science yearly plan year three 2005

8/8/2019 Science Yearly Plan Year Three 2005

1/20

SCIENCE YEARLY PLAN FOR YEAR THREE

SEMESTER: 1

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/MS

SUGGESTED LEARNING

ACTIVITIESVOCABULARY

THEME A - Learning about living things

LEARNING AREA - Animals

WEEK

1 & 2

2-6 JAN

&

9-13 JAN

WEEK

3&4

17-20 JAN

&

Pupils should learn:

1.1 To observe and

recognize externalfeatures of animals.

1.2 That animals

can be grouped

according to

external features

Pupils :

- Identify

externalfeatures of an

animal.

- Make a list of

the external

features of an

animal.

- Record theexternal

features of

animal in a

table.

- Explain

similarities and

differences

between animals

based on the table.

- Groupanimals

according to

similarities

in external

features.

SPS

- Observing- Classifying

- Communicating

MS

- Handle specimens

correctly and

carefully.- Draw specimens and

apparatus.

SPS

- Observing

- Classifying

Communicating

Pupils observe various

animals and list the externalfeatures of each animal e.g.

tail, fur, feathers, scales, beak,

claws and number of legs.

Pupils discuss and construct a

table based on the list of

external features.

- Pupils group the

animals in different

ways based on the

table.

-

- beak

- claws- feathers

- fur

- horn

- legs

- scales

- tail

- wings

1


2/20

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/MS

SUGGESTED LEARNING


THEME A - Learning about living things

LEARNING AREA - Animals

23- 27 JAN 1.3 That animals can

be grouped in many

ways.

- Group animals in

different ways.

SPS

- Observing

Classifying

- Pupils present and compare

each other's grouping of

animals.

16 Jan- cuti hari keputeraan KDYMM sultan kedah

THEME A LEARNING ABOUT THE WORLD AROUND US

LEARNING AREA 1.0 MAGNETS

2


3/20


4/20

OBJECTIVESLEARNING

ACTIVITIES

THEME A - LEARNING ABOUT WORL AROUND US

LEARNING AREA - 5.0 SOIL

1

5.1 Pupils should

learn

what soil is made

up of

5.1.1 To describe what soil is

made up of

5.1.2 To state the differences

between soil samples

from

different places.

SPS 1 Observing

SPS 2 Classifying

SPS 3 Making inferences

SPS 4 Predicting

SPS 5 Communicating

MS 2 Handle specimens

correctly and

carefully.

Refer to the

curriculum

specification for

Year 3 Science

Clay

Garden soil

Sandy soil

2 / 35.2 Pupils shouldlearn

the flow of water

through different

types of soil.

5.2.1 To design a fair test tocompare how well water

moves through sand, clay

and garden soil by

deciding

hat to keep the same,what

to change and what to

measure.

5.2.2 To carry out the test and

record the observations.

5.2.3 To form a conclusion

based

on the observations.

SPS 1 ObservingSPS 2 Classifying

SPS 3 Making inferences

SPS 4 Predicting

SPS 5 Communicating

SPS 12 ExperimentingMS 1 Use and handle

science apparatus

and substances

MS 2 Handle specimens

correctly and

carefullyMS 4 Clean science

apparatus

MS 5 Store science

apparatus.

4


5/20

5.2.4 To explain how they

arrive

at the conclusion.

WEEK LEARNINGOBJECTIVES

LEARNINGOUTCOMES

SPS/SMS SUGGESTED LEARNINGACTIVITIES

VOCABULARY

THEME B - Learning about the world around us

LEARNING AREA - Springs

1 That a spring returns

to its original size and

shapes after being

bent, twisted,

stretched, or

squeezed.

State that a spring

returns to its originalsize and shape after

bent, twisted,

stretched, or

squeezed.

State that it is easierto bent, twist, stretch

and squeeze some

springs than others.

Observing.

Communicating.

Use and handle

science apparatuscorrectly and

carefully.

Store science

apparatus

Pupils bend; twist, stretch or squeeze

springs of different lengths and

diameters.

Bend

Twist

Stretch

Squeeze

Size

Shape

Spring Diameters

2 That springs stretch

differently. Design a fair test to

find out which

springs stretches themost by deciding

what to keep the

same, what to

change and what tomeasure.

Carry out the test

and record the

observation.

Form a conclusion

Observing

Making inferences

Controlling

variables

Experimenting

Use and handle

science apparatus

correctly and

carefully.

Pupils discuss :-

What type of springs they want to

test. E.g springs of differentlengths or springs of different

diameters.

How to test which springs

stretches the most. E.g by hangingan object the same weight at the

end of the springs and measure

how much it stretches.

How to record their findings.

Pupils carry out their test and

Stretches

Longest

Most

Measure

3

5


6/20

based on the

observation.

Explain how they

arrived at the

conclusion.

Store science

apparatus

record their findings.

Pupils form a conclusion based onthe findings. E.g the longest

springs stretches the most.

SEMESTER: 2

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/SMS

SUGGESTED

LEARNING

ACTIVITIES

VOCABULARY

THEME A - Learning about the world around us

LEARNING AREA - 6. Mixing substances

1. 6.3 That a mixture of

substances can be

separated.

6.3.1 Plan how to

separate a mixture of

substances .

6.3.2 Present theirprocesses of

separating the mixture

in words of diagrams.

6.3.3 Give reasons

why the methods are

able to separate the

mixtures.

SPS :

Observing

Making Inference

Predicting

Interpreting dataExperimenting

MS

Use and handle

science apparatus and

substances.

Pupil are given a

mixture of substances

e.g find sand, small

stone, small

polystyrene ball, saltand paper clips.

Pupil are challenged

to separate themixture in the shortest

possible time.

Pupils discuss in

groups on how

6


7/20

6.3.4 Compare

different methods of

separating the

mixtures.

6.3.5 Explain whyone method of

separating mixtures

may be better thananother.

mixtures can be

separated.

Pupils carry out their

plan to separate the

mixture.

Pupils evaluate

method of separatingthe mixture presented

by others.

WEEKLEARNING

OBJECTIVESLEARNINGOUTCOMES

SPS/SMSSUGGESTEDLEARNING

ACTIVITIES

VOCABULARY

THEME A - LEARNING ABOUT THE WORLD AROUND US

LEARNING AREA - MAGNET

Magnets

11

1.5 The different

uses of magnet State where

magnets are

used.

Explain what

a magnet is

used for.

Make a toy, a

game or a

device usingmagnets.

SPS

Observing

Communicating

Classifying

SMS

Use and handle

science apparatus

and substances Handle specimens

correctly and

carefully.

Store science

Pupils bringthings that

magnets, e.g.

magnetic

pencil box,

toys and

fridge

magnets.

Pupils discussabout how

magnets areused in the

things they

bring.

Magnetic pencil box,toys and fridge magnets.

7


8/20

apparatus. Pupils make a

toy, a game ora device using

magnets e.g.

fishing with a

magnet,magnetic

dancer and

magnetic

fastener.

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/SMS

SUGGESTED

LEARNING

ACTIVITIES

VOCABULARY


LEARNING AREA - ELECTRICITY

Electricity

12

2.1 How to make a

bulb in a circuit

brighter or

dimmer.

Suggest ways

to make a

bulb in a

circuit

brighter.

Design a

circuit that

makes the

bulb light up

brighter. Show

perseverance

in making a

circuit that

makes the

SPS:

Observing

Measuring and

using number

Making inference

Communicating

Controlling

variables

Making hypotheses

Experimenting

SMS:

Use and handle

Pupils are

given

batteries,

battery

holders,

connectingwires, bulb

and bulb

holders.

Pupils build acircuit to

make a bulb

light up.

Pupils discuss

ways to make

Brighter

Dimmer

8


9/20

bulb brighter.

Explain thecircuit .

Draw the

circuit.

Design acircuit to

make a bulb

dimmer.

science apparatus

and substances

Handle specimens

correctly and

carefully.

Store scienceapparatus.

the bulb in

the circuit

brighter and

dimmer.

Pupils test

theirsuggestions.

Pupils draw

the circuit

that they

made.

SEMESTER:

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/MS

SUGGESTED LEARNING



LEARNING AREA - 2. ELECTRICITY

2.2 That some

materials conduct

electricity

Predict which

materials can

conduct

electricity.

Build a circuit to

test which

materials conductelectricity.

Record the findingin a table.

Form conclusionsbased on the

findings.

SPS

Predicting

Observing

Communicating

Making Inference

MS

Use and handle

science apparatusand substances.

Draw apparatus.

Experiment

Pupils list materials that they think

will conduct electricity.

Pupils build a circuit to test which

materials conduct electricity.

Pupils record their finding in a

table.

Pupils discuss and form

conclusions. Pupils share their findings.

Metal

Plastic

Wood

Conduct

Circuit

Bulb

Turn on

Turn off

Switch

Worksheet

Pupils colour the materials can

conduct electricity.

9


10/20

2.3 That a switch is

used to complete or

break a circuit.

Make a circuit

which allows abulb to be turned

on or off.

Explain how the

bulb can be turnedon or off.

State that a switch

is used to

complete or break

a circuit.

Create a simple

switch.

SPS

Making inference

Observing

Experimenting

Communicating

MS

Use and handle

science apparatus

and substances.

Draw apparatus.

Pupils make an incomplete circuit.

Pupils build the circuit and test it.

WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOMES SPS/MS

SUGGESTED

LEARNINGACTIVITIES VOCABULARY

THEME A - Learning about the world Around Us

LEARNING AREA - Magnets

9

1.3

That magnets attract

some materials

1.3.1

Demonstrate that

magnets attract some

materials but not

others.

1.3.2

Record their findings

in a table.

1.3.3

SPS

Observing

Communicating

Predicting

Classifying

MS

Use and handle

science apparatus

and substances.

Pupils explore variety

of objects made from

different materials

and are asked to

predict which objects

will be attracted by amagnets.

Pupils investigate to

find out whether their

predictions are

correct.

Wooden spoon

Steel spoon

Plastic spoon

Silver spoon

Attract

magnet

10


11/20

State the objects that

are attracted by

magnets

10

1.4

That magnets havedifferent strengths.

1.4.1

Design a fair test to

compare the strengthsof different magnets

by deciding what to

keep the same, what

to change and what to

measure.

1.4.2

Carry out the test and

record the

observations.

1.4.3

Form a conclusion

based on the

observations.

1.4.4

Explain how they

arrive at the

conclusion.

SPS

Observing

Classifying Measuring and

using numbers.

Making inferences.

Predicting

Communicating

Controlling

variables.

Making

Hypotheses

Experimenting.

MS.

Use and handle

science apparatus

and substances.

Pupils design a

fair test to

compare thestrengths of

different magnets

Pupils have todecide how to

measure the

strength of the

magnet.

Eg: How manypaper clip the

magnet can attract

and hold or how

close to a paper

clip a magnet has

to be to attract it

Pupils carry out

their tests and

record the

findings in a table.

Pupils form a

conclusion based

on theobservations Eg:

Magnet A is the

strongest becauseit can hold the

most number of

Paper clip

11


12/20

paper clips

SCIENCE YEARLY PLAN FOR YEAR THREE

SEMESTER:

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/SMS

SUGGESTED

LEARNING

ACTIVITIES

VOCABULARY

THEME B - LEARNING ABOUT THE WORLD AROUND US

LEARNING AREA - 5. SOIL

1 5.3 that certain soil

are more suitable for

plants growth

Design a fair test to

compare the growth

of green bean in clay,

garden soil and sand

by deciding what to

keep the same, whatto change and what to

measure.

SPS:

Observing,

Making inference,

Communicating,

Predicting,

Making hypotheses,Measuring and using

numbers

Controlling variables

MS:

Use and handle


substances.

Handle specimen

correctly andcarefully.

Clean scienceapparatus.

Store science

apparatus.

Pupils discuss

a) how to compare the

growth of green bean

in clay, garden soil

and sand.

b) how to record theirfindings.

Garden soil,

Sandy soil,

Clay soil,

Soil

2 Carry out the test and

record the

observations.

Pupils carry out the

test and record their

findings.

3 From a conclusion

based on the

observations.

Explain how they

arrive at theconclusion.

Pupils form a

conclusion based on

their finding.

12


13/20

LEARNING AREA - 6. MIXING SUBSTANCES

4 6.1 that different

substances have

different properties.

State the properties of

different substances in

terms of appearance ,

smell , feel andcolour.

SPS:

Observing,

Making inference,

Communicating,Making hypotheses,

Classifying

Experimenting

MS:

Use and handlescience apparatus and

substances.

Handle specimen

correctly and

carefully.

Clean science

apparatus.

Store science

apparatus.

Pupils are given

different substances

such as wheat

flour,tapioca flour,sugar, salt , baking

powder and milk

powder.

Baking powder,

Wheat flour,

Milk powder,

Tapioca flour,Salt,

Water,

vinegar

5 Describe the result of

mixing different

substances with

water.

Describe the result of

mixing different

substances with

vinegar.

Pupils observe and

record the appearance,

smell, feel and colour

of the substances.

6 State that different

substances have

different properties.

Pupils test the

substances with water

and vinegar and

record their

observations.

SEMESTER:

WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOMES SPS/SMS

SUGGESTED

LEARNINGACTIVITIES

VOCABULARY

THEME A - LEARNING ABOUT WORLD AROUND US

LEARNING AREA - ABSORBTION

1. 4.2:That some

materials can

1. Design a fair test

to test the ability of

- Experimenting

- Observing

- Pupils discuss:-

a) What materials

-Absorb

- Cloth

13


14/20

absorb more water

than others.

different material

in absorbing water

by deciding what to

keep the same, what

to change and what

to measure.

2. Carry out the test

and record the

observations.

- Handling

specimens

correctly andcarefully.

they want test e.g.

different material

or different types of

tissue paper.

b) How to find out

material absorb themost water.

c) How to record

their findings.

- Coins

- Pebbles

- Tissue paper

2.

4.2: That some

materials canabsorb more water

than others.

3. Form a

conclusion based on

the observations4. Explain how they

arriveat the

conclusion.

- Hypothesis

- Making

inferences

- Clean scienceapparatus

- Store science

apparatus

- Pupils carry out

the test and record

their result in a

table.

- pupils form

conclusions based

on their findingse.g. tissue paper A

is the most

obsorbent because

it obsorbed the most

amount of water.

-Absorb

- Cloth

- Coins

- Pebbles- Tissue paper

3.

4.3: The uses of the

ability of materials

to absorb water.

1.Explain the uses

of the ability of

materials to absorbwater.

- Interpreting data.

- Making hypothesis

- Pupils discuss why

ability of materials

to absorb water. Is

useful for curtain

jobs e.g. a mopneeds to be

obsorbent to mop

up water.

-Absorb

- Cloth

- Coins

- Pebbles- Tissue paper

6.MIXING SUBSTANCES

14


15/20

Week Learning Objective Learning Outcomes SPS/MS Suggested Learning

Activities

Vocabulary

6.2 that some substances

are unsafe and should be

handled with care.

Identify labels for

unsafe substances.

Explain the meaning ofthe 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 1-Observing

SPS 4-Making

InferencesSPS 5-Predicting

SPS 12-Communicating

MS 1-Use and handle


substances.

MS2-Handle specimens

correctly and carefully

MS 4-Clean science

apparatus.

MS 5-Store scienceapparatus.

Pupils are shown

labels for some

unsafe substances

Pupils discuss the

danger of

touching,smelling or

tasting these unsafe

substances

Pupils watch a video

on how unsafe

substances cause

harm and how theseunsafe substances

should be handled.

Pupils list unsafe

substances and tell

what harm they can

cause.

Baking Powder

Milk Powder

SaltTapioca Flour

Vinegar

Water

Wheat Flour

SEMESTER : 1

WEEK LEARNING LEARNING SPS/SMS SUGGESTED VOCABULARY

15


16/20

OBJECTIVES OUTCOMESLEARNING

ACTIVITIES

THEME A - Learning About Living Things

LEARNING AREA - 2. Plants

4 2.1 To observe and

recongnise

external features

of

plants .

2.1.1 Identify external

features of a

plant .

2.1.2 Make a list of

the

external features

of a plant .

2.1.3 Record the

external features

of plants in atable .

Science Process Skills

1. Predicting

2. Experimenting

3. Observing &

Communicating

4. Making Inferences

5. Making Hypotheses

6. Controlling

Variables

Manipulative Skills

1. Handle specimenscorrectly and carefully

2. Use and handle

science apparatus

and Substances .

3. Clean Science

Apparatus .

4. Store Science

Apparatus

Refer To Curriculum

Specifications Science

Year 3

dull

green

red

rough

shiny

smooth

woody

soft

yellow

5 2.2 That plants can be

grouped according

to external features

2.2.1 To explain

similarities and

differencesbased

on the table .

2.2.2 Group plants

according to

similarities inexternal features

6 2.3 That plants can be

grouped in many

ways .

2.3.1 Group plants in

different ways .

16


17/20

YEARLY PLAN

6.1 MIXING SUBSTANCES

WEEK LEARNING

OBJECTIVE

LEARNING

OUTCOMES

SPS/SMS SUGGESTED

ACTIVITIES

VOCABULARY

Theme : Learning about the World Around Us

Learning Area : Mixing Substances

1

6.1 That

different

substances

havedifferent

properties

6.1.1 Pupils state the

properties of

different

substances interms of

appearance,

smell, feel and

colour

6.1.2 Pupils describe

the results of

mixing different

substances with

water

SPS

a. Observing

b. Communicating

c. Experimenting

SMS

a. Use and handle

science apparatus andsubstances

b. Clean science

apparatus

c. Store science

apparatus

Pupils are given

different substances

such as wheat

flour, tapioca flour,sugar, salt, baking

powder and milk

powder

Baking powder

Milk powder

Salt

Tapioca flourWheat flour

Water

2

6.1.3 Pupils describe

the result ofmixing different

substances with

vinegar

SPS

a. Observingb. Communicating

Pupils observe and

record theappearance, smell,

fell, and colour of

the substances

Pupils test the

Water

Vinegar

17


18/20

6.1.4 pupils state that

different substances have

different properties

SMS

a. Use and handle science

apparatus and substances

b. Clean science apparatus

c. Store science apparatus

substances with

water and vinegar

and record their

observation

SEMESTER:

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/SMS

SUGGESTED

LEARNING

ACTIVITIES

VOCABULARY

THEME A - Learning About The World Around Us

LEARNING AREA - Mixing Substances

1 6.2 That some

substances are unsafe

and should be handled

with care

6.2.1 to identify label

unsafe substances

6.2.2 To explain themeaning of the labels

6.2.3 to lists unsafe

substances

Observing

Making Inferences

Handle Specimens


DefiningOperationally

Communicating

Pupils are shown

labels for some unsafe

substances

Pupils discuss thedanger of touching,

smelling or testing

these unsafe

substances

Baking powderMilk powder

Salt

Tapioca flour

Vinegar

Water

Wheat flour2 6.2.4 state the need to

look at labels or ask

an adult before

touching or tasting

any substance

6.2.5 list the harm

coursed by unsafe

substances

Observing

Making Inferences

Communicating

Pupils watch a video

on how unsafe

substances cause

harm and how these

unsafe substances

should be handledPupils list unsafe

substances and tell

what harm they can

cause

3 6.3 That a mixture of 6.3.1 plan how to Communicating Pupils are given a

18


19/20

substances can be

separated

separate a mixture of

substances

6.3.2 present theirprocesses of

separating the mixture

in words or diagrams

ExperimentingHandle Specimens


mixture of substances

e.g. find sand, small

stones, small

polystyrene balls, salt

and paper clips.

Pupils are challengeto separate the

mixture in the shortest

possible time

4 6.3.3 give reasons

why the methods are

able to separate the

mixtures

6.3.4 compare

different methods of

separating the

mixtures6.3.5 explain why one

method of separating

methods may be

better than another

Interpreting data

Classifying

Draw specimen and

carefully

Making hypotheses

Pupils discuss in

groups on how

mixtures as can be

separated.

Pupils carry out their

plans to separate the

mixture.

Pupils evaluate

methods of separating

the mixture presented

by others.

SEMESTER:

WEEKLEARNING

OBJECTIVES

LEARNING

OUTCOMESSPS/SMS

SUGGESTED

LEARNING

ACTIVITIES

VOCABULARY

THEME A -LEARNING AREA -

Pupils should learn :

3.3 The uses of spring

3.3.1 To state where

spring are used

3.3.2 To explain what

the spring is used for.

SPS 1 Observing

SPS 2 Classifying

SPS 4 Making

Inferences

Pupils bring things that

use springs e.g mechanical

pencils and hand ball pens

19


20/20

SPS 6 - Communicating

MS 1 use and handle

science apparatus

Pupils discuss how

springs are used in these

things.

THEME B LEARNING ABOUT THE WORLD AROUND US

LEARNING AREA 4. ABSORPTION

Pupils should learn :4.1 That some

material can absorb

water

Pupils:4.1.1 Identify

materials that absorb

water

SPS 1 ObservingSPS 2 Classifying

SPS 4 Making

Inferences

MS 1 Use and handle

science apparatus

MS 4 clean science

apparatus

Pupils carry out anactivity to find out which

materials absorb water.

Absorbcloth

Coins

Pebbles

Tissue paper

20

science yearly plan year three 2005

Documents