YEARLY SCHEME OF WORK SCIENCE YEAR THREE

FIRST TERM THEME: A. Learning About Living Things

Learning Area: 1. Animals
Weeks Learning Objectives Pupils should learn : 1.1 To observe and recognize external features of animals. Learning Outcomes Pupils : 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. Suggested Learning Activities Pupils observe various animals and list the external features 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. Scientific Skills Notes/ vocabulary Beak Observing Claws Communicating Feathers Fur Horn Legs Scales tail wings

1.2 That animals can be grouped according to external features.

Explain similarities and differences between animals based on the table. Group animals according to similarities in external features.

Pupils observe the similarities of external features between an animals Pupils group the animals according to similarities in external features

Observing Classifying Communicating

Similarities Differences

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Learning Outcomes

Suggested Learning Activities

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Notes/ Vocabulary

1.3 That animals can be grouped in many way

Group animals in different ways.

Pupils group the animals in different ways based on the table Pupils present and compare each others grouping of animals

Observing Classifying Communicating

* allow pupils to group the animals according to any criteria.

Learning Area: 2. Plants

Pupils should learn : 2.1 To observe and recognize external features of plants. Identify external features of a plant. make a list of the external features of a plant. Record the external features of plants in a table. . Observing Communicating Dull Green Red Rough Shiny Smooth Soft Woody Yellow

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Learning Outcomes

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Notes/Vocabulary

2.2 That plants can be grouped according to external features.

To explain similarities and differences between plants based on the table. Group plants according to similarities in external features.

Pupils observe the similarities of external features between the plants Pupils group the plants according to similarities in external features

Observing Classifying Communicating

Similarities Differences

2.3 That plants can be grouped in many ways.

Group plants in different ways.

Pupils group the plants in different ways based on the table Pupils present and compare each others grouping of animals

Observing Classifying Communicating

* allow pupils to group the plants according to any criteria.

THEME: B. Learning About The World Around Us

Learning Area: 1. Magnets
Week Learning Objectives Pupils should learn: 1.1 That magnets can attract or repel each other. Learning Outcomes Pupils: demonstrate that magnets can attract or repel each other state that magnets can attract or repel each other Pupils explore a variety of magnets e.g bar magnets, horseshoe magnets, cylindrical magnets, circular magnets. Pupils observe what happen when they put two magnets near each other. Observing Communicating Predicting Making inferences Suggested Learning Activities Scientific Skills Notes/Vocabulary

Attract Iron Magnet Plastic Repel Silver Wooden

1.2 to handle magnets properly.

demonstrate the proper way to handle magnets

Pupils discuss the proper way to handle magnets during activities. Pupils discuss the need to handle magnets properly.

Steel Pole * Teacher may introduce the word north pole and south pole of a magnet. Observing Material Communicating Predict Predicting Attract Classifying

1.3 That magnets attract some materials

demonstrate that magnets attract some materials but not others. record their findings in a table. State the objects that are attracted by magnets

Pupils explore a variety of objects made from different materials and are asked to predict which object will be attracted a magnet. Pupils investigate to find out whether their predictions are correct.

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Learning Objectives

Learning Outcomes P design a fair test to compare the strengths of different magnets by deciding what to keep the same, what to change and what to measure Carry out the test and record the observations. form a conclusion based on the observations. explain how they arrive at the conclusion.

Suggested Learning Activities Pupils design a fair test to compare the strengths of different magnets. Pupils have to decide how to measure the strength of a magnet e.g how many paper clips the magnets 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 the observations e.g magnet A is the strongest because it can hold the most number of paper clips.

Scientific Skills Observing Communicating Predicting Making inferences Controlling variables Making hypotheses Experimenting

Notes/Vocabulary Strength Paper clip Attract Hold Observation Strongest

1.4 That magnets have different strengths.

* Teachers explain that objects that are attracted by magnets are made of iron.

1.5 The different uses of magnets.

state where magnets are used. explain what a magnets is used for. make a toy, a game or a device using magnets.

Pupils bring things that make use of magnets, e.g. magnetic pencil box, toy, and fridge magnets. Pupils discuss about how magnets are used in the things they bring. Pupils make a toy, a game or a device using magnets e.g. fishing with a magnet, magnetic dancer and magnetic fastener.

Observing Communicating

Magnetic pencil Magnet dancer Magnetic fastener

Learning Area: 2. Electricity

Week Learning Objectives Pupils should learn: 2.1 how to make a bulb in a circuit brighter or dimmer. Learning Outcomes Pupils: 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 bulb brighter. explain the circuit. draw the circuit. design a circuit to make a bulb dimmer. predict which materials can conduct electricity. build a circuit to test which materials conduct electricity. record the finding in a table. form conclusions based on the findings. Pupils list materials that they think will conduct electricity Pupils plan a circuit to investigate Which materials conduct electricity Pupils record their finding in a table. Pupils discuss and form conclusions. Conduct electricity Observing Circuit Predicting predict Communicating Defining operationally Suggested Learning Activities Pupils are given batteries, battery holder, connecting wire, bulbs and bulb holders. Pupils build a circuit to make a bulb light up. Pupils discuss ways to make the bulb in the circuit brighter and dimmer. Pupils test their suggestions. Pupils draw the circuit that they made. Scientific Skills Notes/ Vocabulary Battery Observing Battery holder Communicating Connecting wire Making inferences Bulb Bulb holder Circuit Brighter Dimmer

2.2 That some materials conduct electricity.

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Learning Objectives 2.3 That a switch is used to complete or break a circuit.

Learning Outcomes Make a circuit, which allows a bulb to turn on or off. Explain how the bulb can be turned on or off. State that a switch is used to complete or break a circuit. Create a simple switch.

Suggested Learning Activities Pupils make an incomplete circuit

Scientific Skills

Notes/ Vocabulary Incomplete circuit

Observing Pupils discuss how to complete the circuit to allow the bulb to be turned on or off. Pupils build the circuit and test it. Pupils examine different types of simple switches and try to explain how each type of switch works. Pupils discuss different ways that a bulb can be turned on or off. Pupils create a simple switch using everyday objects e.g. spring and paper clips. Types Communicating Switch Making inferences Simple switch

REVISION MID-YEAR EXAMINATION

SECOND TERM
Learning Area: 3. Springs
Weeks Learning Objectives Pupils should learn: 3.1 That a spring returns to its original size and shape after being bent, twisted, stretched, or squeezed Learning Outcomes Pupils: State that a spring returns its original size and shape after being bent, twisted, stretched or squeezed. State that it is easier to bend, twist, stretch and squeeze some springs than others. Design a fair test to find out which spring stretches the most by deciding what to keep the same, what to change and what to measure. Carry out the test and record the observations. Form a conclusion based on the observations. Explain how they arrive at the conclusion. Pupils discuss a. What type of springs they want to test. b. How to test which spring stretches the most c. How to record their finding Experimenting Pupils carry out their tests and record their findings. Pupils form a conclusion based on the finding e.g. the longest spring stretches the most. Measuring using numbers Interpreting data Observing Communicating Controlling variables Making hypotheses Suggested Learning Activities Pupils bend, twist, stretch or squeeze springs of different length and diameter. Scientific Skills Notes/ Vocabulary Bend Observing Communicating Making inferences Twist Stretch Squeeze Shape Size

3.2 That springs stretch differently.

Stretches Differently

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Learning Outcomes

Learning Objectives State where springs are used. Explain what the spring is used for

Suggested Learning Activities

Scientific Skills

Notes/ Vocabulary Mechanical pencil

3.3 The uses of springs

Pupils bring things that use springs e.g mechanical pencil and hand ball-pens. Pupils discuss how springs are used in these things.

Observing Hand ball-pen Communicating

Learning Area: 4. Absorption

Week Learning Objectives Pupils should learn: 4.1 That some materials can absorb water. Learning Outcomes Pupils: Identify materials that absorb water. Pupils carry out an activity to find out which materials absorb water. (Pupils can use everyday objects made of different materials for this activity e.g cloth, coins, pebbles, tissue paper) Observing Cloth Communicating Coins Pebbles Tissue paper Suggested Learning Activities Scientific Skills Notes/Vocabulary Absorb

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4.2 That some materials can absorb more water that 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. Form a conclusion based on the observations. Explain how they arrive at the conclusion

Pupils discuss a) What materials they want to test e.g different materials or different types of tissue paper. b) How to find out which materials absorb the most water. c) How to record their finding Pupils carry out the test and record their results In a table. Pupils form conclusions based on their findings.

Observing Communicating Controlling variables Making hypotheses Experimenting Measuring using numbers

Absorb Most water Different type

4.2 The uses of the ability of materials to absorb water

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

Pupils discuss why the ability of materials to absorb water is useful for certain jobs e.g a mop needs to be absorbent to mop up water.

Observing Communicating

Ability Absorb Mop up

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Learning Area: 5. Soil

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary Clay Describe what soil is made up of. State the different between soil samples from different places. Pupils mix some soil with water in a tall container. Pupils shake the mixture and allow it to settle. Pupils observe the layers that are formed. Pupils draw, label and describe what they observe. Pupils repeat the process using soil samples from different places. * Teachers guide pupils to understand that soil contains living things and non-living things. Observing Garden soil Communicating Sand Soil

5.1 What soil is made up of.

5.2 The flow of water through different types of soil.

design a fair test to compare how 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. form a conclusion based on the observations. explain how to they arrive at the conclusion.

Pupils discuss a) what type of soils they want to test b) how to compare how well water moves through different types of soil. c) how to record their findings. Pupils carry out the test and record their findings. Pupils form a conclusion based on their findings.

Observing Communicating Controlling variables Making hypotheses Experimenting Measuring using numbers

Move Through Sand Clay Garden soil Place * Pupils should get the same amount of sand, clay and garden soil

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Weeks

Learning Objectives 5.3 That certain soil are more suitable for plant growth.

Learning Outcomes Design a fair test to compare the growth of green beans in clay, garden soil and sand by deciding what to keep the same, what to keep to change and what to measure. Carry out the test and record the observations. Form a conclusion based on the observations. Explain how they arrive at the conclusion.

Suggested Learning Activities Pupils discuss a) how to compare the growth of a green bean in clay, garden soil and sand. b) How to record their findings Pupils carry out the test and record their findings. Pupils form a conclusion based on their findings.

Scientific Skills

Notes/ Vocabulary Growth

Observing Green bean Communicating Clay Controlling variables Garden soil Making hypotheses Sand Experimenting Measuring using numbers

Learning Area: 6. Mixing Substances

Week Learning Objectives 6.1 That different substances have different properties. Learning Outcomes state the properties of mixing different substances in terms of appearance, smell, feel and colour. describe the result of mixing different substances with water. Suggested Learning Activities Pupils are given different substances such as baking powder, milk powder, salt, tapioca flour, vinegar and wheat flour Pupils observe and record the appearance, smell, fell and colour of the substances. Scientific Skills Notes/Vocabulary Baking powder Observing Communicating Milk powder Salt Tapioca flour Wheat flour

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describe the result of mixing different substances with vinegar. state that different substances have different properties.

Pupils test the substances with water and vinegar and record their observations.

Baking powder Milk powder Salt Tapioca flour Wheat flour Vinegar Water

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 the labels or ask an adult before touching or tasting any substances. list the harm caused by unsafe substances

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 these unsafe substances should be handled. Pupils list unsafe substances and tell what harm they can cause.

Unsafe Observing Communicating Making inferences Substances Label * Teachers need only to discuss labels on household substances such as detergent, bleaching agent and medicine.

6.3 That a mixture of substances can be separated.

Separate plan how to separate a mixture of substances. present their processes of separating the mixture in words or diagrams. Pupils are given a mixture substances e.g fine sand, small stones, small polystyrene balls, salt and paper clips. Pupils are challenged to separate the mixture in the shortest Observing Communicating Making inferences Mixture Substances Method Find sand

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possible time. give reasons why the methods are able to separate the mixtures.

Stone Polystyrene ball Salt Paper clip

Compare different methods of separating the mixtures. Explain why one method of separating mixtures may be better then another.

Pupils discuss in groups on how mixtures can be separated. Pupils carry out their plans to separate the mixture. Pupils evaluate methods of separating the mixture presented by others.

Separate Mixture Substances Method Find sand Stone Polystyrene ball Salt Paper clip

FINAL YEAR EXAMINATION

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