primary science curriculum guide unit 1: human body

1

PRIMARY SCIENCE CURRICULUM GUIDE

GRADE 3

Unit 1: Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The six

food

groups

Identify the

six food

groups and

their

functions.

Group or

classify

foods.

Appreciate

that there is

a wide

variety of

foods.

The six food groups

and their functions

are:

- carbohydrates:

provide energy

- proteins: build

the body

- fats: store energy

- mineral and

vitamins: provide

protection

- fibre: aids

digestion and

helps to clean out

the digestive

system.

Foods rich in

carbohydrates and

fats are called go

foods because they

provide energy for

us to work and play,

that is, they keep us

on the go.

Foods high in

proteins are called

grow foods because

they build the body

1. Pupils suggest names of

types or groups of foods.

2. Teacher and pupils provide

samples of foods.

3. Teacher provides pictures of

foods from each group.

4. Pupils give function of each

food group.

5. Class discusses responses

and summarises names of

food groups and their

functions.

Samples of

foods,

pictures of

foods,

empty

boxes,

bottles,

wrappers

and other

food

containers,

charts/

posters

showing

food

groups.

Were

pupils able

to state the

food

groups?

Did

information

on empty

food

containers

indicate

any food

groups?

Did pupils

know the

function of

each food

group?

Health and

Family Life

Education –

Healthy

foods.

March 2003

2


GRADE 3




A

balanced

diet

Identify and

name foods

that make

up a

balanced

diet.

Discuss the

value of a

balanced

diet.

Record

meals

eaten in a

week.

Comm-

unicate

inform-

ation

through

posters.

Develop

the

willingness

the eat

balanced

diets.

as we grow.

Foods rich in

minerals and

vitamins are called

glow foods because

they keep diseases

away and make us

glow with good

health.

A balanced diet

provides the right

amount of proteins,

carbohydrates, fats,

vitamins, minerals,

fibre and water.

A balanced diet

helps to keep us

healthy and strong.

See Appendix D

1. Refer to charts/posters used

in previous lesson.

2. Pupils identify the more

important food groups.

3. Teacher shares with pupils

the guidelines for healthy

eating.

4. Pupils work in groups

making menus for breakfast,

lunch, and dinner.

5. Class discusses the value of

a balanced diet.

6. Each pupil prepares a poster

using pictures, drawings, etc.

of three balanced meals for

the family, that is, for

breakfast, lunch and dinner.

Charts or

posters of

food

groups,

cardboard,

pictures of

different

foods,

paste.

Did pupils

identify the

more

important

food

groups?

Did pupils

make

realistic

menu card

and

posters?

Health and

Family Life

Education –

Healthy

eating.

Art and

Craft –

Drawing

and collage

March 2003

3


GRADE 3




Main

parts of

the

digestive

system.

Identify and

name the

main parts

of the

digestive

system.

Discuss the

functions of

the digestive

system.

Comm-

unicate

through

diagrams

by ident-

ifying

parts of

the

digestive

system.

Demon-

strate

willingness

to treat

body

organs with

care.

The main parts of

the digestive system

and their functions

are as follows:

Mouth – where food

is chewed and

mixes with saliva

Gullet – down

which food

travels

Stomach – food is

further broken

down by digestive

juices

Intestines – useful

nutrients are

absorbed

Anus – undigested

food passes

through in faeces

7. Pupils encourage family

members to eat balanced

diets.

8. Pupils record the meals

eaten for one week and

discuss whether they were

balanced or not.

1. If available, pupils look at

model of the digestive

system.

2. Also pupils look at chart or

drawing of digestive system.

3. Pupils identify the main

parts of digestive system and

locate same on model and/or

chart.

4. Elicit from pupils, (briefly,

not detailed), how the

process of digestion occurs.

This will serve as an

introduction to the functions

of the digestive system.

5. Pupils discuss functions of

the main parts of the

digestive system.

Model of

digestive

system.

Chart of

digestive

system.

Flash

cards with

names of

parts of

digestive

system.

Did pupils

find it easy

to identify

main parts

of the

digestive

system?

Were pupils

able to

briefly say

how

digestion

occurs?

Were pupils

able to give

at least two

functions of

the parts of

Health and

Family Life

Education –

Keeping

healthy.

March 2003

4


GRADE 3




Types of

teeth and

their

func-

tions.

Identify and

name the

types of

teeth.

State the

function of

each type of

teeth.

Observe

the

arrang-

ement of

the teeth

in the

mouth.

Observe

the

functions

of the

different

types of

teeth.

The functions of the

digestive system are

to provide food

nutrients and

remove undigested

food in faeces.

We have four types

of teeth. At the

front are the incisors

for cutting. Next to

these are the canines

(eye teeth) for

tearing or ripping,

then the premolars

for grinding,

followed by molars

also for grinding.

6. On a large outline drawing

of the human body, pupils

match flash cards with

names of parts of the

digestive system to the

position of the parts on the

body.

1. Pupils look at a model of a

set of teeth (model can be

borrowed from a dentist,

dental technician or dental

clinic.)

2. Pupils look at pictures of

teeth.

3. Working in pairs, pupils

look at each other’s teeth.

4. Pupils suggest the function

of each type of tooth –

noting that the function is

related to the shape and

features of the tooth.

Model of

set of

teeth,

chart/

drawings

showing

types of

teeth,

crackers/

biscuits.

the digestive

system?

Were pupils

able to

recognise

the different

types of

teeth?

Were pupils

able to

relate shape

and features

of each type

of tooth to

its function?

Health and

Family Life

Education –

Healthy

living.

Art and

Craft -

Drawing

teeth

March 2003

5


GRADE 3




Caring

for our

teeth.

Discuss how

to care for

the teeth.

Make

simple

drawings

of teeth.

Demon-

strate

how to

care for

the teeth.

Develop

healthy

dental care

habits.

Proper care of the

teeth is important for

good health. This

includes,

- brushing the teeth

properly

- brushing teeth

after each meal

- flossing

- eating balanced

diets

- avoiding too much

sweets and

confectioneries

- visiting the dentist

regularly.

5. Pupils eat cracker given to

them by teacher. They then

report which teeth were used

for what purpose.

6. Pupils make simple

drawings of each type of

tooth and state its function.

1. Pupils state ways to care for

their teeth.

2. Pupils demonstrate, where

possible, how the caring

should be done.

3. Pupils look at charts or

posters that illustrate healthy

dental care.

4. Pupils are encouraged to

share with family members

information on dental care

habits and to put them into

practice.

5. Pupils record in a table their

dental care habits for one

week.

Same as

previous

lesson.

Charts or

posters on

dental

care.

Were pupils

able to

demonstrate

ways to care

for their

teeth?

Were pupils

willing to

discuss

practices

with family

members?

Were pupils

practising

good or

healthy

dental care

habits?

Health and

Family Life

Education –

Healthy life

styles.

March 2003

Day Dental Care

Sunday am …………..

pm …………..

Monday am …………...

etc. pm …………...

6


GRADE 3

Unit 2: Animal Kingdom – The variety, features and life processes of animals



Diets of

animals

Compare

the diets of

some

common

animals.

Group

animals

according to

their diets

as

herbivores,

carnivores

and

omnivores.

Observe

features that

make

animals

suited to

their diets.

Apprec-

iate that

animals

differ in

their diets.

Animals differ in

their diets. Some eat

mainly plants or

plant materials and

are called

herbivores e.g. cow,

sheep, and parrot.

Animals that eat

other animals or

flesh are called

carnivores e.g. tiger

and alligator.

Animals that eat

both plants and

animals are called

omnivores e.g.

humans and rats.

Each animal is

suited to its type of

diet.

Herbivores have flat

teeth mainly for

cutting and grinding.

Most carnivores

have sharp, pointed

1. Pupils state what makes up

the diet of some common

animals such a human,

parrot, frog, cow, pig, crow,

tiger, hassar, and alligator.

2. Pupils summarise their

answers in the form of a

table.

3. Based on the kind of diet,

pupils group animals as

herbivores, carnivores and

omnivores.

4. For each group in step 3.

above, pupils identify

features of the animals that

make them suited to their

diets.

Preserved

specimens

of teeth,

beaks and

claws of

some

animals.

Pictures of

above-

stated

parts.

Textbook:

Science

Around

Us, Book

3.Pp.1-18

Were pupils

familiar

with the

diets of the

animals?

Were pupils

able to

relate

adaptations

to the type

of animals?

Agricultural

Science and

School Yard

Ecology –

Diets of

animals.

March 2003

Animal Diet

……… ………….

……... ………….

……… ………….

7


GRADE 3

Unit 2: Animal Kingdom – The variety, feature and life process of animals

Topic

Objectives Content Method/Strategies Materials Evaluation Integration


Animals

with and

without

back-

bones.

Recognise

that there

are two

main groups

of animals.

Group

animals with

backbones

as

vertebrates

Observe

animals

with

respect to

the

presence

of a

backbone

Display

care and

respect for

animals.

teeth for tearing or

ripping. Some have

sharp claws or

curved beaks for

gripping and

trapping.

Omnivores have flat,

sharp teeth for

cutting, pointed

canines for tearing

and flat back teeth

for grinding.

Ref: Science

Around Us,

Book 3, Pages 1-18

Some animals have

a chain of bones

running down the

centre of the back

called its backbone.

Each bone is called

a vertebra. Such

animals are called

vertebrates e.g.

human, dog, fowl,

snake, frog, patwa.

Teacher and pupils to

provide preserved specimens

or pictures of:

- teeth of different types

and shapes

- beaks and claws of

different animals.

5. Class summaries features

in the form of a table.

1. Pupils run finger along the

centre of the back from the

neck to waist to feel bones

in their backbone.

2. Pupils can make a model of

the backbone by stringing

along empty thread reels or

short pieces of drinking

straws.

Pet

animals

such as

dog, cat

and bird

animals

collected

from

school

yard e.g.

ant,

Were pupils

able to

recognise

their

backbone?

School Yard

Ecology –

Animals in

the environ-

ment

March 2003

Group of Features

Animals

………. ………….

……… ………….

8


GRADE 3

Unit 2: Animal Kingdom – The variety, feature and life process of animals



and those

without

backbones

as invert-

ebrates.

Animals that do not

have a backbone are

called invertebrates

e.g. ant, butterfly,

snail, worm,

mosquito.

3. Pupils observe at home their

pets such as cat, dog and

bird, to determine if they

have backbones or not.

4. Pupils visit school yard,

farm yard or zoo and

observe whether animals


5. From out-of-classroom visit,

pupils may collect

specimens of ants, butterflies,

snails, worms, mosquitoes,

etc. and determine if they


6. Pupils may also look at

pictures of animals showing

presence or absence of

skeletons.

butterfly,

snail,

worm,

mosquito,

pictures of

animals

Were pupils

able to

observe

features of

other

animals?

Can pupils

group

animals as

vertebrates

and invert-

ebrates?

Art and

Craft –

Making

models

March 2003

9


GRADE 3

Unit 3:Plant Kingdom – The variety, features and life processes of plants



Func-

tions of

the main

parts of

a plant.

Discuss the

functions of

the main

parts of a

plant.

Observe

plants

with

respect to

the

functions

of parts.

Display

care and

attention in

handling

plants.

A plant has five

main parts.

Each of these parts

has a special

function. The

functions are as

follows:

Root – keeps the

plant firmly in the

soil

Stem – holds up the

leaves and other

parts

Leaf – makes food

for the plant

Flower – produces a

fruit

Fruit – produces a

seed or seeds. The

seed usually

produces a new

plant.

1. Pupils visit kitchen garden at

home or school garden and

observe plants, especially

flowering plants.

2. Pupils may bring to class a

small potted flowering plant

such as pepper or tomato.

3. Pupils observe plants and

state the functions of each

main part.

4. Teachers refers to potted

plant and clarifies any

inaccuracies.

Kitchen

garden,

school

garden,

potted

flowering

plant e.g.

pepper or

tomato.

Can pupils

name the

main parts

of a plant?

Were pupils

able to state

functions of

these parts

of the plant?

Agricultural

Science –

Functions of

parts of

plants.

March 2003

10


GRADE 3




Condi-

tions

necessary

for

germina-

tion.

State the

conditions

necessary

for

germination.

Manipu-

late

simple

equip-

ment and

materials

in setting

up

experi-

ment.

Predict

what will

happen in

each

apparat-

us.

Make

and

record

observa-

tions.

Display

attention

and care in

dealing

with plants.

A seed germinates

into a seedling or

young plant. For

this to happen the

seed needs water,

air and warmth.

The water is

sometimes referred

to as moisture and

the warmth is a little

heat.

Seeds will not

germinate without

water, air and a

suitable temperature.

This topic may take about two

weeks to cover it.

Lessons could be about the

same as for Grade 1, Unit 3,

Pages 10-12.

Pupils may work in groups of

about 4 – 6.

Lesson 1: Setting up

experiment (germination

apparatus)

Lesson 2: Observations made

over 10 days, 5 minutes

each day

Lesson 3: Summarising

Observations and results

Lesson 1:

1. Pupils set up 4 different

germination apparatus as

follows:

Apparatus A: Normal

Conditions - use transparent plastic or

glass jar e .g. jam or nut

butter

Seed –

bora,

bean,

corn,

paddy,

plastic/

glass jar

e.g. jam or

nut butter,

cover or

lid for jar,

news-

paper,

newsprint,

paper or

any

absorbent

paper,

water

Did pupils

have

difficulty in

setting up

the different

apparatus?

Were pupils

able to give

reasons for

the

predictions

they made?

Did pupils

to make

conclusions

based on

their results?

Agricultural

Science –

Kitchen

gardening,

growth of

crops.

Rice

Farming –

Broadcast of

soaked

paddy

grains.

Transplan-

ting of

seedlings.

Language

Arts -

Poetry

March 2003

11


GRADE 3




Make

conclu-

sions

from

results

and

observa-

tions.

- line the inside of the jar

with about three layers

of absorbent paper e.g.

newspaper or newsprint

paper

- pour water into jar to

depth of about 2 cm

- place a seed between the

paper and inner surface

of jar at a height of

about 2 cm above the

water level.

- Leave jar in the open

where it can be

observed.

Apparatus B: No water

Similar to Apparatus A but

no water is placed in jar.

Apparatus C : No air

Similar to Apparatus A but

cover or lid secured on jar to

restrict air supply.

Apparatus D : No warmth

Similar to A but jar is placed

in fridge or cold place to

remove any warmth or heat.

March 2003

12


GRADE 3




2. Pupils make predictions of

what will happen in each

apparatus, giving reasons for

their predictions.

Lesson 2

Spread over at least 10 days of

5 minutes each day.

1. Pupils observe daily each of

the 4 apparatus and record

observations in the form of a

table.

2. Pupils discuss their

observations and teacher

checks these.

March 2003

Day Apparatus Observation

1 A ……….

B ………..

C ………...

D …………

2 A ………….

etc

13


GRADE 3




Some life

processes

of plants.

Discuss

three life

processes of

plants –

feeding,

growth and

reproduction

Observe

the

growth of

seedlings

into

mature

plants.

Observe

and

identify

life

processes

displayed

by

growing

plants

Display

attention

and care in

handling

plants.

Seeds germinate into

seedlings. As

seedlings grow they

need light, water

and air to make

their food and keep

alive.

Seedlings grow into

mature plants. As

this happens the

seedlings develop

more leaves. They

will later produce

flowers which will

develop into fruits

containing one or

more seeds.

Lesson 3

1. Groups compare the four

different apparatus.

2. Groups share observations in

class discussion and

compare them with the

predictions made in

Lesson 1.

This topic may take between 4-6

weeks to complete. However, it

can be done alongside lessons

inUnit 4, Environment.

1. Pupils will use the healthy

growing seedlings of the

previous lesson.

2. Pupils may keep some

seedlings in the jar and

transplant others into a pot

with soil or onto a garden

bed in the school yard.

3. Pupils will tend to the plants

regularly, that is, water

them and ensure a regular

supply of air and sunlight.

Healthy

seedlings

from

previous

set of

lessons,

pots of

soil,

garden

beds,

rule/tape

measure.

Did pupils

take care in

transplan-

ting

seedlings?

Did pupils

tend to

plants

regularly?

Did pupils

use ruler or

tape

measure

properly?

Agricultural

Science –

Plants and

crop growth.

Math-

ematics –

measuring

length

March 2003

14


GRADE 3




Measure

and

record

the

heights

of plants.

4. Pupils will compare plants

growing in jars with those

planted in soil.

5. Pupils will measure the

heights of the plants.

6. Pupils will observe the

production of flowers and

their development into fruits

over a period of time.

7. Pupils match their

observations with the

corresponding life processes.

8. Pupils will make and record

their observations twice per

week.

8. Pupils to be involved in

class discussion on general

features of the three life

processes of feeding, growth

and reproduction.

Did pupil

observe the

changes as

the plants

grew and

parts

developed?

March 2003

15


GRADE 3

Unit 4: Environment – Components of the environment and their interrelations



Some

common

plants

and

animals

and their

specific

homes.

Identify

some

common

plants and

animals and

their

specific

homes.

Observe

the

places

where

animals

and

plants

live in

the

environ-

ment.

Demon-

strate

respect for

life.

Living things, that

is, plants and

animals, live on

land, in water and in

the air. However,

some living things

live in specific

places.

Among plants, the

water lily, water

lettuce and water

hyacinth for

example, live only

in water. The bird

vine lives only on

plants.

Among animals, the

hassar, tilapia and

manatee, for

example, live only

in water. Ants and

termites (wood ants)

live on land.

1. Pupils are taken on visit to

school yard and near-by

drain or trench.

Due care and safety

precautions are to be

observed.

2. Pupils observe the range of

plants and animals and

where they can be found

living.

3. Pupils identify and observe

where some plants e.g. the

water lily, water lettuce,

water hyacinth and bird vine

live.

4. Pupils identify and observe

where some animals e.g.

hassar, tilapia, ants and

wood ants live.

5. Further information can be

had from a visit to a

botanical garden, zoo, farm

and from books.

Equip-

ment for

visit to

school

yard.

Samples

of specific

plants and

animals

where

possible.

Were pupils

familiar

with the

plants and

animals

living in

specific

places?

Did teacher

and pupils

display care

and safety

precautions?

School Yard

Ecology –

Specific

homes for

some

organisms.

March 2003

16


GRADE 3




Inter –

depend-

ence of

plants

and

animals.

Recognise

that plants

and animals

depend upon

each other.

Observe

relation-

ships

between

plant and

animal

life in the

environ-

ment.

Display

care and

safety in

handling

living

things.

Plants and animals

depend upon each

other. Many

animals depend

upon plants for their

food. Some animals

also eat other

animals.

Plants also provide

shelter or serve as a

home for animals,

for example, nests

for birds.

The bird-vine, a

plant, lives on other

plants as a parasite.

Ticks, fleas, lice and

mosquitoes live on

animals as parasites.

Parasites get food or

shelter from their

hosts.

1. Review briefly lesson on

diets of animals, that is,

herbivores, carnivores and

omnivores.

2. Pupils state other

relationships between plants

and animals e.g. plants

serving as homes for birds.

3. Pupils look at a sample of

bird vine and note

relationship with its host

plant.

4. Teacher provides samples of

ticks, fleas, lice and

mosquitoes for pupils to

observe their appearance.

Pupils are advised to display

due care and safety

precautions, such as, not to

touch specimens.

Pupils discuss the

relationship of these

organisms and their hosts.

5. Pupils discuss the

relationship between other

living things e.g. man and

dog, cow and egret.

Samples of

bird vine,

ticks, fleas,

lice and

mosquitoes

Pictures

showing

relationships

between

plants and

animals e.g.

bird nest on

a tree.

Were pupils

able to state

the relation-

ships

between

living

things?

Did teacher

and pupils

display care

and safety

precautions

in handling

specimens?

School

Yard

Ecology –

Inter - de-

pendence of

plants and

animals.

Art and

Craft –

Drawing

animlas

March 2003

17


GRADE 3




18

Food

chains

Identify a

simple food

chain.

Construct a

simple food

chain.

Observe

food

chains in

a pond.

Set up

and

maintain

a model

pond.

Interpret

feeding

relation-

ships as

shown in

food

chains.

Display

care and

safety in

handling

living

things.

Living things

depend on each

other for food.

When one living

thing is eaten by

another living thing,

a food chain is

formed.

A food chain may

include more than

two living things,

one feeding on the

other.

1. Pupils use a large, wide

mouth bottle and set up a

‘pond’ with water and as

many organisms as possible.

2. Pupils suggest the food

source for each organism.

3. Class discusses and agrees

on correct food chain for

pond organisms.

4. Pupils wear flash cards with

names of organisms to

represent sequence in the

food chain, that is,

pondweed guppy

sunfish man

Note: The organism before

the arrow is eaten by the one

after it.

5. Pupils identify and write

other simple food chains

among living things, e.g.

Large

wide -

mouth

bottle,

water,

samples of

pond

organisms

Flash

cards of

names of

pond

organisms

Were pupils

able to

observe any

feeding

relationships

among the

pond

organisms?

Were pupils

able to write

at least two

other simple

food chains

for their

local

environ-

ment?

School Yard

Ecology and

Ejnviron-

maental

Education –

Interdepen -

dence of

organisms.

Music –

Singing and

composing

songs

19

grass cow human

March 2003


GRADE 3




6. Pupils can create and sing,

song e.g. The Food Chain to

the tune of “The Farmer

in the Dell”

THE FOOD CHAIN

The mouse eats the seed, the

mouse eats the seed.

Hi ho the dario the mouse eats

the seed.

The owl eats the mouse.

The fox eats the owl.

The bear eats the fox.

The man eats the bear.

The mouse needs the seed.

The owl needs the mouse.

The fox needs the owl.

The bear needs the fox.

The man needs the bear.

No animal stands alone.

7. Pupils write the food chain

given in the song.

20

March 2003


GRADE 3

Unit 5: Weather – Types, features and effects of the weather



Measur-

ing

rainfall

Explain the

use of the

rain gauge

Measure

rainfall

using

simple

equip-

ment.

Manip-

ulate

simple

cutting

impl-

iments.

Display

care and

safety in

using

cutting

imple-

ments.

A rain gauge can be

used to measure

rainfall. The

amount of rainfall is

measured in

millitres (ml) or

cubic centimetres

(cm3).

Note: 1 ml = 1 cm3

1. Pupils cut plastic drinks/

water bottles ¾ way up.

They will use the bottom to

collect the rain and the upper

part as a funnel to channel

the rain into the bottom.

2. Pupils leave apparatus

outside for a period of time

to collect rain.

3. Pupils pour out rain into

measuring cylinder and note

the volume.

4. Pupils make other

measurements daily for a

number of days and note the

volume.

5. Pupils make simple drawing

of rain gauge.

6. Pupils take home rain

gauges and use them.

2 litre

plastic

bottles,

scissors,

measuring

cylinders.

Were pupils

careful in

cutting

bottles?

Were pupils

able to use

measuring

cylinders?

How

accurate

were pupils’

measure-

ments?

Can pupils

explain how

a rain gauge

is used?

Social

Studies and

Environ-

mental

Education –

Measuring

rainfall

Math-

ematics –

Measuring

volume

Art and

Craft –

Making and

drawing a

rain gauge

21

March 2003


GRADE 3




Finding

wind

direction.

Weather

condi-

tions

Explain

how a wind

vane or

windsock is

used.

List weather

conditions

that occur

Observe

wind

direction

using

simple

equipment.

Record

weather

conditions

Demon-

strate

persist-

ence in

comp-

leteing a

task.

A wind vane, or

windsock, can be

used to detect or

determine wind

direction.

The amount of

sunshine and rainfall

can be measured

1. Pupils fix the wind vane or

windsock onto a stick of

length 5 metres.

2. Teacher ensures pupils are

aware of the four cardinal

directions of east, west,

north and south.

3. Pupils look at the wind vane

or windsock each day and

determine in which direction

the wind is blowing.

4. Pupils repeat exercise for two

weeks.

1. Pupils use information from

previous lessons on amount

of rainfall and wind

Wind sock

- fabric

sewn into

a cone

shape and

open at

both ends,

long stick.

Informa-

tion

collected

Were pupils

familiar with

the four

cardinal

directions?

Were pupils

able to

determine

the direction

in which the

wind was

blowing?

Can pupils

explain how

a wind vane

or windsock

is used?

Were pupils

able to say

which was

Social

Studies and

Environ-

mental

Education -

Wind

direction.

Social

Studies and

Environ-

22

locally. in the form

of tables

and graphs.

daily. Such

information can be

collected for a week,

month or longer, as

necessary.

direction.

2. Pupils measure number of

hours of sunlight per day.

during

previous

lessons on

the

weather.

the sunniest/

wettest

day/week in

the month?

mental

Education –

Weather

conditions.

March 2003


GRADE 3




Interpret

info-

rmation

presented

on

weather

condi-

tions.

3. Pupils collect such

information on the weather

for a month.

4. Pupils record information in

the form of a table e.g.

5. Pupils represent above

information as graphs.

6. Pupil post up

information onto chart in the

classroom.

7. Pupils interpret information

to say, for example

a) Which day / week was

the sunniest?

b) Which day / week was

the wettest?

Were pupils

able to say

which was

the

least/most

windy day

in the week

month?

Math-

ermatics -

Graphs

Day Hours of Rainfall Wind

Sunlight in cm3

Direc-

Sunlight tion

(hour) ……. …………….. ………..

……. …………….. ……….

23

March 2003


GRADE 3

Unit 6: Materials – Properties and changes in the states of matter



Proper-

ties of

the states

of matter.

Identify the

properties of

solids,

liquids and

gases.

Group

matter as

solids,

liquids

and

gases.

Display

care in

handling

materials.

Materials or

substances are

different because of

their features or

properties. These

properties include

shape, volume,

texture and

appearance.

Materials that have a

definite shape and

volume and that can

be picked up are

called solids. They

can be as blocks,

grains or powders

e.g. rock, wood

sugar, flour.

Materials that have a

definite volume but

take the shape of

their containers are

liquids. They can

1. Pupils and teacher provide a

variety of materials such as

rock, metal, wood, sugar,

flour, water, oil, fruit juice,

balloons, cellophane bags.

2. Pupils observe the shape,

volume, texture and

appearance of the range of

materials.

3. Pupils work in groups and

decide which of the

materials provided are solids,

liquids or gases based on the

properties of the different

states of matter.

4. Class discusses findings and

teacher gives clarifications.

5. Results can be presented as a

table and displayed on the

wall.

Samples

of rock,

metal,

wood,

sugar,

flour,

water, oil,

fruit juice,

balloons,

cellophane

bags.

Were pupils

able to

identify

properties of

materials?

Were pupils

able to

group

materials

based on

their

properties?

Technology

Education –

Properties of

solids,

liquids and

gases.

24

flow e.g. water, oil,

fruit juice.

March 2003


GRADE 3




25

Effects of

heating

and

cooling

materials

Identify

changes of

states of

matter.

Predict

the

effects of

heating

and

cooling

materials.

Display

care and

safety

when

using

heat.

Materials that have

no definite shape

and volume are

called gases. They

take the shape and

volume of their

containers and are

usually invisible.

Examples of gases

are oxygen, carbon

dioxide, steam,

cooking gas and

welding gas. Air is

a mixture of gases.

When a solid is

heated it melts

into a liquid. On

further heating the

liquid evaporates

into a gas.

1. Pupils predict the effects of

heating and cooling

materials.

2. Teacher heats some

materials such as

chocolate, ice, water,

sugar. Pupils observe the

changes or effects.

Heat

source,

refriger-

ator/

freezer,

chocolate,

ice, water,

sugar, etc.

Did pupils

make

realistic

predictions?

Technology

Education –

Changes in

the states of

matter.

March 2003


GRADE 3




26

Observe

the effects

of heating

and

cooling

materials.

When a gas is

allowed to cool, it

condenses back into a

liquid. On further

cooling the liquid will

freeze into a solid.

For example: melting

ice water (solid) freezing (liquid)

evaporation

water steam (liquid) (gas)

condensation

3. Teacher leaves the heated

items in the open and then

place them in a refrigerator

or freezer if available.

4. Teacher demonstrates

condensation of water

vapour by placing a cover

over heated/boiling water.

Class compares this with

effect on pot covers during

cooking.

5. Pupils make observations

and check their

predictions during class

discussion.

6. As a follow-up, pupils

observe the effects of

heating and cooling some

substances at home.

Where the

demonstrat-

ions

effective in

showing the

effects of

heating and

cooling

materials?

Can pupils

name the

changes in

the states of

matter?

March 2003


GRADE 3

Unit 7: Earth and Space – Components of the solar system and their interrelations



27

Spinning

of the

Earth.

Relate the

movement

of the Earth

on its axis as

resulting in

day and

night.

State that

one rotation

of the Earth

takes

twenty-four

hours.

Demon-

strate the

move-

ment of

the Earth

on its

axis.

The Earth spins or

rotates on its axis

from west to east.

This takes twenty-

four hours or one

day. This movement

of the Earth results

in day and night.

When one side of

the Earth faces the

sun, the other side

faces away from the

sun, so when we

have daylight in

Guyana, China has

night time.

The spinning of the

Earth on its axis is

called rotation.

1. Teacher ensures pupils are

aware of the four cardinal

directions of east, west,

north and south.

2. Pupils demonstrate the

movement of the Earth by

turning from west to east in

an anti-clockwise direction.

3. Pupils shine torch light

(as the sun) on the

globe or ball (as the Earth)

and observe which part is

lit up and which is dark.

4. Pupils mark a point on the

globe/ball and slowly spin

it to observe that the point

passes through light and

darkness. They relate this

to day and night. 4. If a globe is used, pupils

shine light on Guyana and

observe which country on

the opposite side will be in

darkness.

However, if a ball is used,

pupils mark a lighted area

with chalk and observe that

the opposite side will be in

darkness.

Globe or

ball,

preferably

football/

volley

ball/

basket

ball.

Torch

light.

Were pupils

familiar

with the

four cardinal

directions?

Were pupils

able to

demonstrate

the spinning

of the Earth

in the

correct

direction?

Were pupils

able to

demon-

strate the

cause of day

and night?

Was the use

of the torch

light and

globe/ball

effective?

Social

Studies –

Rotation of

the Earth.

March 2003


GRADE 3




28

Move-

ment of

the Earth

around

the sun.

Move-

ment of

the moon

around

the Earth.

State that

one

revolution

of the Earth

takes 365¼

days or 1

year.

Relate the

movement

of the moon

to the Earth.

Demon-

strate the

move-

ment of

the Earth

around

the sun.

Demon-

strate the

move-

ment of

the moon

around

the Earth.

Display

willingness

to co-

operate.

Display

willingness

to

cooperate.

As the Earth rotates

daily it travels

around the sun. This

movement of the

Earth around the sun

is called revolution.

One revolution takes

a year or 365¼ days.

Thus a revolution of

the Earth is

comprised of 365¼

rotations.

As the Earth rotates

and revolves around

the sun, the moon

moves around the

Earth.

The moon takes 29½

days to travel once

around the Earth.

This time is called

one lunar month.

1. Pupils A stands in the centre

to represent the sun.

Pupil B, representing the

Earth moves around Pupil A

in an oval or elliptical path.

2. Pupil B continues to move in

the same path around Pupil

A, but also rotates or spins in

an anti-clockwise direction.

3. Other pupils join in and do

the same as Pupil B,

representing the Earth at

different positions as it

revolves around the sun.

1. Pupil A stands in the centre

to represent the Earth.

2. Pupil B, representing the

moon, moves around the

Earth facing the Earth.

3. Further, the movements of

the moon and Earth in

relation to the sun can be

demonstrated as follows.

Orbit

Orrery –

model of

the solar

system.

Orbit

Orrery –

model of

the solar

system.

Were pupils

able to

demonstrate

the

revolution

of the earth?

Were able

pupils to

compare

rotation and

revolution?

Were pupils

able to

demonstrate

the

movement

of the moon

around the

earth?

Social

Studies –

Revolution

of the Earth.

Mathe-

matics –

Shape,

number

fractions

Social

Studies –

Movement

of the moon.

March 2003


GRADE 3




29

Pupil C representing the sun

now occupies the centre with

Pupil A (Earth) rotating and

revolving and Pupil B

(moon) moving around Pupil

A.

Were pupils

able to

demonstrate

movements

of the earth

and moon in

relation to

the sun?

March 2003


GRADE 3

Unit 8: Energy – Forms of energy, their sources and effects



30

Sources

of light

How

light

travels

Identify the

different

sources of

light.

State how

light travels.

Draw

sources

of light.

Demon-

strate that

light

travels in

a straight

line.

Make

and

record

obser-

vations

from

demon-

strations.

Display

safety

when using

flames and

electricity.

Display

care and

safety in

using an

open flame.

Display

care and

safety

when using

cutting

implements

or tools.

Our main source of

light is the sun. We

also get light from

torches, electric

bulbs and lamps,

candles, fuel lamps,

fires and the candle

fly.

Light travels in a

straight line from the

source to the

observer or the

object.

1. Pupils name the sources of

light.

2. They look at actual sources

of light or pictures of those

sources that are not

available.

3. Further, pupils consider

which sources give the best

light and are economical.

4. Pupils make simple

drawings of the sources of

light.

Pupils carry out the following

experiment preferably in a

darkened room.

1. They cut three square pieces

of cardboard of side 20 cm

and puncture a small hole at

the centre of each piece, that

is, at the same or identical

point.

2. They line up the three pieces

of cardboard such that the

holes are all in line.

3. Shine a torch light through

the hole of an outer piece of

cardboard and then look

through the hole on the other

outer piece of card board.

Torch

light,

candle,

candle fly

Torch

light,

candle,

Cardboard

Plasticine

or play-

do,

Were pupils

able to name

sources of

light?

Did pupils

say which

sources give

the best

light and are

economical?

Were the

pieces of

cardboard

all of the

same size

and the

holes

punctured at

the identical

point?

Were pupils

willing to

repeat

experiment?

Technology

Education –

Sources of

light.

Art and

Craft –

Drawing

sources of

light.

Technology

Education –

How light

travels

Mathe-

matics –

Measuring

March 2003


GRADE 3




31

4. Repeat step 3. but move the

middle piece of cardboard a

few centimetres out of line

and look through the holes

of the cardboard. The

procedure can be repeated

moving the outer pieces of

cardboard similarly.

5. The experiment can be done

using a lit candle placed in

front of the card board

instead of looking through

the holes on the pieces of

cardboard. The light is

allowed to form an image on

a screen at the other end. A

larger piece of dark coloured

cardboard can be used as a

screen.

6. Pupils record their

observations and then

discuss same with teacher’s

guidance.

Ref. Science Around Us, Book

4, Page 62.

Can pupils

say how

light

travels?

Did pupils

display care

and safety in

using a lit

candle?

March 2003


GRADE 3




32

Forma-

tion of

shadows

Explain how

shadows are

formed.

Demon-

strate the

forma-

tion of

shadows.

Display

care and

safety

when using

cutting

implements

or tools.

Light can pass

through a piece of

clear glass or plastic.

Such objects are said

to be transparent.

However, the same

light would not pass

through a piece of

cardboard or wood.

Such objects are said

to be opaque.

When light falls on

an opaque object a

shadow of the

object is formed.

Shadows of objects

usually have the

same shape as the

objects but can have

a different size.

1. Pupils draw shapes onto

cardboard and cut them out.

2. They place the cut-out

shapes in front of a screen

and shine a torchlight at

them.

3. Pupils will see a shadow on

the screen.

4. Pupils try to make the

shadows smaller or larger.

They should also observe

what happens to the clarity

of the shadow when it is

made smaller or larger.

5. As a follow-up, pupils look

at their shadows and that of

other objects as formed by

the sun. They can also look

at shadows formed in the

house.

Cardboard

scissors,

torch

light.

Were pupils

able to make

shadows of

objects?

Were pupils

able to get

shadows to

vary in size?

Can pupils

explain how

a shadow is

formed?

Art and

Craft –

Drawing

and cutting

out shapes

March 2003


GRADE 3




33

Reflec-

tion of

light

List objects

that reflect

light.

Demon-

strate that

light can

be

reflected.

Observe

the form-

ation of

images in

mirrors.

All objects reflect

light. If they did

not, we would not be

able to see them.

A smooth surface

forms a reflection

because it reflects

the light that strikes

it evenly.

We can see

ourselves in a mirror

because light

bounces from us to

the mirror and then

from the mirror into

our eyes. Any

smooth surface that

can reflect an image

will behave like a

mirror.

Pupils work in pairs or small

groups.

1. They look into a piece of flat

mirror and observe the

image of their face.

2. Pupils place a piece of

paper or cardboard on desk

top. Hold the mirror at right

angles or perpendicular to

the paper. Make a mark on

the paper in front of the

mirror and observe the

image of the mark. Pupils

may need to repeat activity

a few times.

3. In class discussion, pupils

explain why they are able to

see the images in the

mirrors.

4. Pupils look back at

themselves in the mirror.

Touch the right ear and

observe which ear of the

image is touched. Repeat

by touching the left ear.

5. As a follow-up to show

more reflection, pupils write

some words and observe

their mirror images.

Flat

mirror,

very

smooth

and shiny

material

e.g.

polished

wood,

stainless

steel e.g.

spoon.

Were pupils

able to

explain how

reflection

occurs?

Did pupils

observe the

reversal of

right and

left in the

mirror

image?

March 2003


GRADE 3

Unit 9: Forces – Types of forces and their effects



34

Effects

of

magnets

Distinguish

between

magnetic

and non-

magnetic

materials.

Investigate

the effects

of magnets

on

materials.

Predict and

then

investigate

which

materials

are

magnetic

and which

are non-

magnetic.

Display

safety in

handling

sharp

implements

Magnets attract

materials that are

made of iron or

steel. Such

materials are said to

be magnetic e.g.

nails, pin, paper clip,

needle, iron filings.

Materials not

attracted by magnets

are said to be non-

magnetic e.g. paper,

plastic, rubber,

cloth, wood, leaf.


groups.

1. Pupils are provided with a

range of materials.

2. They predict which

materials will be attracted by

a magnet and which will not.

3. They then test their

predictions by touching each

material with the magnet.

4. Pupils summarise their

findings in the form of a

table as follows:

5. As homework, pupils add

five other things found at

home that are magnetic and

five which are non-magnetic.

Magnets,

range of

common

materials-

paper,

wood,

plastic,

cloth,

rubber,

pin, nail,

needle,

paper clip,

aluminium

foil, gold,

eraser,

leaf,

flower.

How close

were the

predictions

of the

pupils to

their

experiment-

al findings?

Did pupils

find at

home

materials

that are

magnetic

and those

that are

non-

magnetic?

Can pupils

distinguish

between

magnetic

and non-

magnetic

materials?

Technology

Education –

Magnetism.

March 2003


GRADE 3



Magnetic Non-magnetic

………… ……………..

……….. ………………

……… …………………

35


Poles of

magnets

Relate the

effects of

attraction

and

repulsion to

the poles of

magnets.

Explain the

law of

magnetism.

Investi-

gate the

effects of

magnets

on each

other.

Observe

the

effects of

magnets

on each

other.

Make

conclu-

sions

based on

observ-

ations.

The ends of a

magnet are called its

poles. The poles of

a magnet exert more

magnetic force than

any other part of the

magnet.

The two poles of a

magnet are called

the north and south

poles.

When two like or

similar poles, that is,

north and north or

south and south, are

brought together, the

magnets push away

or repel each other.

Two unlike poles,

that is, north and

south, attract each

other.

The law of

magnetism states

that like poles repel

and unlike poles

attract.


groups.

1. They place two magnets

with like poles (north and

north or south and south)

together and observe what

happens.

2. They repeat the above using

two unlike poles (north and

south), and observe what

happens.

It may be useful to try 1 and

2 a few times.

3. An alternative procedure of

the above is as follows.

a) Tie a magnet at its

centre with a piece of

string, the other end of

which is tied to a pencil.

b) Suspend the magnet by

holding the pencil.

c) To the north-pointing

pole of the suspended

magnet, bring the north

pole of the other magnet

close to it and observe

what happens.

Magnets,

string,

pencil.

Were pupils

willing to try

procedures

several times

before

making

conclusions?

Can pupils

explain

what

happens

when the

like/unlike

poles of

magnets are

brought

together?

March 2003


GRADE 3



36


The Earth behaves

like a large magnet.

A suspended magnet

will align itself in a

north to south

direction.

d) Repeat c) using the south-

pointing pole of the

suspended magnet.

4. Pupils discuss their results

and make conclusions.

5. Teacher verifies conclusions

following class discussion.

March 2003

primary science curriculum guide unit 1: human body

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