YEARLY SCHEME OF WORK
SCIENCE YEAR THREE 2010
THEME: A. Learning About Living Things
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Learning
Area: 1. Animals
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning Activities
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Scientific Skills
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Notes/
vocabulary
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1 & 2
4/1-13/1/
2012
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Pupils should learn :
1.1
To observe and recognize external features of animals.
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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.
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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.
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Observing
Communicating
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Beak
Claws
Feathers
Fur
Horn
Legs
Scales tail
wings
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3&5
16-3/2
2012
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1.2
That animals can be grouped according to external features.
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·
Explain similarities and differences between animals based on the
table.
·
Group animals according to similarities in external features.
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Pupils observe the
similarities of external features between an animals
Pupils group the animals
according to similarities in external features
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Observing
Classifying
Communicating
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Similarities
Differences
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4
23-27/1
2012
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CUTI TAHUN BARU CINA
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/
Vocabulary
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6
6-10/2
2012
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1.3 That animals can be grouped in many way
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·
Group animals in
different ways.
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Pupils group the animals in different ways
based on the table
Pupils present and compare
each other’s grouping of animals
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Observing
Classifying
Communicating
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* allow pupils to group
the animals according to any criteria.
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Learning Area: 2. Plants
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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7
13-17/2
2012
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Pupils should learn :
2.1 To observe and
recognize external
features
of plants.
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·
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.
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.
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Observing
Communicating
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Dull
Green
Red
Rough
Shiny
Smooth
Soft
Woody
Yellow
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/
Vocabulary
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8
20-24/2
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2.2 That plants can be
grouped
according to
external features.
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·
To explain
similarities and differences between plants based on the table.
·
Group plants
according to similarities in external features.
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Pupils observe the similarities of external features
between the plants
Pupils group the plants according to similarities in external features
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Observing
Classifying
Communicating
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Similarities
Differences
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9
27-2/3
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2.3 That plants can be
grouped
in many ways.
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·
Group plants in
different ways.
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Pupils group the plants in different ways
based on the table
Pupils present and compare
each other’s grouping of animals
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Observing
Classifying
Communicating
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* allow pupils to group
the plants according to any criteria.
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10
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UJIAN BULANAN 1
5-9/3/2012
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THEME: B. Learning About The World Around Us |
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Learning Area: 1. Magnets
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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11 & 12
12-23/3
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Pupils should learn:
1.1
That magnets can attract or repel each other.
1.2
to handle magnets properly.
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Pupils:
·
demonstrate that magnets can attract or repel each other
·
state that magnets can attract or repel each other
·
demonstrate the proper way to handle magnets
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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.
Pupils discuss the proper way to handle magnets
during activities.
Pupils discuss the need to
handle magnets properly.
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Observing
Communicating
Predicting
Making inferences
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Attract
Iron
Magnet
Plastic
Repel
Silver
Wooden
Steel
Pole
* Teacher may introduce
the word north pole and south pole of a magnet.
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13
26-30/3
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1.3 That magnets attract
some
materials
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·
demonstrate that
magnets attract some materials but not others.
·
record their
findings in a table.
·
State the objects
that are attracted by magnets
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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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Observing
Communicating
Predicting
Classifying
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Material
Predict
Attract
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning Activities
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Scientific Skills
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Notes/Vocabulary
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14 & 15
2-13/4
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1.4 That magnets have
different strengths.
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·
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.
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P 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.
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Observing
Communicating
Predicting
Making inferences
Controlling variables
Making hypotheses
Experimenting
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Strength
Paper clip
Attract
Hold
Observation
Strongest
* Teachers explain that objects that are attracted
by magnets are made of iron.
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16
16-20/4
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1.5 The different uses of
magnets.
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·
state where magnets
are used.
·
explain what a
magnets is used for.
·
make a toy, a game
or a device using magnets.
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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.
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Observing
Communicating
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Magnetic pencil
Magnet dancer
Magnetic fastener
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Learning Area: 2.
Electricity
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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17 & 18
23-4/5
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Pupils should learn:
2.1 how to make a bulb in a circuit brighter or
dimmer.
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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.
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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.
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Observing
Communicating
Making inferences
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Battery
Battery holder
Connecting wire
Bulb
Bulb holder
Circuit
Brighter
Dimmer
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19
7-11/5
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2.2
That some materials
conduct electricity.
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·
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.
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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.
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Observing
Predicting
Communicating
Defining operationally
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Conduct electricity
Circuit
predict
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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20
21
21-25/5
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PEPERIKSAAN
2.3
That a switch is
used to
Complete or break a
Circuit.
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PERTENGAHAN TAHUN
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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.
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14-18/5/2012
Pupils make an incomplete circuit
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.
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Observing
Communicating
Making inferences
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Incomplete circuit
Types
Switch
Simple switch
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Learning Area: 3.
Springs
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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22
28-1/6
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Pupils should
learn:
3.1
That a spring
returns
To its
original size and
Shape
after being bent,
Twisted, stretched, or
Squeezed
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Pupils:
·
State that a spring
returns its original size and shape after being bent, twisted, stretched or
squeezed.
·
State
that it is easier to bent, twist, stretch and squeeze some springs than
others.
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Pupils bend, twist, stretch or squeeze springs of
different length and diameter.
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Observing
Communicating
Making inferences
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Bend
Twist
Stretch
Squeeze
Shape
Size
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23
4-8/6
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3.2
That springs
stretch differently.
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·
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.
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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
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.
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Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
Interpreting data
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Stretches
Differently
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Weeks/Dates
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Learning Outcomes
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Learning Objectives
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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24
11-15/6
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3.3 The uses of springs
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·
State where springs
are used.
·
Explain what the
spring is used for
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Pupils bring
things that use springs e.g mechanical pencil and hand ball-pens.
Pupils discuss how springs are used in these things.
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Observing
Communicating
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Mechanical pencil
Hand ball-pen
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Learning Area: 4. Absorption
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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25
18-22/6
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Pupils should learn:
4.1 That some materials can absorb water.
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Pupils:
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Identify materials
that absorb water.
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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)
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Observing
Communicating
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Absorb
Cloth
Coins
Pebbles
Tissue paper
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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26 & 27
25-6/7
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4.2 That some materials
can
absorb more water
that
others
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·
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
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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.
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Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
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Absorb
Most water
Different
type
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28 & 29
9-20/7
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4.2 The uses of the ability
of
materials to absorb
water
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·
Explain the uses of
the ability of materials to absorb water.
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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.
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Observing
Communicating
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Ability
Absorb
Mop up
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Learning Area: 5.
Soil
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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30 & 31
23-3/8
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5.1 what soil is made up of.
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·
Describe what soil
is made up of.
·
State the different
between soil samples from different places.
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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.
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Observing
Communicating
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Clay
Garden soil
Sand
Soil
* Teachers guide pupils to understand that soil
contains living things and non-living things.
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32 & 33
6-17/8
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5.2 The flow of water
through
different types
of soil.
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·
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.
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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.
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Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
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Move
Through
Sand
Clay
Garden soil
Place
* Pupils should get the same amount of sand, clay
and garden soil
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34 CUTI
PERTENGAHAN SEMESTER 2 (20-24/8/2012)
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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35
27-31/8
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5.3 That certain soil are
more
suitable for plant
growth.
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·
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.
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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.
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Observing
Communicating
Controlling variables
Making hypotheses
Experimenting
Measuring using numbers
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Growth
Green bean
Clay
Garden soil
Sand
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Learning Area: 6.
Mixing Substances
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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36
4-7/9
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6.1 That
different
substances have
different properties.
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·
state the
properties of mixing different substances in terms of appearance, smell, feel
and colour.
·
describe the result
of mixing different substances with water.
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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.
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Observing
Communicating
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Baking powder
Milk powder
Salt
Tapioca flour
Wheat flour
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/Vocabulary
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·
describe the result
of mixing different substances with
vinegar.
·
state that
different substances have different properties.
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Pupils test the substances with
water and vinegar and record
their observations.
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Baking powder
Milk powder
Salt
Tapioca flour
Wheat flour
Vinegar
Water
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37
10-14/9
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6.2 That some substances
are
unsafe and should
be handled with care.
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·
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
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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.
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Observing
Communicating
Making inferences
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Unsafe
Substances
Label
* Teachers need only to discuss labels on household
substances such as detergent, bleaching agent and medicine.
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Weeks/Dates
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Learning Objectives
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Learning Outcomes
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Suggested Learning
Activities
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Scientific Skills
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Notes/ Vocabulary
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38 & 39
17-28/9
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6.3 That a
mixture of
substances can be
separated.
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·
plan how to
separate a mixture of substances.
·
present their
processes of separating the mixture in words or diagrams.
·
give reasons why
the methods are able to separate the mixtures.
|
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 possible time.
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Observing
Communicating
Making inferences
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Separate
Mixture
Substances
Method
Find sand
Stone
Polystyrene ball
Salt
Paper clip
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40
1-5/10
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6.3 That a
mixture of
substances can be
separated
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·
Compare different
methods of separating the mixtures.
·
Explain why one
method of separating mixtures may be better then another.
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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.
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Separate
Mixture
Substances
Method
Find sand
Stone
Polystyrene ball
Salt
Paper clip
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41 & 42
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Revise all the topic
that pupils had learned in the
Curriculum Specification Science Year Three
PEPERIKSAAN AKHIR
TAHUN (15-19/10/2012)
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