SCIENCE YEAR 3YEARLY PLAN

1ST SEMESTERWEEK LEARNING

OBJECTIVESLEARNING OUTCOMES SPS / THINKING SKILL

NOBEL VALUEVOCABULARY

A. LEARNING ABOUT LIVING THINGS

1.O ANIMALS

1. 1.1 to observe and recognise external features 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/sgrouping & classifying

NB: Havingan interest and curiosity towards the environment.

beakclawsfeathersfurhornlegsscalestailwings

2-3

1.2 – that animals can be grouped according to external features

group animals according to similarities in external features.

Sps:i. observingii. classifyingiii. communicating

T/sComparing and contrasting

NB Being thankful to God

beak, claws, feathers, fur, horn, legsscales tail wings.

SCIENCE YEAR 3YEARLY PLAN

3-41.3 – that animals can be grouped in many ways

group the animals in different ways.

Sps :i. Interpreting dataii. Communicating

T/sAnalysingGeneralising

NBBeing kind-hearted andCaringBeing cooperative

beakclawsfeathersfurhornlegsscalestailwings

Week Learning Objectives Learning OutcomesScience Process Skill/

Moral Value/ Thinking Skill

Vocabulary

5

2.0 PlantsPupil should learn

2.1- To observe and recognise 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, comparing and contrasting.

Having an interest and curiosity towards the environment.

Realising that science is a means to understand nature.

Be kind-

DullGreenRedRoughShinySmoothSoftWoodyYellow

SCIENCE YEAR 3YEARLY PLAN

hearted and caring.

6-72.2- That plants can be grouped according to eternal features.

To explain similarities and differences between plants based on the table.

Group plants according to similarities in external features.

Attributing, comparing and contrasting.

Grouping and classifying.

Having an interest and curiosity to the environment.

Appreciating, the balance of nature.

7-82.3- That plants can be grouped in many ways

Group plants according to similarities in external features.

Group plants in different ways.

Attributing, comparing and contrasting.

Grouping and classifying, communicating

Having an interest and curiosity to the environment.

Being thankful to God.

SCIENCE YEAR 3YEARLY PLAN

LEARNING 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 contrastingNB.- Having an interest and curiosity. towards the environment.

attract ironmagnetplasticrepelsilverwoodensteel

111.2 To handle magnets properly

a. Demonstrates the proper way to handle magnet.

SPS- Observing. - Communicating.NB- Having and interest and curiosity towards the environment.

attract ironmagnetplasticrepelsilverwoodensteel

SCIENCE YEAR 3YEARLY PLAN

12 1.3 That magnets attract some 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 the environment.

attract ironmagnetplasticrepelsilverwoodensteel

13-14 1.4 That magnets have different strengths

Pupil

a. Design the fair test to compare the strengths of different magnets 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 data experimenting.TS- Attributing , comparing and contrasting , relating, analyzing, detecting bias, making conclusion, generalizing, evaluating.NB- Being system a tic , being kind- hearted, being cooperative.

attract ironmagnetplasticrepelsilverwoodensteel

SCIENCE YEAR 3YEARLY 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 , communicating TS- Attributing, comparing and contrasting, grouping and classifying.NB- Having an interest and curiosity tow awards the environment.

- Appreciating and contribution of science and technology.

attract ironmagnetplasticrepelsilverwoodensteel

Week Learning Objectives Learning OutcomesScience Process Skill \

Moral Value \ Thinking Skill

Vocab

16 2.0 ElectricityPupils should learn

2.1 How to make a bulb in a circuit 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 in making a circuit that makes the bulb brighter.

Experimenting, Communicating, Observing

Manipulative skills : handle specimens correctly and carefully.

Making

BrighterDimmerCircuitBulb

SCIENCE YEAR 3YEARLY PLAN

(d) explain the circuit.

(e) draw the circuit.

(f) design a circuit to make a bulb dimmer.

generalizations

Making inference

Manipulative skills : draw specimens and apparatus.

Manipulative skills : use and handle science apparatus and substance.

SCIENCE YEAR 3YEARLY PLAN

Week Learning Objectives Learning OutcomesScience Process Skill \

Moral Value \ Thinking Skill

Vocab

17

18

19

2.2 That some materials conduct electricity.

2.3 That a switch is used to complete 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 can be 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 and classifying

Making conclusions

Defining operation

Making analogies

Inventing

MetalPlasticWood

SCIENCE YEAR 3YEARLY PLAN

WEEK LEARNING LEARNINGSCIENCE PROCESS

SKILL / VOCAB

  OBJECTIVES OUTCOMESMORAL VALUE / THINKING SKILL  

  3.0 SPRINGS Pupils    Pupils should learn         

203.1 That a spring

returns a) State that a spring i. Observing bend

  to its original size returns to its original ii. Using space-time 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  

  bend, twist, stretch and ii. Comparing 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

SCIENCE YEAR 3YEARLY PLAN

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

  differently out which spring streches shape  the 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 and curiosity  

    ii. Being honest       

223.3 The uses of 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  

SCIENCE YEAR 3YEARLY PLAN

WEEK LEARNING OBJECTIVES

LEARNING OUTCOMES SCIENCE PROCESS SKILL/MORAL VALUE/THINKING SKILLS

VOCABULARY

23

4.0 AbsorptionPupils should learn4.1 That some materials can absorb water.

Pupils Identify materials that

absorb water.

Classifying, attributing, comparing and contrasting, grouping and classifying

Having an interest and curiosity towards the environment.

absorb

24

4.2 That some materials can absorb more water than others.

Design a fair test to test the ability of different materials in absorbing water by deciding what to keep the same, what to change and what to measure.

Carry out the test and record the observations.

Making inferences, controlling variables.

Being honest and accurate in recording and validating data.

clothcoins

pebblestissue paper

254.2 That some materials can absorb more water than others.

Form conclusion based on the observations.

Explain how they arrive at the conclusion.

Communicating,

Being cooperative, realizing that science is a means to understand nature.

264.3 The uses of the ability of materials to absorb water.

Explain the uses of the ability of materials to absorb water.

Classifying, communicating.

Being thankful to God, appreciating the contribution of science and technology.

SCIENCE YEAR 3YEARLY PLAN

WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILLNOBEL 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:i. observingii. classifying

T/sgrouping & classifying

NB: Havingan interest and curiosity towards the environment.

ClayGarden soilSandSoil

28. 5.2 the flow of water through different types 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 to measure.

Carry out the test and record the observations.

sps:i. observingii. Controlling variables

T/sComparing & contrastingAnalysing

NB: Daring to try.Being systematic.

ClayGarden soilSandSoil

SCIENCE YEAR 3YEARLY PLAN

WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILLNOBEL VALUE

VOCABULARY

29. Form a conclusion based on the observations.

Explain how they arrive at the conclusion.

sps:i. observingii. classifying

T/srelating

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 through sand, clay and garden soil by deciding what to keep the same, what to change and what to measure.

Carry out the test and record the observations.

sps:i. observingii. communicatingiii. experimenting

T/sComparing & contrastingConclusionMaking hypothesis

NB: Being cooperative.Having an interest and curiosity towards the environment.

31. Form a conclusion based on the observations.

Explain how they arrive at the

sps:i. observingii. experimenting

SCIENCE YEAR 3YEARLY PLANconclusion.

T/sattributing

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 different properties

Pupils

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

Describe the result of mixing difference substances with water

Describe the result of mixing different substances with vinegar

State that different substances have different properties

SPS- Observing, classifying,

communicating

T/S- Attributing,

comparing, and contrasting

- Experimenting, predicting

NB- Being thankful to God- Being cooperative- Confident

Baking powderMilk powderSaltTapioca flourVinegarWaterWheat flour

SCIENCE YEAR 3YEARLY PLAN

33 6.2 That some substances are unsafe and should be handled 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 unsafe substances

SPS- Observing, attributing,

relating- Classifying,

attributing,

T/S- Communicating,

predicting

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

Baking powderMilk powderSaltTapioca flourVinegarWaterWheat flour

34 6.3 That a mixture of substances can be separated

Plan how to separated a mixture of substances

Present their processes of separating the mixture in words or diagrams

SPS- Classifying, attributing

T/S- Measuring,

comparing, contrasting- Interpreting data,

analyzing, evaluating

NB- Being cooperative- Hardworking- Being diligent and

persevering - Being systematic

Baking powderMilk powderSaltTapioca flourVinegarWaterWheat flour

35 6.3 That a mixture Give reason why the methods are able SPS Baking powder

SCIENCE YEAR 3YEARLY PLAN

of substances can be separated

to separate the mixtures

Compare different methods of separating the mixtures

Explain why method of separating mixture may be better than another

- Comparing and contrasting

T/S- Interpreting data,

evaluating

NB- Being cooperative- Hardworking- Being diligent and

persevering - Being systematic

Milk powderSaltTapioca flourVinegarWaterWheat flour

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