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 beak claws feathers fur horn legs scales tail wings LEARNING OUTCOMES SPS / THINKING SKILL NOBEL VALUE VOCABULARY

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.

Make a list of the external features of plant Record the external features of plants in a table.  Attributing.0 Plants Pupil should learn Learning Outcomes Vocabulary Pupils    Identify external features of a plant.SCIENCE YEAR 3 YEARLY PLAN Sps : i.  Be kindDull Green Red Rough Shiny Smooth Soft Woody Yellow 5 2.To observe and recognise external feature of plants . comparing and contrasting.1. classifying.  Observing. Communicating 1. Week Learning Objectives 2.  Having an interest and curiosity towards the environment. Interpreting data ii.3 – that animals can be grouped in many ways T/s Analysing Generalising NB Being kind-hearted and Caring Being cooperative Science Process Skill/ Moral Value/ Thinking Skill beak claws feathers fur horn legs scales tail wings 3-4  group the animals in different ways.  Realising that science is a means to understand nature. communicating.

 Group plants according to similarities in external features.  Appreciating.That plants can be grouped according to eternal features.  6-7 7-8 2. comparing and contrasting.2.  Group plants in different ways. Attributing. comparing and contrasting. 2.  Grouping and classifying.  Attributing. the balance of nature.  Having an interest and curiosity to the environment.  Grouping and classifying. .3.  To explain similarities and differences between plants based on the table.That plants can be grouped in many ways  Group plants according to similarities in external features.SCIENCE YEAR 3 YEARLY PLAN hearted and caring.  Being thankful to God. communicating  Having an interest and curiosity to the environment.

SPS . NB .Having and interest and curiosity towards the environment. . State that magnets can attract or repel each other. towards the environment. TS . Demonstrates the proper way to handle magnet. Pupils should learn 1.Classifying.Observing. Demonstrates that magnet or repels each other. b. .Communicating.SCIENCE YEAR 3 YEARLY PLAN LEARNING ABOUT THE WORLD AROUND US Week 9-10 Learning Objectives 1.0 Magnets.Communicating. .Observing.2 To handle magnets properly a. . SPS . .Comparing and contrasting NB. attract iron magnet plastic repel silver wooden steel attract iron magnet plastic repel silver wooden steel Learning Outcomes Science Proces Skill/ Moral Value /Thinking Skill Vocab 11 1.1 That magnets can attract or repel each other Pupils a.Having an interest and curiosity.

NB . NB . making conclusion. d. relating. what to change and what to measure. c. comparing and contrasting . being kindhearted. being cooperative. TS .Being system a tic .SCIENCE YEAR 3 YEARLY PLAN 12 1. b. State the objects that are attracted by magnets. analyzing. Design the fair test to compare the strengths of different magnets by deciding what to keep the same. attract iron magnet plastic repel silver wooden steel 13-14 1. interpreting data experimenting.3 That magnets attract some material Pupils a. TS . attract iron magnet plastic repel silver wooden steel . Records their findings in a table. b. comparing and contrasting relating. c. SPS .Attributing. SPS . evaluating.Observing. predicting.4 That magnets have different strengths Pupil a. Form a conclusion based on the observation.Attributing . Demonstrate that magnet attract some materials but not others. measuring and using the numbers. detecting bias. visualizing. generalizing. Curry out the test and records the observation.Being responsible about the safety of one self others and the environment. Explain how they arrive at the conclusion.Observing.

Pupils a. explain what a magnet is used for. communicating TS . a game or a device using magnets. comparing and contrasting. c. . attract iron magnet plastic repel silver wooden steel . NB . grouping and classifying. SPS . b.Appreciating and contribution of science and technology.5 The different uses of magnets.SCIENCE YEAR 3 YEARLY PLAN 15 1.Classifying .Having an interest and curiosity tow awards the environment. make a toy.Attributing. state ware magnets are use.

Manipulative skills : use and handle science apparatus and substance. • Making inference Manipulative skills : draw specimens and apparatus. Communicating. (d) explain the circuit.SCIENCE YEAR 3 YEARLY PLAN Science Process Skill \ Moral Value \ Thinking Skill Week 16 Learning Objectives 2. (e) draw the circuit. (b) design a circuit that makes the bulb light up brighter. (c) show perseverance in making a circuit that makes the bulb brighter. Observing Manipulative skills : handle specimens correctly and carefully. • .1 How to make a bulb in a circuit brighter or dimmer.0 Electricity Pupils should learn 2. Pupils Learning Outcomes Vocab (a) suggest ways to make a bulb in a circuit brighter. Making generalizations Brighter Dimmer Circuit Bulb • • • (f) design a circuit to make a bulb dimmer. • Experimenting.

SCIENCE YEAR 3 YEARLY PLAN .

Science Process Skill \ Moral Value \ Thinking • Predicting Skill • Making inferences MetalVocab Plastic Wood 18 (a) record the findings in a table. (a) make a circuit which allows a bulb to be turned on or off. (d) create a simple switch. (b) explain how the bulb can be turned on or off. (c) state that a switch is used to complete or break a circuit.SCIENCE YEAR 3 YEARLY PLAN Week 17 Learning Objectives 2. • Defining operation • • Making analogies Inventing WEEK LEARNING LEARNING SCIENCE PROCESS VOCAB . • Grouping and classifying Making conclusions • 19 2. (a) predict whichLearning Outcomes materials can conduct electricity.2 That some materials conduct electricity. (b) build a circuit to test which materials conduct electricity . (b) form conclusions based on the findings.3 That a switch is used to complete or break a circuit.

twisted.2 That springs stretch differently a) Design a fair test to find out which spring streches the most by deciding what i. i. twisted. Attributing ii. Thinking rationally 21 3. Using space-time relationship iii Interpreting data iv. twist. Having critical and analytic thinking iii. i. stretched and squeezed. Experimenting bend shape size . stretched or squeezed.1 That a spring returns to its original size and shape after being bent.SCIENCE YEAR 3 YEARLY PLAN OBJECTIVES 3. Having an interest and curiosity towards the environment ii.0 SPRINGS Pupils should learn 3. Observing ii. stretch and squeezesome springs than others. Experimenting bend shape Size spring squeeze stretch twist b) State that it is easier to bend. OUTCOMES Pupils SKILL / MORAL VALUE / THINKING SKILL 20 a) State that a spring returns to its original size and shape after being bent. Evaluating i. Comparing and contrasting iii. Analysing iv.

Observing ii. Making generalisations i. Inventing i. b) Carry out the test and record the observations. what to change and what to measure. Classifying i. Relating ii. Appreciating the contribution of science and technology bend shape size spring squeeze stretch twist WEEK LEARNING OBJECTIVES 4. Being honest 3.0 Absorption LEARNING OUTCOMES SCIENCE PROCESS SKILL/MORAL VALUE/THINKING SKILLS VOCABULARY . d) Explain how they arrive at the conclusion.3 The uses of springs 22 a) State where springs are used. Having an interest and curiosity ii. i. b) Explain what the spring is used for. Making inferences i. Making generalisation iii. Classifying i.SCIENCE YEAR 3 YEARLY PLAN to keep the same. c) Form a conclusion bassed on the observations. Observing ii. spring squeeze stretch twist i.

Explain how they arrive at the conclusion. • • • • • • • Communicating. what to change and what to measure. Being cooperative. cloth coins pebbles tissue paper absorb 24 4. • • • Design a fair test to test the ability of different materials in absorbing water by deciding what to keep the same. Being thankful to God. comparing and contrasting. Classifying. Carry out the test and record the observations.2 That some materials can absorb more water than others. Explain the uses of the ability of materials to absorb water. 4. Making inferences.1 That some materials can absorb water.2 That some materials can absorb more water than others. Being honest and accurate in recording and validating data. realizing that science is a means to understand nature. communicating.SCIENCE YEAR 3 YEARLY PLAN 23 Pupils should learn 4. appreciating the contribution of science and technology. Pupils • Identify materials that absorb water.3 The uses of the ability of materials to absorb water. • 25 4. controlling variables. grouping and classifying Having an interest and curiosity towards the environment. Form conclusion based on the observations. 26 WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL NOBEL VALUE VOCABULARY . attributing. • • Classifying.

28.1 What soil is made up of. Controlling variables T/s Comparing & contrasting Analysing NB: Daring to try.  Carry out the test and record the observations. observing ii. 5.SCIENCE YEAR 3 YEARLY PLAN B. observing ii.  Design a fair test to compare How well water moves through sand. sps: i. classifying T/s grouping & classifying NB: Having an interest and curiosity towards the environment. what to change and what to measure.2 the flow of water through different types of soil. 5.  State the differences between soil samples from different places. Being systematic.  Describe what soil is made up of. clay and garden soil by deciding what to keep the same. Clay Garden soil Sand Soil Clay Garden soil Sand Soil WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY .0 SOIL 27.LEARNING ABOUT WORLD AROUND US 5. sps: i.

5. observing ii.3 That certain soils are more suitable for plant growth.  Explain how they arrive at the conclusion. observing ii. sps: i.  Design a fair test to compare How well water moves through sand. observing ii.SCIENCE YEAR 3 YEARLY PLAN NOBEL VALUE 29. 31. sps: i. . Having an interest and curiosity towards the environment. what to change and what to measure. communicating iii. clay and garden soil by deciding what to keep the same. experimenting T/s attributing 30.  Form a conclusion based on the observations. classifying T/s relating NB: Being kind hearted and caring. experimenting T/s Comparing & contrasting Conclusion Making hypothesis NB: Being cooperative.  Carry out the test and record the observations. sps: i.  Form a conclusion based on the observations.  Explain how they arrive at the conclusion.

comparing. Mixing Substances Pupils should learn Pupils 6. Week 32 Learning Objectives 6. communicating Baking powder Milk powder Salt Tapioca flour Vinegar Water Wheat flour Attributing.SCIENCE YEAR 3 YEARLY PLAN NB: Appreciating the balance of nature. predicting Being thankful to God Being cooperative . and contrasting Experimenti ng. classifying. 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 NB T/S Observing. smell.1 That different substances have different properties Science Process Skill / Learning Outcomes Moral Value / Thinking Skill Vocabulary SPS  State the properties of different substances in terms of appearance.

Water comparing.  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 T/S SPS Confident Observing. relating Classifying.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. analyzing. attributing. attributing.SCIENCE YEAR 3 YEARLY PLAN 33 6. contrasting Wheat flour Interpreting data. predicting Love the environment Being thankful to God Be careful Baking powder Milk powder Salt Tapioca flour Vinegar Water Wheat flour NB 34 6. evaluating NB . Milk powder Salt attributing Tapioca flour Vinegar T/S Measuring. Communica ting.2 That some substances are unsafe and should be handled with care  Identify labels for unsafe substances  Explain the meaning of the labels.

SCIENCE YEAR 3 YEARLY PLAN Being cooperative Hardworkin g Being diligent and persevering Being systematic 35 6.3 That a mixture of substances can be separated  Give reason why the methods are able to separate the mixtures  Compare different methods of separating the mixtures  Explain why method of separating mixture may be better than another NB Being cooperative Hardworkin g Being diligent and persevering Being systematic SPS Comparing and contrasting T/S Interpreting data. evaluating Baking powder Milk powder Salt Tapioca flour Vinegar Water Wheat flour .

. Please consider your school planning/exam.SCIENCE YEAR 3 YEARLY PLAN Note : This is an example.

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