SCIENCE YEAR 3 YEARLY PLAN1ST SEMESTERWEEK LEARNING LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY OBJECTIVES NOBEL VALUE A. LEARNING ABOUT LIVING THINGS 1.O ANIMALS 1. 1.1 to observe and identify external features of an animal sps: recognise external make a list of the external features of an animal. i. observing beak features of Record the external features of animals in a table. ii. classifying claws animals. Explain similarities and differences between feathers animals based on the table. T/s fur grouping & classifying horn legs NB: scales Having tail an interest and curiosity wings towards the environment. Sps: beak, i. observing claws, ii. classifying feathers, 1.2 – that animals can iii. communicating group animals according to fur, be grouped 2-3 similarities in external horn, according to T/s features. legs external features Comparing and contrasting scales tail NB wings. Being thankful to God
SCIENCE YEAR 3 YEARLY PLAN Sps : i. Interpreting data ii. Communicating beak claws T/s feathers 1.3 – that animals can Analysing fur group the animals in 3-4 be grouped in Generalising horn different ways. many ways legs NB scales Being kind-hearted and tail Caring wings Being cooperative Science Process Skill/Week Learning Objectives Learning Outcomes Moral Value/ Thinking Vocabulary Skill
SCIENCE YEAR 3 YEARLY PLAN 2.0 Plants Pupil should learn Pupils 2.1- To observe and Identify external features of a plant. Observing, classifying, Dull5 recognise external Make a list of the external features of plant communicating. Green feature of plants Record the external features of plants in a table. Attributing, comparing Red and contrasting. Rough Having an interest and Shiny curiosity towards the Smooth environment. Soft Realising that science is a Woody means to understand Yellow nature. Be kind-hearted and caring. 2.2- That plants can be To explain similarities and differences between plants Attributing, comparing6-7 grouped according to based on the table. and contrasting. eternal features. Group plants according to similarities in external Grouping and features. classifying. Having an interest and curiosity to the environment. Appreciating, the balance of nature. 2.3- That plants can be Group plants according to similarities in external Attributing, comparing7-8 grouped in many ways features. and contrasting. Group plants in different ways. Grouping and classifying, communicating Having an interest and
SCIENCE YEAR 3 YEARLY PLANLEARNING ABOUT THE WORLD AROUND US Science Proces Skill/ MoralWeek Learning Objectives Learning Outcomes Vocab Value /Thinking Skill9-10 1.0 Magnets. Pupils Pupils should learn SPS a. Demonstrates that magnet or repels - Observing. 1.1 That magnets can each other. - Classifying. attract attract or repel each - Communicating. iron other TS magnet b. State that magnets can attract or repel - Comparing and contrasting plastic each other. NB. repel - Having an interest and silver curiosity. wooden towards the environment. steel 11 SPS 1.2 To handle magnets a. Demonstrates the proper way to - Observing. attract properly handle magnet. - Communicating. iron NB magnet
SCIENCE YEAR 3 YEARLY PLAN - Having and interest and plastic curiosity repel towards the environment. silver wooden steel
SCIENCE YEAR 3 YEARLY PLAN SPS 12 1.3 That magnets attract Pupils - Observing, predicting. attract some material TS iron a. Demonstrate that magnet attract some - Attributing, comparing magnet materials but not others. and contrasting plastic relating, visualizing. repel b. Records their findings in a table. NB silver - Being responsible about wooden c. State the objects that are attracted by the safety of one steel magnets. self others and the environment.13-14 1.4 That magnets have Pupil SPS different strengths - Observing, measuring and attract a. Design the fair test to using the iron compare the strengths of different numbers, interpreting data magnet magnets by deciding what to keep the experimenting. plastic same, what to change and what to TS repel measure. - Attributing , comparing silver b. Curry out the test and records the and contrasting , wooden observation. relating, analyzing, steel c. Form a conclusion based on the detecting bias, observation. making conclusion, d. Explain how they arrive at the generalizing, conclusion. evaluating. NB - Being system a tic , being kind- hearted, being cooperative.
SCIENCE YEAR 3 YEARLY PLAN SPS15 1.5 The different uses of Pupils - Classifying , attract magnets. communicating iron a. state ware magnets are use. TS magnet - Attributing, comparing and plastic b. explain what a magnet is used for. contrasting, repel grouping and classifying. silver c. make a toy, a game or a device using NB wooden magnets. - Having an interest and steel curiosity tow awards the environment. - Appreciating and contribution of science and technology.
SCIENCE YEAR 3 YEARLY PLAN Science Process Skill Week Learning Objectives Learning Outcomes Moral Value Thinking Vocab Skill 16 2.0 Electricity Pupils Pupils should learn (a) suggest ways to make a • Experimenting, Brighter 2.1 How to make a bulb in a circuit brighter. Communicating, Dimmer bulb in a Observing Circuit circuit brighter or (b) design a circuit that makes Bulb dimmer. the bulb light up brighter. • Manipulative skills : handle specimens correctly and (c) show perseverance in carefully. making a circuit that makes the bulb brighter. • Making generalizations (d) explain the circuit. (e) draw the circuit. • Making inference (f) design a circuit to make a • Manipulative skills : bulb dimmer. draw specimens and apparatus. • Manipulative skills : use and handle science apparatus and substance.
SCIENCE YEAR 3 YEARLY PLAN Science Process Skill Week 17 Learning Objectives 2.2 That some (a) predict whichLearning Outcomes materials • Predicting Moral Value Thinking MetalVocab materials can conduct electricity. Skill Plastic conduct electricity. Wood (b) build a circuit to test • Making inferences which materials conduct electricity . 18 (a) record the findings in a • Grouping and table. classifying (b) form conclusions based on the findings. • Making conclusions 19 (a) make a circuit which 2.3 That a switch is allows a bulb to be turned • Defining operation used to on or off. complete or break a circuit. (b) explain how the bulb can be turned on or off. • Making analogies (c) state that a switch is used to complete or break a circuit. • Inventing (d) create a simple switch.WEEK LEARNING LEARNING SCIENCE PROCESS VOCAB
SCIENCE YEAR 3 YEARLY PLAN SKILL / MORAL VALUE / OBJECTIVES OUTCOMES THINKING SKILL 3.0 SPRINGS Pupils Pupils should learn 3.1 That a spring20 returns a) State that a spring i. Observing bend ii. Using space-time to its original size returns to its original relationship 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. squeeze squeezed. stretch twist b) State that it is easier to i. Attributing ii. Comparing and bend, twist, stretch and contrasting squeezesome springs iii. Analysing than others. iv. Evaluating i. Having an interest and curiosity towards the environment ii. Having critical and analytic thinking iii. Thinking rationally 3.2 That springs21 stretch a) Design a fair test to find i. Experimenting bend differently out which spring streches shape the most by deciding what size
SCIENCE YEAR 3 YEARLY PLAN 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 and curiosity ii. Being honest 3.3 The uses of 22 springs a) State where springs are i. Observing bend used. ii. Classifying shape size b) Explain what the spring is i. Relating spring used for. ii. Making generalisation squeeze iii. Inventing stretch twist i. Appreciating the contribution of science and technology LEARNING SCIENCE PROCESS SKILL/MORAL VALUE/WEEK LEARNING OUTCOMES VOCABULARY OBJECTIVES THINKING SKILLS 4.0 Absorption
SCIENCE YEAR 3 YEARLY PLAN Pupils should learn Pupils • Classifying, attributing, comparing and23 4.1 That some • Identify materials that contrasting, grouping and classifying absorb materials can absorb water. absorb water. • Having an interest and curiosity towards the environment. • Design a fair test to test the 4.2 That some ability of different materials • Making inferences, controlling variables. materials can in absorbing water by24 absorb more deciding what to keep the • Being honest and accurate in recording and cloth water than others. same, what to change and validating data. coins what to measure. pebbles tissue paper • Carry out the test and record the observations. 4.2 That some • Form conclusion based on • Communicating,25 materials can the observations. absorb more • Being cooperative, realizing that science is a water than others. • Explain how they arrive at means to understand nature. the conclusion. 4.3 The uses of the • Explain the uses of the • Classifying, communicating.26 ability of ability of materials to materials to absorb water. • Being thankful to God, appreciating the absorb water. contribution of science and technology. WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY NOBEL VALUE
SCIENCE YEAR 3 YEARLY PLAN 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. sps: State the differences between soil i. observing Clay samples from different places. ii. classifying Garden soil Sand T/s Soil grouping & classifying NB: Having an interest and curiosity towards the environment. 28. 5.2 the flow of water through different Design a fair test to compare sps: types of soil. How well water moves through i. observing Clay sand, clay and garden soil by ii. Controlling variables Garden soil deciding what to keep the same, Sand what to change and what to T/s Soil measure. Comparing & contrasting Analysing Carry out the test and record the observations. NB: Daring to try. Being systematic.WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY NOBEL VALUE
SCIENCE YEAR 3 YEARLY PLAN29. Form a conclusion based on the sps: observations. i. observing Explain how they arrive at the ii. classifying conclusion. T/s relating NB: Being kind hearted and caring.30. 5.3 That certain soils are more suitable Design a fair test to compare sps: for plant growth. How well water moves through i. observing sand, clay and garden soil by ii. communicating deciding what to keep the same, iii. experimenting what to change and what to measure. T/s Comparing & contrasting Carry out the test and record the Conclusion observations. Making hypothesis NB: Being cooperative. Having an interest and curiosity towards the environment.31. Form a conclusion based on the sps: observations. i. observing Explain how they arrive at the ii. experimenting conclusion. T/s attributing
SCIENCE YEAR 3 YEARLY PLAN NB: Appreciating the balance of nature. Science Process Skill / LearningWeek Learning Outcomes Moral Value / Thinking Vocabulary Objectives Skill 32 6. Mixing Substances Pupils should learn Pupils 6.1 That different SPS substances State the properties of different - Observing, classifying, Baking powder have different substances in terms of appearance, communicating Milk powder properties smell, feel and colour Salt Tapioca flour Describe the result of mixing T/S Vinegar difference substances with water - Attributing, Water comparing, and Wheat flour Describe the result of mixing contrasting different substances with vinegar - Experimenting, State that different substances have predicting different properties NB - Being thankful to God - Being cooperative - Confident
SCIENCE YEAR 3 YEARLY PLAN33 6.2 That some Identify labels for unsafe substances SPS substances are - Observing, attributing, Baking powder unsafe and Explain the meaning of the labels. relating Milk powder should be - Classifying, Salt handled with List unsafe substances attributing, Tapioca flour care Vinegar State the need to look at labels or ask T/S Water an adult before touching or tasting Wheat flour any substances - Communicating, predicting List the harm caused by unsafe substances NB - Love the environment - Being thankful to God - Be careful34 6.3 That a mixture Plan how to separated a mixture of SPS Baking powder of substances substances - Classifying, attributing Milk powder can be Salt separated Present their processes of separating T/S Tapioca flour the mixture in words or diagrams - Measuring, Vinegar comparing, contrasting Water Wheat flour - Interpreting data, analyzing, evaluating NB - Being cooperative - Hardworking - Being diligent and persevering - Being systematic
SCIENCE YEAR 3 YEARLY PLAN 35 6.3 That a mixture Give reason why the methods are able SPS Baking powder of substances to separate the mixtures - Comparing and Milk powder can be contrasting Salt separated Compare different methods of Tapioca flour separating the mixtures T/S Vinegar - Interpreting data, Water Explain why method of separating evaluating Wheat flour mixture may be better than another NB - Being cooperative - Hardworking - Being diligent and persevering - Being systematicNote : This is an example. Please consider your school planning/exam.