SCIENCE YEARLY PLAN FOR YEAR THREE

SEMESTER: 1
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals
Pupils should learn: Pupils : -
WEEK 1.1 To observe and - Identify SPS Pupils observe various - beak
1&2 recognize external external - Observing animals and list the external - claws
features of animals. features of an - Classifying features of each animal e.g. - feathers
animal. - Communicating tail, fur, feathers, scales, beak, - fur
- Make a list of claws and number of legs. - horn
2-6 JAN the external MS - legs
features of an - Handle specimens Pupils discuss and construct a - scales
& animal. correctly and table based on the list of - tail
- Record the carefully. external features. - wings
9-13 JAN external - Draw specimens and
features of apparatus.
animal in a
table.

1.2 That animals - Explain SPS - Pupils group the

WEEK can be grouped similarities and - Observing animals in different
3&4 according to differences - Classifying ways based on the
external features between animals Communicating table.
17-20 JAN based on the table.
- Group
& animals
according to
similarities
in external
features.

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 LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals

23- 27 JAN 1.3 That animals can - Group animals in SPS - Pupils present and compare
be grouped in many different ways. - Observing each other's grouping of
ways. Classifying animals.

16 Jan- cuti hari keputeraan KDYMM sultan kedah

THEME A – LEARNING ABOUT THE WORLD AROUND US

LEARNING AREA – 1.0 MAGNETS

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 LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals

Pupils should learn 1.1.1 demonstrate

that magnets
1.1 that magnets can can attract or attract
WEEK attract repel each SPS 1 – Observing iron
5 or repel each other. SPS 2 – Classifying Refer to curriculum magnet
other. SPS 3 – Measuring and specifications for Year plastic
30 JAN- 2 1.1.2 state that Using 3 Science repel
FEB magnets can silver
attract or wooden
repel each Numbers steel
other. SPS 4 – Making Inferences push
SPS 6 – Communicating pull
MS 1 – Use and handle
science apparatus
and substances
1.2.1 demonstrate
1.2 to handle MS 2 – Handle specimen
WEEK 6 the proper
magnets correctly and
way to
properly. carefully.
6-10 FEB handle
MS 5 – Store science
magnets.
Apparatus

SEMESTER:
WEEK LEARNING LEARNING OUTCOMES SPS/SMS SUGGESTED VOCABULARY

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OBJECTIVES
THEME A - LEARNING ABOUT WORL AROUND US
LEARNING AREA - 5.0 SOIL
5.1 Pupils should 5.1.1 To describe what soil is
learn made up of
1 what soil is made
up of 5.1.2 To state the differences
between soil samples
from
different places.
5.2 Pupils should 5.2.1 To design a fair test to
2/3 learn compare how well water
the flow of water moves through sand, clay
through different and garden soil by
types of soil. 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.
LEARNING
ACTIVITIES
SPS 1 – Observing
SPS 2 – Classifying
SPS 3 – Making inferences
SPS 4 – Predicting
SPS 5 – Communicating Refer to the Clay
MS 2 – Handle specimens curriculum Garden soil
correctly and specification for Sandy soil
carefully. Year 3 Science
SPS 1 – Observing
SPS 2 – Classifying
SPS 3 – Making inferences
SPS 4 – Predicting
SPS 5 – Communicating
SPS 12– Experimenting
MS 1 – Use and handle
science apparatus
and substances
MS 2 – Handle specimens
correctly and
carefully
MS 4 – Clean science
apparatus
MS 5 – Store science
apparatus.
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 5.2.4 To explain how they
arrive
at the conclusion.

LEARNING LEARNING SUGGESTED LEARNING

WEEK SPS/SMS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME B - Learning about the world around us
LEARNING AREA - Springs
1 That a spring returns • State that a spring • Observing. Pupils bend; twist, stretch or squeeze • Bend
to its original size and returns to its original • Communicating. springs of different lengths and • Twist
shapes after being size and shape after diameters. • Stretch
bent, twisted, bent, twisted, • Use and handle • Squeeze
stretched, or stretched, or science apparatus • Size
squeezed. squeezed. correctly and • Shape
• State that it is easier carefully. • Spring
to bent, twist, stretch
• Diameters
and squeeze some • Store science
springs than others. apparatus
2 That springs stretch • Design a fair test to • Observing Pupils discuss :- • Stretches
3 differently. find out which • Making inferences • What type of springs they want to • Longest
springs stretches the • Controlling test. E.g springs of different • Most
most by deciding variables lengths or springs of different • Measure
what to keep the • Experimenting diameters.
same, what to • How to test which springs
change and what to stretches the most. E.g by hanging
measure. • Use and handle an object the same weight at the
• Carry out the test science apparatus end of the springs and measure
and record the correctly and how much it stretches.
observation. carefully. • How to record their findings.
• Form a conclusion • Pupils carry out their test and

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 based on the • Store science record their findings.
observation. apparatus • Pupils form a conclusion based on
• Explain how they the findings. E.g the longest
arrived at the springs stretches the most.
conclusion.

SEMESTER: 2
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES

THEME A - Learning about the world around us

LEARNING AREA - 6. Mixing substances

1. 6.3 That a mixture of 6.3.1 Plan how to SPS : Pupil are given a
substances can be separate a mixture of Observing mixture of substances
separated. substances . Making Inference e.g find sand, small
Predicting stone, small
6.3.2 Present their Interpreting data polystyrene ball, salt
processes of Experimenting and paper clips.
separating the mixture
in words of diagrams. MS Pupil are challenged
to separate the
6.3.3 Give reasons Use and handle mixture in the shortest
why the methods are science apparatus and possible time.
able to separate the substances.
mixtures. Pupils discuss in
groups on how

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 6.3.4 Compare mixtures can be
different methods of separated.
separating the
mixtures. Pupils carry out their
plan to separate the
6.3.5 Explain why mixture.
one method of
separating mixtures Pupils evaluate
may be better than method of separating
another. the mixture presented
by others.

SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - MAGNET

Magnets 1.5 The different • State where SPS • Pupils bring • Magnetic pencil box,
11 uses of magnet magnets are • Observing things that toys and fridge magnets.
used. • Communicating magnets, e.g.
• Explain what • Classifying magnetic
a magnet is pencil box,
used for. SMS toys and
• Make a toy, a • Use and handle fridge
game or a science apparatus magnets.
device using and substances • Pupils discuss
magnets. • Handle specimens about how
correctly and magnets are
carefully. used in the
• Store science things they
bring.

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 apparatus. • Pupils make a
toy, a game or
a device using
magnets e.g.
fishing with a
magnet,
magnetic
dancer and
magnetic
fastener.

SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - ELECTRICITY

Electricity 2.1 How to make a • Suggest ways SPS: • Pupils are • Brighter
12 bulb in a circuit to make a • Observing given • Dimmer
brighter or bulb in a • Measuring and batteries,
dimmer. circuit using number battery
brighter. • Making inference holders,
• Design a • Communicating connecting
circuit that • Controlling wires, bulb
makes the variables and bulb
bulb light up • Making hypotheses holders.
brighter. • Experimenting • Pupils build a
• Show circuit to
perseverance SMS: make a bulb
in making a light up.
circuit that • Use and handle • Pupils discuss
makes the ways to make

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 bulb brighter. science apparatus the bulb in
• Explain the and substances the circuit
circuit . • Handle specimens brighter and
• Draw the correctly and dimmer.
circuit. carefully. • Pupils test
• Design a • Store science their
circuit to apparatus. suggestions.
make a bulb • Pupils draw
dimmer. the circuit
that they
made.

SEMESTER:
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - 2. ELECTRICITY
2.2 That some • Predict which SPS Experiment • Metal
materials conduct materials can • Predicting • Pupils list materials that they think • Plastic
electricity conduct • Observing will conduct electricity. • Wood
electricity. • Communicating • Pupils build a circuit to test which • Conduct
• Build a circuit to • Making Inference materials conduct electricity. • Circuit
test which • Pupils record their finding in a • Bulb
materials conduct MS table. • Turn on
electricity. • Use and handle • Pupils discuss and form • Turn off
• Record the finding science apparatus conclusions. • Switch
in a table. and substances. • Pupils share their findings.
• Form conclusions • Draw apparatus. Worksheet
based on the • Pupils colour the materials can
findings. conduct electricity.

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 2.3 That a switch is • Make a circuit SPS • Pupils make an incomplete circuit.
used to complete or which allows a • Making inference • Pupils build the circuit and test it.
break a circuit. bulb to be turned • Observing
on or off. • Experimenting
• Explain how the • Communicating
bulb can be turned
on or off. MS
• State that a switch • Use and handle
is used to science apparatus
complete or break and substances.
a circuit. • Draw apparatus.
• Create a simple
switch.

SUGGESTED
LEARNING LEARNING
WEEK SPS/MS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning about the world Around Us
LEARNING AREA - Magnets
1.3.1 SPS Pupils explore variety Wooden spoon
1.3 Demonstrate that • Observing of objects made from Steel spoon
That magnets attract magnets attract some • Communicating different materials Plastic spoon
9 some materials materials but not • Predicting and are asked to Silver spoon
others. • Classifying predict which objects Attract
will be attracted by a magnet
MS magnets.
• Use and handle
1.3.2 science apparatus Pupils investigate to
Record their findings and substances. find out whether their
in a table. predictions are
correct.
1.3.3

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 State the objects that
are attracted by
magnets
1.4.1 SPS • Pupils design a Paper clip
1.4 Design a fair test to • Observing fair test to
That magnets have compare the strengths • Classifying compare the
10 different strengths. of different magnets • Measuring and strengths of
by deciding what to using numbers. different magnets
keep the same, what • Making inferences. • Pupils have to
to change and what to • Predicting decide how to
measure. measure the
• Communicating
• Controlling strength of the
1.4.2 magnet.
Carry out the test and variables.
• Making • Eg: How many
record the paper clip the
observations. Hypotheses
magnet can attract
• Experimenting.
and hold or how
1.4.3 close to a paper
Form a conclusion MS.
clip a magnet has
based on the • Use and handle to be to attract it
observations. science apparatus
• Pupils carry out
and substances.
their tests and
1.4.4 record the
Explain how they findings in a table.
arrive at the • Pupils form a
conclusion. conclusion based
on the
observations Eg:
Magnet A is the
strongest because
it can hold the
most number of

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 paper clips

SCIENCE YEARLY PLAN FOR YEAR THREE

SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME B - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - 5. SOIL
1 5.3 that certain soil Design a fair test to SPS: Pupils discuss Garden soil,
are more suitable for compare the growth Observing, a) how to compare the Sandy soil,
plants growth of green bean in clay, Making inference, growth of green bean Clay soil,
garden soil and sand Communicating, in clay, garden soil Soil
by deciding what to Predicting, and sand.
keep the same, what Making hypotheses, b) how to record their
to change and what to Measuring and using findings.
measure. numbers
2 Carry out the test and Controlling variables Pupils carry out the
record the test and record their
observations. MS: findings.
3 From a conclusion Use and handle Pupils form a
based on the science apparatus and conclusion based on
observations. substances. their finding.
Explain how they Handle specimen
arrive at the correctly and
conclusion. carefully.
Clean science
apparatus.
Store science
apparatus.

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LEARNING AREA - 6. MIXING SUBSTANCES
4 6.1 that different State the properties of SPS: Pupils are given Baking powder,
substances have different substances in Observing, different substances Wheat flour,
different properties. terms of appearance , Making inference, such as wheat Milk powder,
smell , feel and Communicating, flour,tapioca flour, Tapioca flour,
colour. Making hypotheses, sugar, salt , baking Salt,
Classifying powder and milk Water,
Experimenting powder. vinegar
5 Describe the result of Pupils observe and
mixing different MS: record the appearance,
substances with Use and handle smell, feel and colour
water. science apparatus and of the substances.
substances.
Describe the result of Handle specimen
mixing different correctly and
substances with carefully.
vinegar. Clean science
6 State that different apparatus. Pupils test the
substances have Store science substances with water
different properties. apparatus. and vinegar and
record their
observations.

SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT WORLD AROUND US
LEARNING AREA - ABSORBTION
1. 4.2:That some 1. Design a fair test - Experimenting - Pupils discuss:- -Absorb
materials can to test the ability of - Observing a) What materials - Cloth

13
 they want test e.g.
different material
different material
in absorbing water
or different types of
by deciding what to
- Handling tissue paper. - Coins
keep the same, what
absorb more water specimens b) How to find out - Pebbles
to change and what
than others. correctly and material absorb the - Tissue paper
to measure.
carefully. most water.
2. Carry out the test
c) How to record
and record the
their findings.
observations.
- Pupils carry out
the test and record
their result in a
- Hypothesis
table. -Absorb
3. Form a - Making
- pupils form - Cloth
4.2: That some conclusion based on inferences
conclusions based - Coins
materials can the observations - Clean science
2. on their findings - Pebbles
absorb more water 4. Explain how they apparatus
e.g. tissue paper A - Tissue paper
than others. arriveat the - Store science
is the most
conclusion. apparatus
obsorbent because
it obsorbed the most
amount of water.
- Pupils discuss why
ability of materials -Absorb
1.Explain the uses to absorb water. Is - Cloth
4.3: The uses of the - Interpreting data.
of the ability of useful for curtain - Coins
3. ability of materials - Making hypothesis
materials to absorb jobs e.g. a mop - Pebbles
to absorb water.
water. needs to be - Tissue paper
obsorbent to mop
up water.

6.MIXING SUBSTANCES

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Week Learning Objective Learning Outcomes SPS/MS Suggested Learning Vocabulary
Activities
6.2 –that some substances  Identify labels for SPS 1-Observing Pupils are shown Baking Powder
are unsafe and should be unsafe substances. SPS 4-Making labels for some Milk Powder
handled with care.  Explain the meaning of Inferences unsafe substances Salt
the labels. SPS 5-Predicting Tapioca Flour
 List unsafe substances . SPS 12-Communicating Pupils discuss the Vinegar
 State the need to look danger of Water
at labels or ask an adult MS 1-Use and handle touching,smelling or Wheat Flour
before touching or tasting science apparatus and tasting these unsafe
any substances. substances. substances
 List the harm caused by MS2-Handle specimens
unsafe substances. correctly and carefully Pupils watch a video
MS 4-Clean science on how unsafe
apparatus. substances cause
MS 5-Store science harm and how these
apparatus. unsafe substances
should be handled.

Pupils list unsafe

substances and tell
what harm they can
cause.

SEMESTER : 1
WEEK LEARNING LEARNING SPS/SMS SUGGESTED VOCABULARY

15
 LEARNING
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning About Living Things
LEARNING AREA - 2. Plants
4 2.1 To observe and 2.1.1 Identify external Science Process Skills Refer To Curriculum dull
recongnise features of a 1. Predicting Specifications Science green
external features plant . 2. Experimenting Year 3 red
of 3. Observing & rough
plants . 2.1.2 Make a list of Communicating shiny
the 4. Making Inferences smooth
external features 5. Making Hypotheses woody
of a plant . 6. Controlling soft
Variables yellow
2.1.3 Record the
external features Manipulative Skills
of plants in a 1. Handle specimens
table . correctly and carefully
2. Use and handle
5 2.2 That plants can be 2.2.1 To explain science apparatus
grouped according similarities and and Substances .
to external features differences 3. Clean Science
based Apparatus .
on the table . 4. Store Science
Apparatus
2.2.2 Group plants
according to
similarities in
external features

6 2.3 That plants can be 2.3.1 Group plants in

grouped in many different ways .
ways .

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YEARLY PLAN
6.1 MIXING SUBSTANCES

WEEK LEARNING LEARNING SPS/SMS SUGGESTED VOCABULARY

OBJECTIVE OUTCOMES ACTIVITIES
Theme : Learning about the World Around Us
Learning Area : Mixing Substances

6.1 That 6.1.1 Pupils state the SPS Pupils are given Baking powder
different properties of a. Observing different substances Milk powder
substances different b. Communicating such as wheat Salt
have substances in c. Experimenting flour, tapioca flour, Tapioca flour
different terms of sugar, salt, baking Wheat flour
properties appearance, SMS powder and milk Water
smell, feel and a. Use and handle powder
1
colour science apparatus and
substances
6.1.2 Pupils describe b. Clean science
the results of apparatus
mixing different c. Store science
substances with apparatus
water

2
6.1.3 Pupils describe SPS Pupils observe and Water
the result of a. Observing record the Vinegar
mixing different b. Communicating appearance, smell,
substances with fell, and colour of
vinegar the substances

Pupils test the

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 6.1.4 pupils state that
different substances have
different properties
SMS substances with
a. Use and handle science water and vinegar
apparatus and substances and record their
b. Clean science apparatus observation
c. Store science apparatus

SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning About The World Around Us
LEARNING AREA - Mixing Substances
1 6.2 That some 6.2.1 to identify label Observing Pupils are shown
substances are unsafe unsafe substances Making Inferences labels for some unsafe
and should be handled Handle Specimens substances
with care correctly and carefully
6.2.2 To explain the Defining Pupils discuss the Baking powder
meaning of the labels Operationally danger of touching, Milk powder
6.2.3 to lists unsafe Communicating smelling or testing Salt
substances these unsafe Tapioca flour
substances Vinegar
2 6.2.4 state the need to Observing Pupils watch a video Water
look at labels or ask Making Inferences on how unsafe Wheat flour
an adult before substances cause
touching or tasting harm and how these
any substance unsafe substances
should be handled
6.2.5 list the harm Communicating Pupils list unsafe
coursed by unsafe substances and tell
substances what harm they can
cause
3 6.3 That a mixture of 6.3.1 plan how to Communicating Pupils are given a

18
 substances can be separate a mixture of mixture of substances
separated substances e.g. find sand, small
stones, small
polystyrene balls, salt
and paper clips.
6.3.2 present their Experimenting Pupils are challenge
processes of Handle Specimens to separate the
separating the mixture correctly and carefully mixture in the shortest
in words or diagrams possible time
4 6.3.3 give reasons Interpreting data Pupils discuss in
why the methods are groups on how
able to separate the mixtures as can be
mixtures separated.
6.3.4 compare Classifying Pupils carry out their
different methods of Draw specimen and plans to separate the
separating the carefully mixture.
mixtures
6.3.5 explain why one Making hypotheses Pupils evaluate
method of separating methods of separating
methods may be the mixture presented
better than another by others.

SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A -
LEARNING AREA -
Pupils should learn : 3.3.1 To state where SPS 1 – Observing Pupils bring things that
3.3 The uses of spring spring are used SPS 2 – Classifying use springs e.g mechanical
3.3.2 To explain what SPS 4 – Making pencils and hand ball pens
the spring is used for. Inferences

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 SPS 6 - Communicating Pupils discuss how
MS 1 – use and handle springs are used in these
science apparatus things.
THEME B – LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA – 4. ABSORPTION
Pupils should learn : Pupils: SPS 1 – Observing Pupils carry out an Absorb
4.1 That some 4.1.1 Identify SPS 2 – Classifying activity to find out which cloth
material can absorb materials that absorb SPS 4 – Making materials absorb water. Coins
water water Inferences Pebbles
MS 1 – Use and handle Tissue paper
science apparatus
MS 4 – clean science
apparatus

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