SCIENCE YEAR 3 YEARLY PLAN

1ST SEMESTER WEEK LEARNING OBJECTIVES A. LEARNING ABOUT LIVING THINGS 1.O ANIMALS 1. 1.1 to observe and recognise external features of animals. identify external features of an animal make a list of the external features of an animal. Record the external features of animals in a table. Explain similarities and differences between animals based on the table. sps: i. observing ii. classifying T/s grouping & classifying NB: Having an interest and curiosity towards the environment. Sps: i. observing ii. classifying iii. communicating T/s Comparing and contrasting NB Being thankful to God LEARNING OUTCOMES SPS / THINKING SKILL NOBEL VALUE VOCABULARY

beak claws feathers fur horn legs scales tail wings

2-3

1.2 that animals can be grouped according to external features

group animals according to similarities in external features.

beak, claws, feathers, fur, horn, legs scales tail wings.

SCIENCE YEAR 3 YEARLY PLAN

Sps : i. Interpreting data ii. Communicating 1.3 that animals can be grouped in many ways T/s Analysing Generalising NB Being kind-hearted and Caring Being cooperative beak claws feathers fur horn legs scales tail wings

3-4

group the animals in different ways.

Week

Learning Objectives

Learning Outcomes

Science Process Skill/ Moral Value/ Thinking Skill

Vocabulary

2.0 Plants Pupil should learn 2.1- To observe and recognise external feature of plants

Pupils Identify external features of a plant. Make a list of the external features of plant Record the external features of plants in a table. Observing, classifying, communicating. Attributing, comparing and contrasting. Having an interest and curiosity towards the environment. Realising that science is a means to understand nature. Be kind-hearted and caring. Dull Green Red Rough Shiny Smooth Soft Woody Yellow

SCIENCE YEAR 3 YEARLY PLAN

6-7 2.2- That plants can be To explain similarities and differences between plants grouped according to based on the table. eternal features. Group plants according to similarities in external features. Attributing, comparing and contrasting. Grouping and classifying. Having an interest and curiosity to the environment. Appreciating, the balance of nature. Attributing, comparing and contrasting. Grouping and classifying, communicating Having an interest and curiosity to the environment. Being thankful to God.

7-8

2.3- That plants can be Group plants according to similarities in external grouped in many ways features. Group plants in different ways.

SCIENCE YEAR 3 YEARLY PLAN

LEARNING ABOUT THE WORLD AROUND US Week 9-10 Learning Objectives 1.0 Magnets. Pupils should learn 1.1 That magnets can attract or repel each other Pupils a. Demonstrates that magnet or repels each other. SPS - Observing. - Classifying. - Communicating. TS - Comparing and contrasting NB. - Having an interest and curiosity. towards the environment. SPS - Observing. - Communicating. NB - Having and interest and curiosity towards the environment. Learning Outcomes Science Proces Skill/ Moral Value /Thinking Skill Vocab

b. State that magnets can attract or repel each other.

attract iron magnet plastic repel silver wooden steel

11 1.2 To handle magnets properly a. Demonstrates the proper way to handle magnet.

attract iron magnet plastic repel silver wooden steel

SCIENCE YEAR 3 YEARLY PLAN

12 1.3 That magnets attract some material Pupils a. Demonstrate that magnet attract some materials but not others. b. Records their findings in a table. c. State the objects that are attracted by magnets. SPS - Observing, predicting. TS - Attributing, comparing and contrasting relating, visualizing. NB - Being responsible about the safety of one self others and the environment. attract iron magnet plastic repel silver wooden steel

13-14

1.4 That magnets have different strengths

Pupil a. Design the fair test to compare the strengths of different magnets by deciding what to keep the same, what to change and what to measure. b. Curry out the test and records the observation. c. Form a conclusion based on the observation. d. Explain how they arrive at the conclusion.

SPS - Observing, measuring and using the numbers, interpreting data experimenting. TS - Attributing , comparing and contrasting , relating, analyzing, detecting bias, making conclusion, generalizing, evaluating. NB - Being system a tic , being kindhearted, being cooperative. SPS

attract iron magnet plastic repel silver wooden steel

SCIENCE YEAR 3 YEARLY PLAN

15 1.5 The different uses of magnets. Pupils a. state ware magnets are use. b. explain what a magnet is used for. c. make a toy, a game or a device using magnets. - Classifying , communicating TS - Attributing, comparing and contrasting, grouping and classifying. NB - Having an interest and curiosity tow awards the environment. - Appreciating and contribution of science and technology. attract iron magnet plastic repel silver wooden steel

Week

Learning Objectives

Learning Outcomes

Science Process Skill \ Moral Value \ Thinking Skill

Vocab

16

2.0 Electricity Pupils should learn 2.1 How to make a bulb in a circuit brighter or dimmer.

Pupils (a) suggest ways to make a bulb in a circuit brighter. (b) design a circuit that makes the bulb light up brighter. Experimenting, Communicating, Observing Manipulative skills : handle specimens correctly and carefully. Making generalizations Brighter Dimmer Circuit Bulb

(c) show perseverance in making a circuit that makes the bulb brighter.

SCIENCE YEAR 3 YEARLY PLAN

(d) explain the circuit. (e) draw the circuit. (f) design a circuit to make a bulb dimmer. Making inference Manipulative skills : draw specimens and apparatus. Manipulative skills : use and handle science apparatus and substance.

SCIENCE YEAR 3 YEARLY PLAN

Week Learning Objectives Learning Outcomes Science Process Skill \ Moral Value \ Thinking Skill Predicting Vocab

2.2 That some materials conduct electricity.

(a) predict which materials can conduct electricity. (b) build a circuit to test which materials conduct electricity .

Metal Plastic Wood

Making inferences

17

(a) record the findings in a table. (b) form conclusions based on the findings. 18 2.3 That a switch is used to complete or break a circuit. 19 (a) make a circuit which allows a bulb to be turned on or off. (b) explain how the bulb can be turned on or off. (c) state that a switch is used to complete or break a circuit. (d) create a simple switch.

Grouping and classifying

Making conclusions

Defining operation

Making analogies

Inventing

SCIENCE YEAR 3 YEARLY PLAN

WEEK

LEARNING OBJECTIVES 3.0 SPRINGS Pupils should learn 3.1 That a spring returns to its original size and shape after being bent, twisted, stretched or squeezed.

LEARNING OUTCOMES Pupils

SCIENCE PROCESS SKILL / MORAL VALUE / THINKING SKILL

VOCAB

20

a) State that a spring returns to its original size and shape after being bent, twisted, stretched and squeezed.

i. Observing ii. Using space-time relationship iii Interpreting data iv. Experimenting

bend shape Size spring squeeze stretch twist

b) State that it is easier to bend, twist, stretch and squeezesome springs than others.

i. Attributing ii. Comparing and contrasting iii. Analysing iv. Evaluating i. Having an interest and curiosity towards the environment ii. Having critical and analytic thinking iii. Thinking rationally

SCIENCE YEAR 3 YEARLY PLAN

21 3.2 That springs stretch differently a) Design a fair test to find out which spring streches the most by deciding what to keep the same, what to change and what to measure. b) Carry out the test and record the observations. c) Form a conclusion bassed on the observations. d) Explain how they arrive at the conclusion. i. Experimenting bend shape size spring squeeze stretch twist

i. Observing ii. Classifying i. Making inferences

i. Making generalisations

i. Having an interest and curiosity ii. Being honest 3.3 The uses of springs

22

a) State where springs are used. b) Explain what the spring is used for.

i. Observing ii. Classifying i. Relating ii. Making generalisation iii. Inventing i. Appreciating the contribution of science and technology

bend shape size spring squeeze stretch twist

SCIENCE YEAR 3 YEARLY PLAN

WEEK LEARNING OBJECTIVES 4.0 Absorption Pupils should learn 4.1 That some materials can absorb water. LEARNING OUTCOMES 24 4.2 That some materials can absorb more water than others. 4.2 That some materials can absorb more water than others. 4.3 The uses of the ability of materials to absorb water. Design a fair 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. Carry out the test and record the observations. Form conclusion based on the observations. Explain how they arrive at the conclusion. Explain the uses of the ability of materials to absorb water. SCIENCE PROCESS SKILL/MORAL VALUE/THINKING SKILLS Classifying, attributing, comparing and contrasting, grouping and classifying Having an interest and curiosity towards the environment. Making inferences, controlling variables. Being honest and accurate in recording and validating data. cloth coins pebbles tissue paper VOCABULARY

23

Pupils Identify materials that absorb water.

absorb

Communicating, Being cooperative, realizing that science is a means to understand nature. Classifying, communicating. Being thankful to God, appreciating the contribution of science and technology.

25

26

SCIENCE YEAR 3 YEARLY PLAN

WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL NOBEL VALUE VOCABULARY

B.LEARNING ABOUT WORLD AROUND US 5.0 SOIL 27. 5.1 What soil is made up of. Describe what soil is made up of. State the differences between soil samples from different places. sps: i. observing ii. classifying T/s grouping & classifying NB: Having an interest and curiosity towards the environment. 28. 5.2 the flow of water through different types of soil. Design a fair test to compare How well water moves through sand, clay and garden soil by deciding what to keep the same, what to change and what to measure. Carry out the test and record the observations. sps: i. observing ii. Controlling variables T/s Comparing & contrasting Analysing NB: Daring to try. Being systematic.

Clay Garden soil Sand Soil

Clay Garden soil Sand Soil

SCIENCE YEAR 3 YEARLY PLAN

WEEK LEARNING OBJECTIVES LEARNING OUTCOMES Form a conclusion based on the observations. Explain how they arrive at the conclusion. SPS / THINKING SKILL NOBEL VALUE sps: i. observing ii. classifying T/s relating NB: Being kind hearted and caring. sps: i. observing ii. communicating iii. experimenting T/s Comparing & contrasting Conclusion Making hypothesis NB: Being cooperative. Having an interest and curiosity towards the environment. VOCABULARY

29.

30.

5.3 That certain soils are more suitable for plant growth.

Design a fair test to compare How well water moves through sand, clay and garden soil by deciding what to keep the same, what to change and what to measure. Carry out the test and record the observations.

SCIENCE YEAR 3 YEARLY PLAN

31. Form a conclusion based on the observations. Explain how they arrive at the conclusion. sps: i. observing ii. experimenting T/s attributing NB: Appreciating the balance of nature.

Week

Learning Objectives 6. Mixing Substances Pupils should learn Pupils 6.1 That different substances have different properties

Science Process Skill / Learning Outcomes Moral Value / Thinking Skill Vocabulary

32

State the properties of different substances in terms of appearance, smell, feel and colour Describe the result of mixing difference substances with water Describe the result of mixing different substances with vinegar State that different substances have different properties

SPS - Observing, classifying, Baking powder Milk powder communicating Salt Tapioca flour Vinegar T/S Water - Attributing, Wheat flour comparing, and contrasting - Experimenting, predicting

SCIENCE YEAR 3 YEARLY PLAN

NB - Being thankful to God - Being cooperative - Confident

33

6.2 That some substances are unsafe and should be handled with care

Identify labels for unsafe substances Explain the meaning of the labels. List unsafe substances State the need to look at labels or ask an adult before touching or tasting any substances List the harm caused by unsafe substances

SPS - Observing, attributing, relating - Classifying, attributing, T/S - Communicating, predicting NB - Love the environment - Being thankful to God - Be careful

Baking powder Milk powder Salt Tapioca flour Vinegar Water Wheat flour

34

6.3 That a mixture of substances can be separated

Plan how to separated a mixture of substances Present their processes of separating the mixture in words or diagrams

SPS Baking powder - Classifying, attributing Milk powder Salt Tapioca flour T/S Vinegar - Measuring, comparing, contrasting Water Wheat flour - Interpreting data, analyzing, evaluating NB - Being cooperative

SCIENCE YEAR 3 YEARLY PLAN

35 6.3 That a mixture of substances can be separated Hardworking Being diligent and persevering Being systematic Baking powder Milk powder Salt Tapioca flour Vinegar Water Wheat flour

Give reason why the methods are able SPS to separate the mixtures - Comparing and contrasting Compare different methods of separating the mixtures T/S - Interpreting data, Explain why method of separating evaluating mixture may be better than another NB - Being cooperative - Hardworking - Being diligent and persevering - Being systematic

Note : This is an example. Please consider your school planning/exam.