YEARLY SCHEME OF WORK

SCIENCE YEAR THREE 2012

THEME: A. Learning About Living Things
Learning Area: 1. Animals
Weeks/
Dates
1&2

Learning Objectives
Pupils should learn :
1.1 To observe and
recognize external
features of animals.

Learning Outcomes
Pupils :

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.

Suggested Learning Activities

Pupils observe various animals
and list the external features of
each animal e.g tail, fur, feathers,
scales, beak, claws and number
of legs.

Scientific Skills

Notes/ vocabulary
Beak

Observing
Claws
Communicating
Feathers
Fur

Pupils discuss and construct a

table based on the list of external
features.

Horn
Legs
Scales tail
wings

3&4
That animals can be
grouped according to
external features.

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Explain similarities and

differences between
animals based on the
table.

Pupils observe the similarities of

external features between an
animals

Group animals according

to similarities in external
features.

Pupils group the animals

according to similarities in
external features

Observing

Similarities

Classifying

Differences

Communicating

Weeks/
Dates
5

Learning Objectives

Learning Outcomes

That animals can be

grouped in many way

Group animals in different

ways.

Suggested Learning Activities

Pupils group the animals in

different ways based on the table

Scientific Skills

Observing
Classifying

Pupils present and compare each

others grouping of animals

Notes/ Vocabulary

* allow pupils to
group the animals
according to any
criteria.

Communicating

Learning Area: 2. Plants

Weeks/
Dates
6

Learning Objectives

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Pupils should learn :

2.1 To observe and
recognize external
features of plants.

Notes/ Vocabulary

Dull

Identify external features of a

plant.

make a list of the external

features of a plant.

Record the external features

of plants in a table.

Pupils observe various animals

and list the external features of
each animal e.g woody or soft
stems, flowering or non-flowering,
rough or smooth leaf surface,
colour of leaf and shape pf leaf.
Pupils discuss and construct a
table based on the list of external
features.

Observing

Green
Red

Communicating

Rough
Shiny
Smooth
Soft
Woody
Yellow

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Weeks/
Dates

Learning Objectives

2.2 That plants can be

grouped according to
external features.

2.3 That plants can be

grouped in many ways.

Learning Outcomes

Suggested Learning Activities

Notes/Vocabulary

To explain similarities and

differences between
plants based on the table.

Pupils observe the similarities of

external features between the
plants

Observing

Similarities

Classifying

Differences

Group plants according to

similarities in external
features.

Pupils group the plants according

to similarities in external features

Communicating

Group plants in different

ways.

Pupils group the plants in different

ways based on the table

Observing
Classifying

Pupils present and compare each

others grouping of animals

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Scientific Skills

* allow pupils to
group the plants
according to any
criteria.

Communicating

THEME: B. Learning About The World Around Us

Learning Area: 1. Magnets
Weeks/
Dates

Learning Objectives
Pupils should learn:

9 & 10
1.1 That magnets can
attract or repel each
other.

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Pupils:

demonstrate that
magnets can attract or
repel each other
state that magnets can
attract or repel each other

Pupils explore a variety of

magnets
e.g bar magnets,
horseshoe magnets, cylindrical
magnets,
circular
magnets.
Pupils observe what happen
when they put two magnets near
each other.

Observing

Notes/Vocabulary

Attract
Iron

Communicating
Predicting
Making inferences

Magnet
Plastic
Repel
Silver
Wooden

1.2 to handle magnets

properly.

demonstrate the proper

way to handle magnets

Pupils discuss the proper way to

handle magnets during activities.

Steel
Pole

Pupils discuss the need to handle

magnets properly.

11

1.3 That magnets attract

some materials

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demonstrate that
magnets attract some
materials but not others.
record their findings in a
table.
State the objects that are
attracted by magnets

Pupils explore a variety of objects

made from different materials and
are asked to predict which object
will be attracted a magnet.

* Teacher may
introduce the word
north pole and south
pole of a magnet.
Observing
Material
Communicating
Predict
Predicting

Pupils investigate to find out

whether their predictions are
correct.

Attract
Classifying

Weeks/
Dates

Learning Objectives

12 & 13
1.4 That magnets have
different strengths.

14

1.5 The different uses of

magnets.

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Learning Outcomes

P
design a fair test to
compare the strengths of
different magnets by
deciding what to keep the
same, what to change
and what to measure

Carry out the test and

record the observations.

form a conclusion based

on the observations.

Suggested Learning Activities

Pupils design a fair test to

compare the strengths of different
magnets. Pupils have to decide
how to measure the strength of a
magnet e.g how many paper clips
the magnets can attract and hold
or how close to a paper clip a
magnet has to be to attract it.

Scientific Skills

Observing
Communicating

explain how they arrive at

the conclusion.

Pupils form a conclusion based

on the observations e.g magnet A
is the strongest because it can
hold the most number of paper
clips.

state where magnets are

used.

Pupils bring things that make use

of magnets, e.g. magnetic pencil
box, toy, and fridge magnets.

explain what a magnets is

used for.

make a toy, a game or a

device using magnets.

Pupils discuss about how

magnets are used in the things
they bring.

Strength
Paper clip
Attract

Predicting
Making inferences
Controlling variables

Pupils carry out their tests and

record the findings in a table.

Notes/Vocabulary

Hold
Observation
Strongest

Making hypotheses
* Teachers explain
that objects that are
attracted by
magnets are made
of iron.

Experimenting

Observing

Magnetic pencil

Communicating

Magnet dancer
Magnetic fastener

Pupils make a toy, a game or a

device using magnets e.g. fishing
with a magnet, magnetic dancer
and magnetic fastener.

Learning Area: 2. Electricity

Weeks/
Dates
15 & 16

Learning Objectives

Pupils should learn:

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

Learning Outcomes

Pupils:

17 & 18

2.2 That some materials

conduct electricity.

Design a circuit that

makes the bulb light up
brighter.
show perseverance in
making a circuit that
makes the bulb brighter.

Pupils are given batteries, battery

holder, connecting wire, bulbs and
bulb holders.

Scientific Skills

Notes/ Vocabulary

Battery
Observing
Battery holder
Communicating
Connecting wire

Pupils build a circuit to make a

bulb light up.

Making inferences
Bulb

Pupils discuss ways to make the

bulb in the circuit brighter and
dimmer.

Bulb holder

Pupils test their suggestions.

Brighter

Pupils draw the circuit that they

made.

Dimmer

Circuit

explain the circuit.

draw the circuit.

design a circuit to make a

bulb dimmer.

predict which materials

can conduct electricity.

Pupils list materials that they think

will conduct electricity

build a circuit to test

which materials conduct
electricity.

Pupils plan a circuit to investigate

Which materials conduct
electricity

Predicting

record the finding in a

table.

Pupils record their finding in a

table.

Defining operationally

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Suggest ways to make a

bulb in a circuit brighter.

Suggested Learning Activities

Conduct electricity
Observing
Circuit
predict
Communicating


Weeks/
Dates

Learning Objectives

19

2.3 That a switch is used to

Complete or break a
Circuit.

Pupils discuss and form

conclusions.
Suggested Learning Activities

form conclusions based

on the findings.
Learning Outcomes

Make a circuit, which

allows a bulb to turn on or
off.
Explain how the bulb can
be turned on or off.

State that a switch is

used to complete or
break a circuit.

Create a simple switch.

Scientific Skills

Pupils make an incomplete circuit

Notes/ Vocabulary

Incomplete circuit
Observing

Pupils discuss how to complete

the circuit to allow the bulb to be
turned on or off.

Types
Communicating
Switch
Making inferences

Pupils build the circuit and test it.

Simple switch

Pupils examine different types of

simple switches and try to explain
how each type of switch works.
Pupils discuss different ways that
a bulb can be turned on or off.
Pupils create a simple switch
using everyday objects e.g.
spring and paper clips.

20

REVISE ALL THE TOPIC THAT PUPILS HAD LEARNED

MID-YEAR EXAMINATION

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Learning Area: 3. Springs

Weeks/
Dates
21

Learning Objectives
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:

22 & 23

Design a fair test to

find out which
spring stretches the
most by deciding
what to keep the
same, what to keep
the same, what to
change and what to
measure.
Carry out the test
and record the
observations.
Form a conclusion
based on the
observations.

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State that a spring returns

its original size and shape
after being bent, twisted,
stretched or squeezed.

Suggested Learning Activities

Pupils bend, twist, stretch or
squeeze springs of different
length and diameter.

Scientific Skills

Bend
Observing

Twist

Communicating

Stretch

Making inferences

Squeeze

State that it is easier to

bent, twist, stretch and
squeeze some springs
than others.

3.2 That springs stretch

differently.

Notes/ Vocabulary

Shape
Size

Pupils discuss
a. What type of springs they
want to test.

Observing

Stretches

Communicating

Differently

b. How to test which spring

stretches the most

Controlling variables
Making hypotheses

c.

How to record their finding

Experimenting

Pupils carry out their tests and

record their findings.
Pupils form a conclusion based
on the finding e.g. the longest
spring stretches the most.

Measuring using numbers

Interpreting data

Weeks/
Dates

Explain how they

arrive at the
conclusion.

Learning Outcomes

Learning Objectives

Suggested Learning Activities

Scientific Skills

Notes/ Vocabulary

Mechanical pencil
24

State where
springs are used.

3.3 The uses of springs

Explain what the

spring is used for.

Pupils bring things that use

springs e.g mechanical pencil and
hand ball-pens.

Observing
Hand ball-pen
Communicating

Pupils discuss how springs are

used in these things.

Learning Area: 4. Absorption

Weeks/
Dates
25

Learning Objectives

Pupils should learn:

4.1 That some materials
can absorb water.

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Learning Outcomes

Suggested Learning Activities

Scientific Skills

Pupils:

Notes/Vocabulary

Absorb
Identify materials that
absorb water.

Pupils carry out an activity to find

out which materials absorb water.

Observing
Cloth
Communicating

(Pupils can use everyday objects

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

Coins
Pebbles

Tissue paper

Weeks/
Dates

Learning Objectives

26 & 27

4.2 That some materials

can absorb more water
that others

28 & 29

4.2 The uses of the ability

of materials to absorb
water

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Learning Outcomes

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 a conclusion based

on the observations.

Explain how they arrive at

the conclusion

Explain the uses of the

ability of materials to
absorb water.

Suggested Learning Activities

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 finding

Scientific Skills

Notes/Vocabulary

Observing

Absorb

Communicating

Most water

Controlling variables

Different

Making hypotheses

type

Experimenting
Measuring using numbers

Pupils carry out the test and

record their results In a table.
Pupils form conclusions based on
their findings.

Pupils discuss why the ability of

materials to absorb water is
useful for certain jobs e.g a mop
needs to be absorbent to mop
up water.

Observing

Ability

Communicating

Absorb
Mop up

10

Learning Area: 5. Soil

Weeks/
Dates

Learning Objectives

30 & 31

5.1 what soil is made up of.

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Clay
Describe what soil is
made up of.

Pupils mix some soil with water

in a tall container.

State the different

between soil samples
from different places.

Pupils shake the mixture and

allow it to settle.

Observing
Garden soil
Communicating
Sand
Soil

Pupils observe the layers that

are formed.
* Teachers guide
pupils to understand
that soil contains
living things and
non-living things.

Pupils draw, label and describe

what they observe.
Pupils repeat the process
using soil samples from
different places.

32 & 33

5.2 The flow of water

through different types
of soil.

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Notes/Vocabulary

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.

form a conclusion based

Pupils discuss
a) what type of soils they
want to test
b) how to compare how well
water moves through
different types of soil.
c) How to record their
findings.
Pupils carry out the test and
record their findings.

Observing

Move

Communicating

Through

Controlling variables

Sand

Making hypotheses

Clay

Experimenting

Garden soil

Measuring using numbers

Place

11

on the observations.

Weeks/
Dates

Learning Objectives

34

5.3 That certain soil are

more suitable for plant
growth.

Pupils form a conclusion based

on their findings.

* Pupils should get

the same amount of
sand, clay and
garden soil

explain how to they arrive

at the conclusion.

Learning Outcomes

Suggested Learning Activities

Design a fair test to

compare the growth of
green beans in clay,
garden soil and sand by
deciding what to keep the
same, what to keep to
change and what to
measure.

Pupils discuss
a) how to compare the
growth of a green bean in
clay, garden soil and
sand.
b) How to record their
findings

Carry out the test and

record the observations.

Pupils carry out the test and

record their findings.

Form a conclusion based

on the observations.

Pupils form a conclusion based

on their findings.

Explain how they arrive at

the conclusion.

Scientific Skills

Notes/ Vocabulary

Growth
Observing
Green bean
Communicating
Clay
Controlling variables
Garden soil
Making hypotheses
Sand
Experimenting
Measuring using numbers

Learning Area: 6. Mixing Substances

Weeks/
Dates

Learning Objectives

Learning Outcomes

35

6.1 That different

substances have
different properties.

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state the properties of

mixing different
substances in terms of
appearance, smell, feel

Suggested Learning Activities

Pupils are given different

substances such as baking
powder, milk powder, salt, tapioca
flour, vinegar and wheat flour

Scientific Skills

Notes/Vocabulary

Baking powder
Observing
Communicating

Milk powder
Salt

12

and colour.

Weeks/
Dates

Learning Objectives

describe the result of

mixing different
substances with water.

Learning Outcomes

describe the result of

mixing different
substances with vinegar.

Pupils observe and record the

appearance, smell, fell and colour
of the substances.

Suggested Learning Activities

Tapioca flour
Wheat flour

Scientific Skills

Pupils test the substances with

water and vinegar and record
their observations.

Notes/Vocabulary

Baking powder
Milk powder
Salt
Tapioca flour

state that different

substances have different
properties.

Wheat flour
Vinegar
Water

36

6.2 That some substances

are unsafe and should
be handled with care.

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identify labels for unsafe

substances.

Pupils are shown labels for some

unsafe substances.

explain the meaning of

the labels.

Pupils discuss the danger of

touching, smelling or tasting
these unsafe substances.

list unsafe substances.

state the need to look at

the labels or ask an adult
before touching or tasting
any substances.

list the harm caused by

unsafe substances

Pupils watch a video on how

unsafe substances cause harm
and how these unsafe
substances should be handled.

Unsafe
Observing
Communicating
Making inferences

Substances
Label
* Teachers need
only to discuss
labels on household
substances such as
detergent, bleaching
agent and medicine.

Pupils list unsafe substances and

tell what harm they can cause.

13

37

Weeks/
Dates

38 & 39

REVISE ALL THE TOPIC THAT PUPILS HAD LEARNED

FINAL YEAR EXAMINATION

Learning Objectives

6.3 That a mixture of

substances can be
separated.

Learning Outcomes

Scientific Skills

Notes/ Vocabulary

Separate

plan how to separate a

mixture of substances.

present their processes of

separating the mixture in
words or diagrams.

Suggested Learning Activities

give reasons why the

methods are able to
separate the mixtures.

Pupils are given a mixture

substances e.g fine sand, small
stones, small polystyrene balls,
salt and paper clips.

Observing
Communicating
Making inferences

Pupils are challenged to separate

the mixture in the shortest
possible time.

Mixture
Substances
Method
Find sand
Stone
Polystyrene ball
Salt
Paper clip

40

6.3 That a mixture of

substances can be
separated

Compare different
methods of separating
the mixtures.
Explain why one method
of separating mixtures
may be better then
another.

Pupils discuss in groups on how

mixtures can be separated.
Pupils carry out their plans to
separate the mixture.
Pupils evaluate methods of
separating the mixture presented
by others.

Separate
Mixture
Substances
Method
Find sand
Stone
Polystyrene ball
Salt

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Paper clip

41 & 42

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Revise all the topic that pupils had learned in the Curriculum Specification Science Year Three

15