Class 3 Part A.pdf

The City School
Rationale
Science education should enhance students' abilities to explore and question the nature of
phenomena in the world around them. It should provide students with the opportunity to
acquire the skills necessary to identify, research, analyse and evaluate questions they generate
for themselves about the ever-changing world of science and technology.
This is our core belief. We do not see science education as merely learning factual information.
The Science Curriculum is designed to expose students to a variety of concepts, topics and skills
using a set of clearly deﬁned and expressed standards for Biology, Chemistry, and Physics.
We aim to fuel the children’s natural curiosity and provide them with valuable ideas, skills and
potential future career choices.
Aims
In this curriculum we advocate enquiry-based teaching and learning of science which focuses
on student- constructed learning as opposed to teacher-transmitted information.
The aim of catering for learning diversity through student- constructed learning is achieved
through the use of suitable approaches to science education.
Teachers and students investigate through hands-on/minds-on projects and experiments that
require them to learn and implement many problem-solving processes, including the scientiﬁc
method.
Values:
Science has a great impact on society, creating a number of values issues that confront all of its
members. The basic scientific values of honesty, objectivity, accuracy etc., will allow students to
examine their own beliefs about these issues and make informed decisions about them.
TCS Value-based Curriculum should be integrated within the process in a way that encourages
recognition of opposing points of view, respect for well-supported positions, sensitivity to
cultural similarities and differences, and a commitment to social responsibility and action.
The City School / Academics / Science Curriculum / Class 3 / Year 2020 - 2021 Page 1 of 34
Progression Grid
Please find Progression grid as annexure ‘A’
TCS Curriculum Standards:
Biology (Life processes and living things)

Level 1
Pupils recognise and name external parts of the body [for example, head, arm] and of plants [for
example, leaf, flower]. They communicate observations of a range of animals and plants in terms
Upto 15%
of features [for example, colour of coat, size of leaf]. They recognise and identify a range of
common animals [for example, fly, goldfish, robin].
Level 2
Pupils use their knowledge about living things to describe the basic conditions [for example, a
supply of food, water, air, light] that animals and plants need in order to survive. They recognise
that living things grow and reproduce. They sort living things into groups, using simple features. 16% - 30%
They describe the basis for their groupings [for example, number of legs, shape of leaf]. They
recognise that different living things are found in different places [for example, ponds, woods].
Level 3
Pupils describe processes and phenomena related to organisms, their behaviour and the
environment, drawing on abstract ideas and using appropriate terminology, for example the main
functions of plant and animal organs and how these functions are essential. They explain
processes and phenomena, in more than one step or using a model, such as the main stages of
the life cycles of humans and flowering plants. They apply and use knowledge and understanding
31% - 49%
in familiar contexts, such as different organisms being found in different habitats because of
differences in environmental factors. They recognise that both evidence and creative thinking
contribute to the development of scientific ideas, such as the classification of living things. They
describe applications and implications of science, such as solving some of the health problems
that arise when organ damage occurs.
Level 4
Pupils describe some processes and phenomena related to organisms, their behaviour and the
environment, drawing on scientific knowledge and understanding and using appropriate
terminology, for example using food chains to describe feeding relationships between plants and
50% - 60%
animals in a habitat. They recognise that evidence can support or refute scientific ideas, such as in
the identification and grouping of living things. They recognise some applications and implications
of science, such as the use of predators to control pest populations.
Level 5
Pupils describe processes and phenomena related to organisms, their behaviour and the
environment, using abstract ideas and appropriate terminology, for example simple cell structure
and function. They take account of a number of factors or use abstract ideas or models in their 61% - 74%
explanations of processes and phenomena, such as environmental factors affecting the
distribution of organisms in habitats. They apply and use knowledge and understanding in
unfamiliar contexts, such as a food web in a habitat. They describe some evidence for some
accepted scientific ideas, such as the causes of variation between living things. They explain the
importance of some applications and implications of science, such as the use of selective
breeding.
Level 6
Pupils use knowledge and understanding drawn from the key stage 3 programme of study to
describe and explain life processes and features of living things. They use appropriate scientific
terminology when they describe life processes [for example, respiration, photosynthesis] in
animals and plants. They distinguish between related processes [for example, pollination,
75% - 90%
fertilisation]. They describe simple cell structure and identify differences between simple animal
and plant cells. They describe some of the causes of variation between living things. They explain
that the distribution and abundance of organisms in habitats are affected by environmental
factors [for example, the availability of light or water].
Level 7
Pupils describe a wide range of processes and phenomena related to organisms, their behaviour
and the environment, using abstract ideas and appropriate terminology and sequencing a number
of points, for example respiration and photosynthesis, or pyramids of biomass. They make links
between different areas of science in their explanations. They apply and use more abstract
Greater than 90%
knowledge and understanding, in a range of contexts, such as inherited and environmental
variation. They explain how evidence supports some accepted scientific ideas, such as the
structure and function of cells. They explain, using abstract ideas where appropriate, the
importance of some applications and implications of science, such as the uses of cells in stem cell
research.
Chemistry (Materials and their properties)

Level 1
Pupils know about a range of properties [for example, texture, appearance] and communicate
Upto 15%
observations of materials in terms of these properties.
Level 2
Pupils identify a range of common materials and know about some of their properties. They
describe similarities and differences between materials. They sort materials into groups and
describe the basis for their groupings in everyday terms [for example, shininess, hardness, 16% - 30%
smoothness]. They describe ways in which some materials are changed by heating or cooling or
by processes such as bending or stretching.
Level 3
Pupils use their knowledge and understanding of materials when they describe a variety of ways
of sorting them into groups according to their properties. They explain simply why some materials 31% - 49%
are particularly suitable for specific purposes [for example, glass for windows, copper for
electrical cables]. They recognise that some changes [for example, the freezing of water] can be
reversed and some [for example, the baking of clay] cannot, and they classify changes in this way.
Level 4
Pupils describe some processes and phenomena related to materials, their properties and the
Earth, drawing on scientific knowledge and understanding and using appropriate technology, for
example separation methods. They recognise that evidence can support or refute scientific ideas, 50% - 60%
such as the classification of reactions as reversible and irreversible. They recognise some
applications and implications of science, such as the safe use of acids and alkalis.
Level 5
Pupils describe processes and phenomena related to materials, their properties and the Earth,
drawing on abstract ideas and using appropriate terminology, for example the weathering of
rocks. They explain processes and phenomena, in more than one step or using a model, such as
the deposition of sediments and their formation into rocks. They apply and use knowledge and
understanding in familiar contexts, such as identifying changes of state. They recognise that both 61% - 74%
evidence and creative thinking contribute to the development of scientific ideas, such as basing
separation methods for mixtures on physical and chemical properties. They describe applications
and implications of science, such as the uses of metals based on their specific properties or the
benefits and drawbacks of the use of fossil fuels.
Level 6
Pupils describe processes and phenomena related to materials, their properties and the Earth,
using abstract ideas and appropriate terminology, for example the particle model applied to
solids, liquids and gases. They take account of a number of factors or use abstract ideas or models
in their explanations of processes and phenomena, such as word equations. They apply and use
knowledge and understanding in unfamiliar contexts, such as relating changes of state to energy
75% - 90%
transfers in a range of contexts such as the formation of igneous rocks. They describe some
evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with
metals and the reactions of a variety of substances with oxygen. They explain the importance of
some applications and implications of science, such as the production of new materials with
specific desirable properties.
Level 7
Pupils describe a wide range of processes and phenomena related to materials, their properties
and the Earth, using abstract ideas and appropriate terminology and sequencing a number of
points, for example the rock cycle. They make links between different areas of science in their
explanations, such as between the nature and behaviour of materials and their particles. They
apply and use more abstract knowledge and understanding, in a range of contexts, such as the
Greater than 90%
particle model of matter, and symbols and formulae for elements and compounds. They explain
how evidence supports some accepted scientific ideas, such as the reactivity series of metals.
They explain, using abstract ideas where appropriate, the importance of some applications and
implications of science, such as the need to consider the availability of resources, and
environmental effects, in the production of energy and materials.
Physics (Physical processes)
Level 1
Pupils communicate observations of changes in light, sound or movement that result from actions
[for example, switching on a simple electrical circuit, pushing and pulling objects]. They recognise Upto 15%
that sound and light come from a variety of sources and name some of these.
Level 2
Pupils know about a range of physical phenomena and recognise and describe similarities and
differences associated with them. They compare the way in which devices [for example, bulbs]
16% - 30%
work in different electrical circuits. They compare the brightness or colour of lights, and the
loudness or pitch of sounds. They compare the movement of different objects in terms of speed
or direction
Level 3
Pupils use their knowledge and understanding of physical phenomena to link cause and effect in
simple explanations [for example, a bulb failing to light because of a break in an electrical circuit,
the direction or speed of movement of an object changing because of a push or a pull]. They 31% - 49%
begin to make simple generalisations about physical phenomena [for example, explaining that
sounds they hear become fainter the further they are from the source].
Level 4
Pupils describe some processes and phenomena related to energy, forces and space, drawing on
scientific knowledge and understanding and using appropriate terminology, for example the
observed position of the sun in the sky over the course of a day. They recognise that evidence can
50% - 60%
support or refute scientific ideas, such as sounds being heard through a variety of materials. They
recognise some applications and implications of science, such as the use of electrical components
to make electrical devices.
Level 5
Pupils describe processes and phenomena related to energy, forces and space, drawing on
abstract ideas and using appropriate terminology, for example ‘balanced forces’. They explain
processes and phenomena, in more than one step or using a model, such as the length of a day or
a year. They apply and use knowledge and understanding in familiar contexts. They recognise that
61% - 74%
both evidence and creative thinking contribute to the development of scientific ideas, such as
objects being seen when light from them enters the eye. They describe applications and
implications of science, such as the ways sound can be produced and controlled, for example in
musical instruments.
Level 6
Pupils describe processes and phenomena related to energy, forces and space, using abstract
ideas and appropriate terminology, for example electric current as a way of transferring energy.
They take account of a number of factors in their explanations of processes and phenomena, for
example in the relative brightness of stars and planets. They also use abstract ideas or models, for
75% - 90%
example sustainable energy sources and the refraction of light. They apply and use knowledge
and understanding in unfamiliar contexts. They describe some evidence for some accepted
scientific ideas, such as the transfer of energy by light, sound or electricity, and the refraction and
dispersion of light. They explain the importance of some applications and implications of science,
such as the responsible use of unsustainable sources of energy
Level 7 Greater than 90%
Pupils describe a wide range of processes and phenomena related to energy, forces and space,
using abstract ideas and appropriate terminology and sequencing a number of points, for
example how energy is transferred by radiation or by conduction. They make links between
different areas of science in their explanations, such as between electricity and magnetism. They
apply and use more abstract knowledge and understanding in a range of contexts, such as the
appearance of objects in different colours of light. They explain how evidence supports some
accepted scientific ideas, such as the role of gravitational attraction in determining the motion of
bodies in the solar system. They explain, using abstract ideas where appropriate, the importance
of some applications and implications of science, such as the uses of electromagnets.
Textbooks and resources:

Class 3:
 Exploring Science 3 ( Pupils’ Book)
 Exploring Science Teacher’s Guide
 Copymaster file 3 (Exploring Science)
 Exploring Science 3 interactive CD ROM
 Companion website “www.exploringscience.co.uk”
Subject Period Allocation / Notebook Allocation:
Class Duration Lessons per Week

(each lesson)
3 5
4 5
5 35 minutes (Single) 5
6 70 minutes (Double)* 6
7 6
8 6
*“TCS Academic Handbook

3.3 Section B
3.3.e Practical Science in Classes 6 to 8 (page 156)” Enunciates the allocating lessons for
practical work/Hands-on work.
Notebook allocation:
Total
Codes and Allocation
Class number of
pages specifications
copies
1 copy for Classwork, Homework &
3 2 200 Pages 4/L R&B E.M R/P Assessment for each term
ork
4 2 200 Pages S/L E.M R/P Assessment for each term
8 2 160 Pages S/L E.M Journal Assessment for each term
Science Notebook Guidelines:

Objectives
 Using writing as a process for discovery and synthesis of inquiry.
 Modelling many enduring functions of scientists – recording information and data, creating
experimental diagrams, forming associations and connections to other learning, and asking
thoughtful questions.
 Improving your ability to organize ideas and information to provide a study reference for each
unit, as well as a resource to consult for review prior to tests.
Notebook Requirements
 Please DO NOT TEAR OUT ANY PAGES; you will need all of them.
 Bring your notebook to class every day. It is to be used only for science class.
 Have separate loose-leaf paper for those assignments that require you to turn in other daily
assignments.
 Handouts and other teacher provided pages MUST BE glued or clear taped in place on the
RIGHTSIDE page. Glue works best! Do not use staple pins, attached pages tend to tear off.
 Notebook must be kept neat and organized. No doodling that does not relate to the science
topic.
 No torn or ripped out pages.
 Date and number each page. That means each side of a page!
 A table of contents will be kept in the first few pages. This must be kept current.
 Notebooks will be checked periodically.
 Staying current with all entries is vital to your success this year in science. If you are absent it is
your responsibility to copy the right side entries from another student or obtain handouts from
the teacher. Complete the left side on your own.
Left Side (Blank pages)

 Show your creativity: colour and creative interaction helps your brain process and remember
information
 Show you understand the material
 Each response on the left side needs to include color.
Examples:
 Concept maps
 Graphic organizers
 Drawings/illustration
 Flow charts
 Questions
 Venn diagram
 The left side should be able to answer the following questions:
 What is the main idea?
 What are the important details to remember?
 What don’t you understand?
 How does this relate to your life?
 What does this make you curious about?
Right Side (lined pages)
 Information given by your teacher
 It may include lecture notes, labs, worksheets, warm ups
 Information on this side is going to be assessed
Homework Allocation:
Day Subjects Suggested maximum time spent on each subject
Monday English – Science – History 30 mins/40mins

Tuesday Maths – Urdu – Geography 30 mins/40mins
Wednesday English – Maths – Urdu 30 mins/40 mins
Thursday English – Science – Islamiyat 30 mins/40 mins
Friday English – Maths – Science – Urdu 30 mins/40 mins
Spellings:
The following conventions should be followed when marking spelling:
 If more than one attempt is made, it must be clear which version the pupil wishes to be
marked.
 Spellings can be written in upper or lower case, or a mixture of the two.
 If a word has been written with the correct sequence of letters but these have been
separated into clearly divided components, with or without a dash, the mark is not
awarded.
 If a word has been written with the correct sequence of letters but an apostrophe or
hyphen has been inserted unnecessarily, the mark is not awarded.
 For every four misspelled words (provided they are all different words) one mark shall
be deducted. Spellings are not to be calculated as 0.25 per misspelled word.
 If the same word is misspelled repetitively one mark shall be deducted for an entire
piece of writing.
 Holistic two marks can be deducted if the words are erroneous in a piece of writing.
 If the last syllable of a word is stressed and ends with one consonant letter which has
just one vowel letter before it, the final consonant letter is doubled before any ending
beginning with a vowel letter is added. The consonant letter is not doubled if the
syllable is unstressed.
 Most prefixes are added to the beginning of root words without any changes in spelling,
but see in–below.
Like un–, the prefixes dis– and mis– have negative meanings
 The suffix –ly is added to an adjective to form an adverb. The rules already learnt still
apply. The suffix –ly starts with a consonant letter, so it is added straight on to most
root words.
 The apostrophe is placed after the plural form of the word; –s is not added if the plural
already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural
– e.g. children’s).
 Business : once busy is learnt, with due attention to the unusual spelling of the /i/ sound
as ‘u’, business can then be spelt as busy + ness, with the y of busy changed to i
according to the rule. disappear: the root word appear contains sounds which can be
spelt in more than one way so it needs to be learnt, but the prefix dis– is then simply
added to appear. Understanding the relationships between words can also help with
spelling. Examples: bicycle is cycle (from the Greek for wheel) with bi–(meaning ‘two’)
before it. Medicine is related to medical so the /s/ sound is spelt as c. opposite is related
to oppose, so the schwa sound in opposite is spelt as ‘o’.
Programme of Study:
TCS Science Curriculum is presented in four content areas or ‘strands’ and these are further
divided into ‘sub-strands’
The four strands and sub - strands are:
Skills of enquiry:
 Exploring ideas and collecting ideas
 Setting up and planning investigative work
 Obtaining and presenting evidence
 Consider evidence and approach
Biology:
 Plants
 Humans and animals
 Interaction of living organisms with their environment
Chemistry:
 Materials and properties
 Material changes
 States of matter
 The Earth
Physics:
 Forces and motion
 Energy and Energy resources
 The Earth and beyond
Programme of Study and Specific Learning Objectives according to Bloom’s Taxonomy (Including Subject Specific
Vocabulary):
Cognitive Levels To be
Topic/Skill assesse
Learning Objectives d
Strand
R U A A E C
Foods
 Recognise that foods are a source of raw materials for the body and all animals, including √ √
humans need to feed to grow and be active
Food Groups
 Sort foods into food groups and classify them accordingly. (foods can be grouped into √ √ √
‘meats and nuts’, ‘fatty foods’, ’potatoes and grain’, ’sweet foods’, ‘fruits and vegetables’.
Teeth and Eating
Teeth and Eating

 State the importance of various food types for proper bodily functions. √ √
Diets and fitness
 Explain that a certain amount and varied type of foods are needed to keep healthy √ √
 Describe the role of fuel foods √ √
 Investigate the importance of exercise to stay fit and healthy √ √
 Suggest that to keep healthy diet must be kept varied and adequate √ √
 Identify the adverse effects of fatty and sweet foods on health √ √
 Describe what is meant by balanced diet √ √
 Recognise that different food groups provide the body with the different entities the √ √
body needs
 Evaluate your own diet and select food for a healthy diet √ √
 Human teeth; Structure and function of teeth

R U A A E C
 Relate the shape to the function that each type of teeth perform √ √
 Know that humans have teeth – molars for chewing; grinding, canines for tearing, incisors √ √
for cutting- and that teeth help us break down food into smaller particles that help us eat
 Make observations and comparison of different teeth, identify important features √ √
 Observe and compare different types of teeth and label their important features (w.r.t √ √
dentine, pulp, enamel, roots, gums)and the job that each one has to do.
 Recognise that teeth are firmly held in place by roots and gums and care needed to keep √ √
gums healthy for healthy teeth
 Recognise that some foods can be damaging to our teeth √ √
 Define tooth decay and how to prevent it √ √
 Investigate reasons for tooth decay and be able to list this reasons √ √
 Enlist ways of protecting your teeth from tooth decay √ √
 Describe that humans have two set of teeth and adult teeth have to last √ √
 State what the dentists do. √ √
 State the main steps/procedures involved in treating cavities, decayed tooth or if the √ √
teeth are not growing straight.
 Identify the need for a crown replacement and tooth extraction. √ √

 Differentiate between a crown and a filling. √ √
Animal teeth
teeth of herbivores and carnivores
R U A A E C
 Describe and explain how the teeth of herbivores are adapted to their diet √ √
 Describe and explain how the teeth of carnivores are adapted to their diet √ √
Topic/Skill Learning Objectives Cognitive Levels To be
Strand assesse
d
R U A A E C
Materials
 Identify a variety of materials e.g. plastic, glass, rubber, metals, ceramics, wood, cotton, √ √
wool etc.
 Identify that these materials are used to make different objects. √ √
Properties of materials
Characteristics of Materials
 Evaluate that every material has specific properties, e.g. hard, soft, shiny, dull, strong, √ √
flexible, elastic, brittle etc. and compare materials in terms of these properties.
Choosing materials
 Classify materials according to their properties. √ √
Characteristics of materials
 Investigate properties of materials for their appropriate selection for different objects. √ √
Testing materials
 Discuss why materials are chosen for specific purposes on the basis of their properties √ √
and select appropriate materials for specific purpose/uses.
 Identify alternative materials for the same use. √ √
 Identify properties of some metals (gold, aluminium, iron, steel) and describe their uses √ √
 Find out the best material for a job √ √
√ √
 Investigate the properties of fabric for making clothes to play in
√
 Explain why it is important to test materials. √
 Investigate the absorbency of different papers. √
 Design the experiment keeping the following points in mind;

 Evidence to collect
 what factors to change and not to change
 what measurements to take
 Make comparisons and draw conclusions.
Investigating tights
 Investigate different tights for stretch. √ √
 Identify whether a test is fair or not. √ √
 Describe how the shapes of some materials can be changed by squashing, bending,
twisting and/or stretching. √ √
Topic/Skill Learning Objectives Cognitive Levels To be

Strand assesse
d
R U A A E C
Lights and shadows

 Observe and explain that we need light to see things √ √ √
 Identify various sources of light based on pictures of objects √ √

Lights and
Teeth and Eating

Shadows
 Identify examples of natural and artificial sources of light √ √
 Distinguish between objects that produce their own light and those that reflect light from
another source √ √
 Explain how shadows are formed. √ √
Focus on animals and light √

 Relate and explore how some animals make and use their own light √
Focus on using light √
 Recall how humans use light for different purposes √
Transparent and Opaque
 Classify materials as transparent, translucent and opaque and identify which objects √ √
make dark/faint shadows.
 Observe how transparent objects block some light, and form faint shadows √ √
Investigating shadows
 Predict about formation of shadows by different objects or materials √ √
Changing shadows
 Observe and relate the shape of the shadow with the shape of the object that forms √ √
them.
 Predict and demonstrate how changing the position of a light source will affect the shape √ √
and position of a shadow
 Recognise that shadows of object in sunlight change during the course of the day. √ √
 Observe and describe how shadows change in length during the day. √ √
 Observe and describe how shadows change in direction during the day. √ √
 Measure the length of the shadow and observe the direction of shadows during the √
course of the day and record these observations using drawings, writings and if possible
√
use tables to record their data.
Telling Time
 Compare the movements and size of objects’ shadows in relation to the movement of √ √
light source.
√ √
 Explain that shadows can be used to tell the approximate time of the day: Sundial
A Spinning Earth
 Explain that the Sun appears to move across the sky during the course of the day. √ √
 Describe rotation as the spinning of the Earth about its axis and causing the changes in
shadows during the day √ √
 Relate that the Sun does not move, but that its apparent movement is caused by the √ √
Earth spinning on its axis.
 Identify the position of the Sun at midday. √ √
√ √
 Observe that the higher the Sun in the sky the shorter is the shadow.
√ √
 Predict the time of the day by observing the shadow during the day
Legend:
 R – Remembering (Knowledge)
 U – Understanding
 A – Application
 A – Analysis
 E – Evaluation
 C – Creating
TERM II
Topic/Skill assesse
Strand
R U A A E C
Parts of Plant
 Name main parts of plants and describe their function. √ √
Helping plants grow
 Investigate the conditions (water and light) plants need to grow and stay healthy.
Describe that water is taken in through roots and transported through the stem to the √ √
leaves.
 Recognise that some plants provide food for us and are grown for the same reason. √ √
 Identify the parts of the plants √

• leaves
• stems √
• flowers
• roots
• fruits
Growing plants
well
 Discuss that plants need leaves to make food and grow well √ √
Functions of plant parts
 Discuss that water is transported through the stem to the various parts of the plant. √ √
 Discuss that water is taken in through the roots of the plant. √ √
 Discuss that plants need leaves to make food and grow well. √ √
 Explain that plants need healthy roots leaves and stems to grow well and need balanced √ √
and regular supply of water in order to grow well.
 Recognise when a comparison is unfair (controls in an experiment) and make suggestions √

to make the test fair. √
Investigating plants and water

 Investigate the factors that affect plant growth e.g. Temperature, water, air, sunlight etc. √ √
 Make careful observations and measurements of plants growing and make predictions
about the outcomes of a test. √ √
 Be able to explain observations.

√ √
 Establishing controls e.g. Using just one plant in each set of conditions does not give
sufficient evidence. √ √
 Be able to explain that plants need sunlight, water, air, temperature but not in an
unlimited amount. √ √
 Define the terms ‘irrigation’; ‘water logging’ and ‘drainage’. √ √

 Investigate the effect of irrigation and waterlogging on plant growth. √
√
Topic/Skill assesse
Strand
R U A A E C
Types of Rocks
 Identify and recognise some types of rocks and uses of different rocks. √ √
Rocks and Soil
 Know that some materials occur naturally and others are man-made. √ √
Properties of Rocks; Choosing Rocks
Characteristics of
 Know the various uses of rocks in our daily lives. √ √
 Observe and compare rocks. √ √
 Categorise rocks according to observable characteristics. √ √

materials
 Differentiate between types of rocks by testing.(how quickly rocks are worn; permeability √
and other properties) √
Using Rocks
 Identify characteristics of rocks to suit its particular use. √ √
 Use result of tests to categorise rocks in order of how easily they are worn. √ √
 describe texture of a rock √ √
 Know that there are three groups of rocks. √ √
 Explain in outline how each type of rock is formed. √ √
Soils (formation)
 Understand that there are different kinds of soils and this depends on the rock they come √ √
from.
 Know that soil contains organic material and living organisms in addition to rock particles. √ √
 Explain water drainage through soils in terms of particle size. √ √
 Compare soils: clay; sandy and loamy. √ √
 Be able to recognize when a test is unfair and plan fair tests. √ √
 Know that particles of different sizes can be separated by using a sieve. √ √
Topic/Skill assesse
Strand
R U A A E C
Magnets (properties)
 Explore how some materials are magnetic and many are not. √ √ √
Investigating of magnets; Properties and uses
 Investigate and differentiate between magnetic and non- magnetic materials. √ √
Magnets and
 Make and record careful observations of magnetic properties. √ √
 Observe that magnets can pull magnetic materials without touching it. √ √
 Investigate and describe the properties of magnets (attraction and repulsion between
magnets) √ √
 Investigate the ability of magnetic field to work through different materials and variation
in its strength depending on shapes, size, material, distance and material between √ √
magnet and the magnetic material. √
springs
 Use results to draw conclusions, indicating whether they were right in their predictions √ √
about which materials were magnetic and which are not.
 Know that magnets have a variety of uses. √

√
 Design and construct toys, gadgets that make use of magnets. √ √
 Plan a fair test and decide what to measure and what equipment to use. √ √
 Make and record measurements and draw conclusions. √ √

Springs
 Know that when a spring is stretched or compressed it exerts a force to restore its shape √
to the original form thereby exerting a force on whatever is compressing or stretching it. √
 Know that forces act in particular directions. √
√ √
 Investigate the effect of stretching elastic bands by different amounts.
√
 Designing a fair test. √
√
 Make predictions of the effect of stretching elastic bands by different amounts. √
√
 Draw conclusions and indicate whether the prediction is supported. √
√
 Explain the conclusions in terms of the size of the force. √ √
 Identify uses of springs in daily lives. √
√
 Design and construct toys etc. that make use of springs. √ √
Scope and sequence:
CLASS 3
Scope and sequence
BIOLOGY CHEMISTRY PHYSICS
Teeth and Eating Characteristics of Materials Lights and shadows
 Foods  Materials  Light and shadows
 Food groups  Properties of materials  Focus on: Animals and light
 Diets  Focus on: Metals  Focus on: Using light
 Investigating pet diets  Choosing materials  Investigating shadows
TERM I
 Showing the evidence  Testing materials  Transparent and opaque

 looking at the evidence  Focus on: Testing and  Changing shadows
 Animal teeth standards  Telling the time
 Human teeth  Investigating papers and  A spinning Earth
 Growing teeth water
 Looking after your teeth  Investigating tights
 Focus on dentists
Weeks 1 to 5 Weeks 6 to 9 Weeks 10 to 14
BIOLOGY CHEMISTRY PHYSICS

Helping plants grow well Rocks and soil Magnets and springs
 Growing plants  Using rocks  Magnets
 Plant parts  Describing rocks  Attracting and repelling
 Leaves, roots and stems  Focus on: Minerals  Investigating magnets
TERM II
 Investigating plants and  Choosing rocks  Investigating magnet

water  Focus on: Forming rocks strength
 Focus on: irrigation and  Rocks and soils  Springs
drainage  Investigating soils  Investigating elastic bands
 Other things plants need  Different soils  Focus on: Other kinds of
springs
Weeks 1 to 5 Weeks 6 to 10 Weeks 11 to 15
Examinations and Assessments:
Science Assessment
Examination
In our Science curriculum, assessment has been used as a process of gathering information
from a variety of sources (including assignments, demonstrations, projects, performances, and
tests) which accurately reflect how well a student is achieving the curriculum expectations.
To check student’s progress in the middle and end of the term, scheduled tests will be
conducted.
Allocation for examination

Students’ learning is checked in the middle and end of the term through examinations.
 The Mid-Year examination (class 4-8) will be based on the First Term’s work only.
 The End-Year examination (class 3-8) will be based on the Second Term’s work only.
Exam Paper Structure (Mid and End of year):

Mid/End of Year Exam Paper Structure (as per TCS Assessment Policy):
Subject Class Examination Syllabus Weightage Marks Time Question Type

covered Sec Sec. Sec Sec. Tot Duration Sec. A Sec. B
.A B .A B al Objective Subjective
Mid-Year* Term I
60
3 40 % 30 20 1 hour
End of Year Term II % 50
Mid-Year Term I 60 Structured
40% 2 hours Multiple
4 % 60 40 100 Comprehensio
End of Year Term II choice n on:
questions, Fill Recall,
Mid-Year Term I 60
40% in the blanks,
5 % 60 40 100 2hours application,
Science End of Year Term II cross analysis and
matching, synthesis and
Mid-Year Term I 60
40% true and evaluation
6 % 60 40 100
End of Year Term II 2 hours false. Context based.
dependent. No choice of
Mid-Year Term I
7 50 50 50 50 100 2 hours questions.
End of Year Term II
Mid-Year Term I
8 50 50 50 50 100 2 hours
End of Year Term II
* Class 3 will not have Mid-Year Examinations
BIOLOGY (5090)
Class Paper Paper Type Duration Marks
9 1 Multiple Choice 1 hour 30
2 Theory 1 hour 30 minutes 55
10 & 11 (follow 1 Multiple Choice 1 hour 40
the CIE format) 2 Theory 1 hour 45 minutes 80
6 Alternative to Practical 1 hour 40
CHEMISTRY (5070)
6 Alternative to Practical 1 hour 60 (averaged to
30
PHYSICS (5054)
6 Alternative to Practical 1 hour 30
Mid- Year Examination

It is recommended not to include the ATP paper in class 9 at this stage.
Instead have a practical exam of 10 marks for each science subject on the pattern of CIE Paper 3
(practical paper) and include this as a part of the course work rather than the formal
examination.
End of Year Examination

It is suggested not to include the ATP paper in class 9 at this stage.
Instead have a practical exam of 10 marks for each science subject on the pattern of CIE Paper 3
(practical paper) to be conducted as an informal examination.
Sample Rubric for Science Experiment
Sample Rubric for Teamwork
Sample Rubric for Research Project
Sample Rubric for Laboratory Experiment

Class 3 Part A.pdf

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Class 3 Part A.pdf

Uploaded by

Copyright:

Available Formats

The City School

TCS Curriculum Standards:

Biology (Life processes and living things)

Chemistry (Materials and their properties)

Textbooks and resources:

Subject Period Allocation / Notebook Allocation:

Class Duration Lessons per Week

*“TCS Academic Handbook

Science Notebook Guidelines:

Left Side (Blank pages)

Monday English – Science – History 30 mins/40mins

Teeth and Eating

Diets and fitness

 Investigate the importance of exercise to stay fit and healthy √ √

 Identify the adverse effects of fatty and sweet foods on health √ √

 Describe what is meant by balanced diet √ √

 Human teeth; Structure and function of teeth

 Make observations and comparison of different teeth, identify important features √ √

 State what the dentists do. √ √

 Identify that these materials are used to make different objects. √ √

 Identify alternative materials for the same use. √ √

 Find out the best material for a job √ √

 Design the experiment keeping the following points in mind;

 Investigate different tights for stretch. √ √

 Identify whether a test is fair or not. √ √

Topic/Skill Learning Objectives Cognitive Levels To be

Lights and shadows

 Identify various sources of light based on pictures of objects √ √

Teeth and Eating

 Identify examples of natural and artificial sources of light √ √

Focus on animals and light √

 Identify the position of the Sun at midday. √ √

 Identify the parts of the plants √

 Discuss that water is taken in through the roots of the plant. √ √

 Recognise when a comparison is unfair (controls in an experiment) and make suggestions √

Investigating plants and water

 Be able to explain observations.

 Define the terms ‘irrigation’; ‘water logging’ and ‘drainage’. √ √

 Know the various uses of rocks in our daily lives. √ √

 Observe and compare rocks. √ √

 Categorise rocks according to observable characteristics. √ √

 Identify characteristics of rocks to suit its particular use. √ √

 describe texture of a rock √ √

 Know that there are three groups of rocks. √ √

 Explain in outline how each type of rock is formed. √ √

 Explain water drainage through soils in terms of particle size. √ √

 Compare soils: clay; sandy and loamy. √ √

 Be able to recognize when a test is unfair and plan fair tests. √ √

 Know that particles of different sizes can be separated by using a sieve. √ √

 Make and record careful observations of magnetic properties. √ √

 Know that magnets have a variety of uses. √

 Make and record measurements and draw conclusions. √ √

 Showing the evidence  Testing materials  Transparent and opaque

BIOLOGY CHEMISTRY PHYSICS

 Investigating plants and  Choosing rocks  Investigating magnet

Allocation for examination

Exam Paper Structure (Mid and End of year):

Subject Class Examination Syllabus Weightage Marks Time Question Type

* Class 3 will not have Mid-Year Examinations

Mid- Year Examination

End of Year Examination

You might also like