
Pupils present and compare eachothers grouping of animals
Observing
Classifying
Communicating
* allow pupils to
group the animalsaccording to anycriteria.
Remarks:
Learning Area: 2. Plants
4(23/1/2
012
27/1/2
012)
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
2
8/2/2019 Science Yearly Plan Year 3
3/15
Remarks:
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
5
(30/1/2012
3/2/20
12)
2.2 That plants can be
grouped according toexternal features.
To explain similarities and
differences betweenplants based on the table.
Group plants according tosimilarities in externalfeatures.
Pupils observe the similarities of
external features between theplants
Pupils group the plants accordingto similarities in external features
Observing
Classifying
Communicating
Similarities
Differences
Remarks:
6(6/2/20
12
10/2/2
012)
2.3 That plants can begrouped in many ways. Group plants in different
ways.
Pupils group the plants in differentways based on the table
Pupils present and compare eachothers grouping of animals
Observing
Classifying
Communicating
* allow pupils togroup the plantsaccording to anycriteria.
3
8/2/2019 Science Yearly Plan Year 3
4/15
Remarks:
THEME: B. Learning About The World Around Us
Learning Area: 1. Magnets
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
7(13/2/2
012
17/2/2
012)
8(20/2/2
012
24/2/2
012)
Pupils should learn:
1.1 That magnets canattract or repel eachother.
1.2 to handle magnetsproperly.
Pupils:
demonstrate that magnetscan attract or repel eachother
state that magnets can
attract or repel each other
demonstrate the properway to handle magnets
Pupils explore a variety ofmagnets e.g bar magnets,horseshoe magnets, cylindricalmagnets, circular magnets. Pupilsobserve what happen when theyput two magnets near each other.
Pupils discuss the proper way tohandle magnets during activities.
Pupils discuss the need to handlemagnets properly.
Observing
CommunicatingPredicting
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(27/2/2
012
2/3/20
12)
1.3 That magnets attractsome materials
demonstrate that magnetsattract some materials butnot 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
4
8/2/2019 Science Yearly Plan Year 3
5/15
table.
State the objects that areattracted by magnets
Pupils investigate to find outwhether their predictions arecorrect.
ClassifyingAttract
Remarks:
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
10(5/3/20
12
8/3/20
12)
1.4 That magnets havedifferent strengths.
design a fair test tocompare the strengths ofdifferent magnets bydeciding what to keep thesame, what to change andwhat to measure
Carry out the test andrecord the observations.
form a conclusion basedon the observations.
explain how they arrive atthe conclusion.
P 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 based onthe observations e.g magnet A isthe strongest because it can holdthe most number of paper clips.
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 by magnetsare made of iron.
Remarks:
5
8/2/2019 Science Yearly Plan Year 3
6/15
11 & 12(19/3/2
012
23/3/2
012)
1.5 The different uses ofmagnets.
state where magnets areused.
explain what a magnets isused for.
make a toy, a game or a
device using magnets.
Pupils bring things that make useof magnets, e.g. magnetic pencilbox, toy, and fridge magnets.
Pupils discuss about how magnetsare 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(26/3/2
012
30/3/2
012)
Pupils should learn:
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 upbrighter.
show perseverance inmaking a circuit thatmakes the bulb brighter.
explain the circuit.
draw the circuit.
Pupils are given batteries, batteryholder, connecting wire, bulbs andbulb holders.
Pupils build a circuit to make abulb light up.
Pupils discuss ways to make the
bulb 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
6
8/2/2019 Science Yearly Plan Year 3
7/15
design a circuit to make abulb dimmer.
14(2/4/20
12
6/4/20
12)
2.2 That some materialsconduct electricity.
predict which materialscan conduct electricity.
build a circuit to test which
materials conductelectricity.
record the finding in atable.
form conclusions basedon the findings.
Pupils list materials that they thinkwill conduct electricity
Pupils plan a circuit to investigate
Which materials conduct electricity
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(9/4/20
12
13/4/2
012)
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 is used
to complete or break acircuit.
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 switchusing everyday objects e.g. spring
Observing
Communicating
Making inferences
Incomplete circuit
Types
Switch
Simple switch
7
8/2/2019 Science Yearly Plan Year 3
8/15
and paper clips.
Learning Area: 3. Springs
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
16(16/4/2
012
20/4/2
012)
Pupils should learn:
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 andsqueeze some springs
than others.
Pupils bend, twist, stretch orsqueeze springs of different lengthand diameter. Observing
Communicating
Making inferences
Bend - Bengkok
Twist Pusing/Pulas
Stretch Regang
Squeeze Picit
Shape Bentuk
Size - Saiz
Remarks:
17(23/4/2
012
27/4/2
012)
3.2 That springs stretchdifferently.
Design a fair test to findout which spring stretchesthe most by deciding whatto keep the same, what tochange and what tomeasure.
Carry out the test andrecord the observations.
Form a conclusion basedon the observations.
Explain how they arrive atthe conclusion.
Pupils discussa. What type of springs they
want to test.
b. How to test which springstretches 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 longestspring stretches the most.
Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
Interpreting data
Stretches
Differently
8
8/2/2019 Science Yearly Plan Year 3
9/15
Weeks Learning Outcomes Learning Objectives Suggested Learning Activities Scientific Skills Notes/ Vocabulary
18(30/4/2
012
4/5/20
12)
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
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
19(7/5/20
12
11/5/2
012)
Pupils should learn:
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 objectsmade of different materials for this
Observing
Communicating
Absorb - Menyerap
Cloth - Kain
Coins Duit
9
8/2/2019 Science Yearly Plan Year 3
10/15
activity e.g cloth, coins, pebbles,tissue paper)
Pebbles
Tissue paper
Remarks:
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
20(14/5/2
012
18/5/2
012)
4.2 That some materials
can 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.
Carry out the test andrecord the observations.
Form a conclusion basedon the observations.
Explain how they arrive atthe conclusion
Pupils discussa) What materials they want to
test e.g different materials ordifferent 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
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
Absorb
Most water
Different
type
Remarks:
21(21/5/2
012
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 mop
Observing
Communicating
Ability
Absorb
10
8/2/2019 Science Yearly Plan Year 3
11/15
24/5/2
012)
needs to be absorbent to mop upwater. Mop up
Learning Area: 5. SoilWeek Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
22(11/6/2
012
15/6/2
012)
5.1 What soil is made up of. Describe what soil ismade up of.
State the differentbetween soil samples
from 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 process usingsoil samples from differentplaces.
Observing
Communicating
Clay
Garden soil
Sand
Soil
* Teachers guidepupils to understandthat soil containsliving things andnon-living things.
23
(18/6/2012
22/6/2
012)
5.2 The flow of water
through different typesof soil.
design a fair test to
compare how well watermoves through sand, clayand garden soil bydeciding what to keep thesame, what to change andwhat to measure.
carry out the test and
Pupils discuss
a) what type of soils theywant to test
b) how to compare how wellwater moves throughdifferent types of soil.
c) how to record theirfindings.
Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Move
Through
Sand
Clay
Garden soil
11
8/2/2019 Science Yearly Plan Year 3
12/15
record the observations.
form a conclusion basedon the observations.
explain how to they arriveat the conclusion.
Pupils carry out the test andrecord their findings.
Pupils form a conclusion based ontheir findings.
Measuring using numbers Place
* Pupils should getthe same amount ofsand, clay andgarden soil
Remarks:
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
24(25/6/2
012
29/6/2
012)
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 to
change and what tomeasure.
Carry out the test andrecord the observations.
Form a conclusion basedon the observations.
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 their
findings
Pupils carry out the test andrecord their findings.
Pupils form a conclusion based ontheir findings.
Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
Growth
Green bean
Clay
Garden soil
Sand
Remarks:
Learning Area: 6. Mixing Substances
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
12
8/2/2019 Science Yearly Plan Year 3
13/15
25(2/7/20
12
6/7/20
12)
6.1 That differentsubstances havedifferent properties.
state the properties ofmixing differentsubstances in terms ofappearance, smell, feeland colour.
describe the result ofmixing different
substances with water.
Pupils are given differentsubstances such as bakingpowder, milk powder, salt, tapiocaflour, vinegar and wheat flour
Pupils observe and record theappearance, smell, fell and colourof the substances.
Observing
Communicating
Baking powder
Milk powderSalt
Tapioca flour
Wheat flour
Remarks:
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
describe the result ofmixing different substanceswith vinegar.
state that differentsubstances have differentproperties.
Pupils test the substances withwater and vinegar and recordtheir observations.
Baking powder
Serbuk Penaik
Milk powder
Tepung Susu
Salt - Garam
Tapioca flour -
Tepung Ubi
Wheat flour
Tepung Gandum
Vinegar - Cuka
Water - Air
Remarks:
13
8/2/2019 Science Yearly Plan Year 3
14/15
26(9/7/20
12
13/7/2
012)
6.2 That some substancesare unsafe and shouldbe handled with care.
identify labels for unsafesubstances.
explain the meaning of thelabels.
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 tasting these
unsafe substances.
Pupils watch a video on howunsafe substances cause harmand how these unsafe substancesshould be handled.
Pupils list unsafe substances andtell what harm they can cause.
Observing
Communicating
Making inferences
Unsafe
Substances
Label
* Teachers needonly to discusslabels on householdsubstances such asdetergent, bleachingagent and medicine.
Remarks:
27(16/7/2
012
20/7/2
012)
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 the
methods 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 :
14
8/2/2019 Science Yearly Plan Year 3
15/15
15