yearly plan sci y3

8/8/2019 Yearly Plan Sci y3

1/16

SCIENCE YEAR 3

YEARLY PLAN

1ST

SEMESTER

WEEK LEARNINGOBJECTIVES

LEARNING OUTCOMES SPS / THINKING SKILLNOBEL VALUE

VOCABULARY

A. LEARNINGABOUT

LIVING

THINGS

1.O ANIMALS

1. 1.1 to observe and

recognise externalfeatures 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. observingii. classifying

T/s

grouping & classifying

NB:

Havingan interest and curiosity

towards the environment.

beakclaws

feathers

fur

hornlegs

scales

tailwings

2-3

1.2 that animals can

be groupedaccording to

external features

group animals according tosimilarities in external

features.

Sps:


iii. communicating

T/s

Comparing and contrasting

NB

Being thankful to God

beak,

claws,feathers,fur,

horn,

legsscales

tail

wings.


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SCIENCE YEAR 3

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3-4

1.3 that animals can

be grouped inmany ways

group the animals indifferent ways.

Sps :i. Interpreting data

ii. Communicating

T/s

Analysing

Generalising

NB

Being kind-hearted and

CaringBeing cooperative

beakclawsfeathers

fur

hornlegs

scales

tail

wings

Week Learning Objectives Learning Outcomes

Science Process Skill/

Moral Value/ Thinking

Skill

Vocabulary

5

2.0 Plants

Pupil should learn

2.1- To observe andrecognise 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, comparingand contrasting.

Having an interest andcuriosity towards theenvironment.

Realising that science is ameans to understand

nature.

Be kind-hearted andcaring.

DullGreen

Red

Rough

ShinySmooth

Soft

WoodyYellow


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SCIENCE YEAR 3

YEARLY PLAN

6-7

2.2- That plants can be

grouped according toeternal features.

To explain similarities and differences between plantsbased on the table.

Group plants according to similarities in externalfeatures.

Attributing, comparingand contrasting.

Grouping and classifying.Having an interest and

curiosity to the

environment.Appreciating, the balance

of nature.

7-82.3- That plants can begrouped in many ways

Group plants according to similarities in externalfeatures.

Group plants in different ways.Attributing, comparing

and contrasting.

Grouping and classifying,communicating

Having an interest andcuriosity to the

environment.

Being thankful to God.


4/16

SCIENCE YEAR 3

YEARLY PLANLEARNING ABOUT THE WORLD AROUND US

Week Learning Objectives Learning OutcomesScience Proces Skill/ Moral

Value /Thinking SkillVocab

9-10 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.

b. State that magnets can attract or repel

each other.

SPS- Observing.

- Classifying.

- Communicating.

TS- Comparing and contrasting

NB.

- Having an interest andcuriosity.


attract

iron

magnetplastic

repel

silverwooden

steel

11

1.2 To handle magnetsproperly

a. Demonstrates the proper way tohandle magnet.

SPS

- Observing.- Communicating.

NB

- Having and interest andcuriosity


attractiron

magnet

plasticrepel

silver

woodensteel


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SCIENCE YEAR 3

YEARLY PLAN

12 1.3 That magnets attractsome 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 theenvironment.

attractironmagnet

plastic

repelsilver

wooden

steel

13-14 1.4 That magnets havedifferent strengths

Pupil

a. Design the fair test to

compare the strengths of differentmagnets 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 dataexperimenting.

TS

- Attributing , comparingand contrasting ,

relating, analyzing,

detecting bias,

making conclusion,generalizing,

evaluating.

NB- Being system a tic , being

kind-

hearted, beingcooperative.

attract

iron

magnetplastic

repel

silverwooden

steel


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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.

SPS- Classifying ,

communicatingTS- Attributing, comparing and

contrasting,

grouping and classifying.NB

- Having an interest and

curiosity tow

awards the environment.

- Appreciating and

contribution of scienceand technology.

attract

ironmagnetplastic

repel

silverwooden

steel


Science Process Skill \

Moral Value \ Thinking

Skill

Vocab

16 2.0 Electricity

Pupils should learn

2.1 How to make abulb in acircuit 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.

(c) show perseverance inmaking a circuit that makes

the bulb brighter.

Experimenting,Communicating,Observing

Manipulative skills :handle specimenscorrectly and

carefully.

Making

Brighter

DimmerCircuitBulb


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SCIENCE YEAR 3

YEARLY PLAN

(d) explain the circuit.

(e) draw the circuit.

(f) design a circuit to make abulb dimmer.

generalizations

Making inference Manipulative skills :

draw specimens and

apparatus.

Manipulative skills :use and handle scienceapparatus and

substance.


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SCIENCE YEAR 3

YEARLY PLAN


Science Process Skill \

Moral Value \ ThinkingSkill

Vocab

17

18

19

2.2 That some

materials

conduct electricity.

2.3 That a switch is

used tocomplete or break a

circuit.

(a) predict which materials

can conduct electricity.

(b) build a circuit to test

which materials conduct

electricity .

(a) record the findings in a

table.

(b) form conclusions based on

the findings.

(a) make a circuit which

allows a bulb to be turned

on or off.

(b) explain how the bulb canbe turned on or off.

(c) state that a switch is used to

complete or break a circuit.

(d) create a simple switch.

Predicting

Making inferences

Grouping andclassifying

Making conclusions

Defining operation

Making analogies

Inventing

Metal

Plastic

Wood


9/16

SCIENCE YEAR 3

YEARLY PLAN

WEEK LEARNING LEARNING

SCIENCE PROCESS

SKILL / VOCAB

OBJECTIVES OUTCOMES

MORAL VALUE /

THINKING SKILL

3.0 SPRINGS Pupils

Pupils should learn

20

3.1 That a spring

returns a) State that a spring i. Observing bend

to its original size returns to its originalii. Using space-timerelationship shape

and shape after size and shape after iii Interpreting data Size

being bent,

twisted, being bent, twisted, iv. Experimenting spring

stretched or stretched and squeezed. squeezesqueezed. stretch

twist

b) State that it is easier to i. Attributing

bend, twist, stretch andii. Comparing andcontrasting

squeezesome springs iii. Analysing

than others. iv. Evaluating

i. Having an interest and

curiosity towards the

environment

ii. Having critical andanalytic thinking

iii. Thinking rationally


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SCIENCE YEAR 3

YEARLY PLAN

213.2 That springsstretch a) Design a fair test to find i. Experimenting bend

differently out which spring streches shapethe most by deciding what size

to keep the same, what to spring

change and what to squeeze

measure. stretch

b) Carry out the test and i. Observing twist

record the observations. ii. Classifying

c) Form a conclusion bassed i. Making inferences

on the observations.

d) Explain how they arrive i. Making generalisations

at the conclusion.

i. Having an interest andcuriosity

ii. Being honest

22

3.3 The uses of

springs a) State where springs are i. Observing bend

used. ii. Classifying shape

sizeb) Explain what the spring is i. Relating spring

used for. ii. Making generalisation squeeze

iii. Inventing stretch

twisti. Appreciating the

contribution of science

and technology


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SCIENCE YEAR 3

YEARLY PLAN

WEEKLEARNING

OBJECTIVESLEARNING OUTCOMES

SCIENCE PROCESS SKILL/MORAL

VALUE/THINKING SKILLSVOCABULARY

23

4.0 Absorption

Pupils should learn4.1 That some

materials can

absorb water.

Pupils

Identify materials thatabsorb water.

Classifying, attributing, comparing andcontrasting, grouping and classifying

Having an interest and curiosity towards theenvironment.

absorb

24

4.2 That somematerials can

absorb more

water than others.

Design a fair test to test theability of different materialsin absorbing water bydeciding what to keep the

same, what to change and

what to measure.

Carry out the test andrecord the observations.

Making inferences, controlling variables. Being honest and accurate in recording and

validating data.

cloth

coinspebbles

tissue paper

25

4.2 That some

materials canabsorb more

water than others.

Form conclusion based onthe observations.

Explain how they arrive atthe conclusion.

Communicating, Being cooperative, realizing that science is a

means to understand nature.

26

4.3 The uses of the

ability of

materials toabsorb water.

Explain the uses of theability of materials to

absorb water.

Classifying, communicating. Being thankful to God, appreciating thecontribution of science and technology.


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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:


T/sgrouping & classifying

NB:Having

an interest and curiosity


ClayGarden soil

Sand

Soil

28. 5.2 the flow of water through differenttypes of soil.

Design a fair test to compareHow well water moves through

sand, clay and garden soil by

deciding what to keep the same,

what to change and what tomeasure.

Carry out the test and record theobservations.

sps:i. observing

ii. Controlling variables

T/sComparing & contrasting

Analysing

NB:

Daring to try.

Being systematic.

Clay

Garden soil

Sand

Soil


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SCIENCE YEAR 3

YEARLY PLAN

WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILLNOBEL VALUE

VOCABULARY

29. Form a conclusion based on theobservations.

Explain how they arrive at theconclusion.

sps:i. observing

ii. classifying

T/s

relating

NB:

Being kind hearted and

caring.

30. 5.3 That certain soils are more suitable

for plant growth.

Design a fair test to compareHow well water moves throughsand, clay and garden soil by

deciding what to keep the same,what to change and what to

measure.

Carry out the test and record theobservations.

sps:

i. observingii. communicating

iii. experimenting

T/sComparing & contrasting

Conclusion

Making hypothesis

NB:

Being cooperative.Having an interest and

curiosity towards the

environment.


14/16

SCIENCE YEAR 3

YEARLY PLAN31. Form a conclusion based on the

observations.

Explain how they arrive at theconclusion.

sps:i. observing

ii. experimenting

T/s

attributing

NB:

Appreciating the balance

of nature.

WeekLearning

ObjectivesLearning Outcomes

Science Process Skill /

Moral Value / Thinking

Skill

Vocabulary

32 6. Mixing Substances

Pupils should learn

6.1 That different

substances

have differentproperties

Pupils

State the properties of differentsubstances in terms of appearance,smell, feel and colour

Describe the result of mixingdifference substances with water

Describe the result of mixingdifferent substances with vinegar

State that different substances havedifferent properties

SPS

- Observing, classifying,communicating

T/S

- Attributing,comparing, and

contrasting

- Experimenting,predicting

Baking powder

Milk powderSalt

Tapioca flourVinegarWater

Wheat flour


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SCIENCE YEAR 3

YEARLY PLANNB

- Being thankful to God- Being cooperative- Confident

33 6.2 That some

substances are

unsafe and

should behandled 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 unsafesubstances

SPS

- Observing, attributing,relating

- Classifying,attributing,T/S

- Communicating,predicting

NB

- Love the environment- Being thankful to God- Be careful

Baking powder

Milk powder

SaltTapioca flour

Vinegar

WaterWheat flour

34 6.3 That a mixtureof substances

can be

separated

Plan how to separated a mixture ofsubstances

Present their processes of separatingthe mixture in words or diagrams

SPS

- Classifying, attributingT/S- Measuring,

comparing, contrasting

- Interpreting data,analyzing, evaluating

NB

-Being cooperative

Baking powderMilk powder

Salt

Tapioca flourVinegarWater

Wheat flour


16/16

SCIENCE YEAR 3

YEARLY PLAN- Hardworking- Being diligent and

persevering- Being systematic

35 6.3 That a mixtureof substances

can be

separated

Give reason why the methods are ableto separate the mixtures

Compare different methods ofseparating the mixtures

Explain why method of separatingmixture may be better than another

SPS

- Comparing andcontrasting

T/S- Interpreting data,

evaluating

NB

- Being cooperative- Hardworking- Being diligent and

persevering

- Being systematic

Baking powderMilk powder

Salt

Tapioca flour

VinegarWater

Wheat flour

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

yearly plan sci y3

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