SCIENCE YEARLY PLAN FOR YEAR THREE

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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME A : LEARNING ABOUT LIVING THINGS

ONE LEARNING AREA : ANIMALS

1.1 To observe and 1.1.1 Identify external Beak

recognise external features of an animal. SPS 1 - Observing
1 features of Claws
animals. 1.1.2 Make a list of the external SPS 2 – Classifying
features of an animal. Feathers
SPS 4 – Making
Inferences Fur

1.2 That animals can 1.2.1 Record the external SPS 7 - Using space- Horn
be grouped features of animals on time
2 according to a table relationship Refer to Legs
external features Curriculum
1.2.2 Explain similarities and MA 2 - Handle Specifications Scales
differences between specimens For Year Three
animals based on the correctly Science Tail
table and
carefully. Wings

1.3 That animals can 1.3.1 Group animals according MA 3 – Draw

3 be grouped in To similarities in external specimens
many ways. features. and
apparatus

1.3.2 Group animal s in

4 different ways.
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME A : LEARNING ABOUT LIVING THINGS

ONE LEARNING AREA : 2.0 PLANTS

2.1 To observe and 2.1.1 Identify external

recognise external features of plants. SPS 1- Observing Dull
5 features of plants.
2.1.2 Make a list of the external SPS 2 – Classifying Green
features of plants.
SPS 4 – Making Red
inferences
2.2.1 Record the external Rough
features of animals on
2.2 That plants can a table. SPS 5 - Predicting Shiny
be grouped Refer to
6 according to 2.2.2 Explain similarities and Cuririculum Smooth
external features. differences between MS - Draw Specifications
animals based on the speciment For Year Three Soft
table. Science
Woody
MS 2 - Handle
2.3 That plants can 2.3.1 Group plants according speciment
7 be grouped in to similarities in external correctly and
many ways. features. carefully

2.3.2 Group plants in

8 different ways.
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

ONE LEARNING AREA : 1.1 MAGNETS

1.1 That magnet can 1.1.1 Demonstrate that

attract or repel magnets can attract or SPS 1 - Observing
each other. repel each other.
9 SPS 2 - Classifying
1.1.2 State the magnets can Attract
attract or repel each SPS 3 - Measuring
other. And using Iron
Numbers.
Magnet
1.2 To handle 1.2.1 Demonstrate the proper MA 1- Use and Refer to
magnets way to handle magnets . handle Cuririculum Plastic
10 properly. Science Specifications
apparatus For Year Three Repel
1.2.2 Demonstrate that magnet and Science
attract some materials substances. Silver
but not others.
Wooden
1.3 That magnets
attract some 1.3.1 Record their findings on Steel
materials. a table.
11
 SCIENCE YEARLY PLAN FOR YEAR THREE
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

ONE LEARNING AREA : 1.0 MAGNETS

1.1 That magnet can 1.1.1 Demonstatre that SPS 1- Observing Attract
Attract or repel magnets c an attract orr SPS 4- Making
Each other. repe leach other Inferences Iron
1.1.2 State the magnets can SPS 5 – Predicting
12 attract or repel each SPS 7 – using space- Magnet
other. Time
Relationship Plastic
1.2 To handle magnet 1.2.1 Demonstrate the proper SPS 11- Making Refer to
properly way to handle magnets. hypotheses Cuririculum Repel
1.2.2 Demonsrate that magnet Specifications
attract some materials MS 1 - Use and For Year Three Silver
13 but not other handle Science
science Wooden
apparatus and
1.3 That magnets 1.3.1 Record their findings in a substances. Steel
attract some table. MS 2 – Handle
14 materials. 1.3.2 State the objects that are specimens
attracted by magnets. correctly and
1.4 That magnet have 1.4.1 Design affair test to apparatus.
different strengths. compare the strengths of
different magnets by
deciding what to keep the
same, what to change
and what to measure.
1.5 The different uses 1.4.2 Form a conclusion based
of magnets . on the observations.
 SCIENCE YEARLY PLAN FOR YEAR THREE
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON- LIVING THINGS

ONE LEARNING AREA : 2.0 ELECTRICITY

2.1 How to make a 2.1.1 Suggest ways to make a

bulb in a circuit bulb in a circuit brighter. SPS 1- Observing
brighter or dimmer
15 2.1.2 Design a circuit that SPS 2 – Classifying
makes the bulb light up Brighter
brighter. SPS 4 - Making
iInferences Refer to Dimmer
Cuririculum
SPS 7 – Using space Specifications
2.1.3 Show perseverance in time For Year Three
making a circuit that relationship Science
makes the bulb brighter.
16
2.1.4 Explain the circuit.

2.1.5 Draw the circuit

2.1.6 Design a circuit to make

17 a bulb dimmer.
 SCIENCE YEARLY PLAN FOR YEAR THREE
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME A : LEARNING ABOUT NON - LIVING THINGS

ONE LEARNING AREA : 2.0 ELECTRICITY

2.2 That some 2.2.1 Predict which materials MS 1 – Use and

materials can conduct electricity. handle
conduct science Metal
electricity. 2.2.2 Build a circuit to test apparatus
which materials conduct and Plastic
18 electricity. sunstances.
Wood
2.2.3 Record the findings in a MS 2 – Handle Refer to
table. specimens Cuririculum
correctly Specifications
2.2.4 Form conclusions based and For Year Three
on the findings. carefully. Science

MS 5 - Store science
2.3.1 Make acircuit which apparatus.
2.3 That a switch is allows a bulb to be
19 used to complete turned on or off.
or break a circuit.
2.3.2 Explain how the bulb can
be turned on or off.

2.3.3 State that a switch is used

to complete or break a
20 circuit.
2.3.4 Create a simple switch.
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME A : LEARNING ABOUT NON- LIVING THINGS

ONE LEARNING AREA : 3.0 SPRING

3.1 That spring returns 3.1.1 State that a spring returns to SPS 1 - Observing
to its original size its original size and shape
and shape after after being bent,twisted , SPS 3 - Measuring
being bent, streched or squeezed. and
21 twisted,stretched or num,bers
squeezed. 3.1.2 State thata it easier to Bend
bend, twist, stretch and SPS 4 - Making
squeeze some springs than inferences Refer to Shape
others. Cuririculum
SPS 5 - Predicting Specifications
For Year Three Size
3.2.1 Design a fair test to find SPS 7 – Using space Science
out which spring stretches time
3.2 That springs stretch the most by deciding what relationship Spring
22 differently. to keep the same, what
to change and what to MA 2 – handle
measure. Specimens
Correctly and
Carefully.
3.2.2 Carry out the test and
3.3 The uses of springs record the observation. MA 3 – draw
3.2.3 Form a conclusion based Specimens
23 on the observations. And
3.2.4 Explain how they arrive apparatus
at the conclusion
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

TWO LEARNING AREA : 4.0 ABSORPTION

4.1 That some materials 4.1.1 Identify materials that SPS 1- Obseving
can absorb water. absorb water.
SPS 2- Classifying
4.2 That some materials 4.3.1 Design a fair test to test Absorb
24 can absorb more ability to different SPS 4 – Making
water than others. materials in absorbing Inferences Cloth
water by deciding what to
keep the same, what to SPS 5 - Predicting Refer to Cons
change and wahat to Cuririculum
measure. SPS 6 - Interpreting Specifications Pebbles
Data For Year Three
Science Tissue paper
4.3.2 Carry out the test and SPS 12 – Making
the observations. hypotheses

25 4.3.3 Form a concluion based MS 1 – Use and

on the observations. handle
science
4.3.4 Explain how they arrive at apparatus
the conclusion. and
substances.

4.3 The uses of the 4.3.1 Explain the uses of the MS 3 – Draw
ability of materials ability of materials to specimens
26 to absorb water. absorb water. and
appartus
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
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ACTIVITIES
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SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

TWO LEARNING AREA : 5.0 SOIL

5.1 What soil is made 5.1.1 describe what soil is made SPS 1 - Observing
up of. up of. SPS 2 - Classiifying
SPS 3 – Making Clay
5.1.2 state the differences Inferences
27 between soil samples from SPS 10 – Controlling Garden soil
different places variable
SPS 11 – Making Sand
5.3.1 design afair test to Hypotheses Refer to
5.2 The flow of water compare how well water SPS 12 –Exprementing Cuririculum Soil
through different moves through sand, clay Specifications
28 types of soil. and garden soil by MS 2 – Use and For Year Three
deciding what to keep the handle Science
same, what to change science
and what to measure. apparatus
and
5.2.2 carry out the test and substances
record the observations. MS 2 – Handle
5.3.2 form a conclusion based specimens
on the observations correctly
5.3.3 explain how they arrive at and
the conclusion carefully

MS 3 – Draw
5.3 That certain soils 5.3.1 Form aconclusion based specimens
are more suitable on the observations. and
29 for plant growth. 5.3.2 Explain how they arrive at apparatus
the conclusion.
 SCIENCE YEARLY PLAN FOR YEAR THREE
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

TWO LEARNING AREA : 6.0 MIXING SUBSTANCES

6.1 That different 6.1.1 State the propertis of SPS 1- observing

substances have different substances in SPS 2 – Classifying
different properties. terms of appearance, SPS 3 - Measuring
smell, feel and colour. and Using Absorb
30 numbers.
6.1.2 Describe the results of SPS 9 – Defining Cloth
mixing different substances operationally
with water. SPS 10 – Controlling Refer to Cons
variables Cuririculum
SPS12- Experimenting Specifications Pebbles
6.1.3 Describe the results of For Year Three
mixing different substances Science Tissue paper
with vinegar.
31
6.1.4 State tha different
substances have different
properties.

6.2 TThat some 6.2.1 Identify labels for unsafe

substances are substances.
32 unsafe and should 6.2.2 Explain the meaning of
be handled with the labels.
care. 6.2.3 List unsafe substances.
 SCIENCE YEARLY PLAN FOR YEAR THREE
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SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL & LEARNING
MANIPULATIF
ACTIVITIES
SKILL

SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS

TWO LEARNING AREA : 6.0 MIXING SUBSTANCES

6.2 That some 6.2.4 State the need to look at SPS 1 - Obeserving
substances are labels or ask an adult SPS 2 - Classifying Baking powder
unsafe and should before touching or tasting SPS 4 - Making
be handled with any substnce. Inferences Milk powder
33 care SPS 5 - Predicting
6.2.5 List the harm caused by SPS 8 - Interpreting Salt
unsafe substances. data
SPS 10 - Controlling Refer to Tapioca flour
data Cuririculum
6.3 That a mixture of 6.3.1 Plan how to separate a SPS 11- Making Specifications Vinegar
substances can mixture of substances. hypotheses For Year Three
be separated. SPS12- Experimenting Science Water
34 6.3.2 Present their processes of
separating the mixture in MA 1 – Use and Wheat flour
words or diagrams. handle
science
apparatus
6.3.3 Give reasons why the and
methods are able to substances
35 separate the mixture. MA 3 – Draw
6.3.4 Compare different specimens
methods of separating the and
mixture. apparatus
6.3.5 Explain why one method MA 5 – Store science
of separating mixture may apparatus
be better than another.