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SCIENCE YEARLY PLAN YEAR 3

THEME: A. Learning About Living Things


Learning Area: 1. Animals
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

1 (4/1/2012 5/1/2012)

Pupils should learn : 1.1 To observe and recognize external features of animals.

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.

Pupils observe various animals and list the external features of each animal e.g tail, fur, feathers, scales, beak, claws and number of legs.

Beak - Paruh Observing Communicating Claws Kuku Tajam Feathers Bulu Pelepah

Pupils discuss and construct a table based on the list of external features.

Fur Bulu Horn Tanduk Legs - Kaki Scales Sisik Tail Ekor Wings - Sayap

Remarks : 1.2 That animals can be grouped according to external features.

2 (9/1/2012 13/1/2012)

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

Observing Classifying Communicating

Similarities Differences

Pupils group the animals according to similarities in external features

Remarks: Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

3 (16/1/2012 20/1/2012)

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.

Remarks:

Learning Area: 2. Plants


4 (23/1/2012 27/1/2012) 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

Remarks: Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

5 (30/1/2012 3/2/2012)

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

Remarks:

6 (6/2/2012 10/2/2012)

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.

Remarks:

THEME: B. Learning About The World Around Us


Learning Area: 1. Magnets
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

7 (13/2/2012 17/2/2012)

Pupils should learn: 1.1 That magnets can attract or repel each other.

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

Attract - Menarik Iron - Logam Magnet - Magnet Plastic - Plastik Repel - Menolak Silver - Perak Wooden - Kayu

8 (20/2/2012 24/2/2012)

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 Besi /Logam

* Teacher may introduce the word north pole and south pole of a magnet.

Remarks:

9 (27/2/2012 2/3/2012)

1.3 That magnets attract some materials

demonstrate that magnets attract some materials but not others. record their findings in a

Pupils explore a variety of objects made from different materials and are asked to predict which object will be attracted a magnet.

Observing Material Communicating Predict Predicting

table. State the objects that are attracted by magnets

Pupils investigate to find out whether their predictions are correct.

Attract Classifying

Remarks:

Week

Learning Objectives

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Notes/Vocabulary

10 (5/3/2012 8/3/2012)

1.4 That magnets have different strengths.

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.

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.

Observing Communicating Predicting Making inferences Controlling variables Making hypotheses Experimenting

Strength - Kekuatan Paper clip Klip Kertas Attract - Menarik Hold - Menahan Observation Pemerhatian Strongest Paling Kuat

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

Remarks:

11 & 12 (19/3/2012 23/3/2012)

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

Remarks:

Learning Area: 2. Electricity


Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

13 (26/3/2012 30/3/2012)

Pupils should learn: 2.1 how to make a bulb in a circuit brighter or dimmer.

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.

Pupils are given batteries, battery holder, connecting wire, bulbs and bulb holders.

Battery Observing Battery holder Communicating Connecting wire

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.

Making inferences Bulb Bulb holder Circuit Brighter Dimmer

Pupils draw the circuit that they made.

design a circuit to make a bulb dimmer.

14 (2/4/2012 6/4/2012)

2.2 That some materials conduct electricity.

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

Remarks: Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

15 (9/4/2012 13/4/2012)

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

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.

Pupils make an 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.

Incomplete circuit Types Communicating Switch Making inferences Simple switch

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.

Learning Area: 3. Springs


Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

16 (16/4/2012 20/4/2012)

Pupils should learn: 3.1 That a spring returns to its original size and shape after being bent, twisted, stretched, or squeezed

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.

Pupils bend, twist, stretch or squeeze springs of different length and diameter.

Bend - Bengkok Observing Communicating Stretch Regang Making inferences Squeeze Picit Shape Bentuk Size - Saiz Twist Pusing/Pulas

Remarks: 17 (23/4/2012 27/4/2012) 3.2 That springs stretch differently.

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

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

Observing Communicating Controlling variables Making hypotheses

Stretches Differently

Experimenting Pupils carry out their tests and record their findings. Pupils form a conclusion based on the finding e.g. the longest Measuring using numbers Interpreting data

the conclusion.

spring stretches the most.

Weeks

Learning Outcomes

Learning Objectives

Suggested Learning Activities

Scientific Skills

Notes/ Vocabulary

18 (30/4/2012 4/5/2012)

3.3 The uses of springs

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

Mechanical pencil 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

Remarks:

Learning Area: 4. Absorption


Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

19 (7/5/2012 11/5/2012)

Pupils should learn: 4.1 That some materials can absorb water.

Pupils: Identify materials that absorb water. Pupils carry out an activity to find out which materials absorb water. (Pupils can use everyday objects Observing

Absorb - Menyerap Cloth - Kain Communicating Coins Duit

made of different materials for this activity e.g cloth, coins, pebbles, tissue paper)

Pebbles Tissue paper

Remarks:

Week

Learning Objectives

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Notes/Vocabulary

20 (14/5/2012 18/5/2012)

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

Observing Communicating Controlling variables Making hypotheses Experimenting Measuring using numbers

Absorb Most water Different type

Pupils carry out the test and record their results In a table. Pupils form conclusions based on their findings.

Remarks:

21 (21/5/2012 24/5/2012)

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

Observing Communicating

Ability Absorb

10

up water.

Mop up

Learning Area: 5. Soil


Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

Clay 22 (11/6/2012 15/6/2012) 5.1 What soil is made up of. 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

23 (18/6/2012 22/6/2012)

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.

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.

Observing Communicating Controlling variables Making hypotheses Experimenting

Move Through Sand Clay Garden soil

11

form a conclusion based on the observations. explain how to they arrive at the conclusion.

Measuring using numbers Pupils form a conclusion based on their findings.

Place * Pupils should get the same amount of sand, clay and garden soil

Remarks: Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

24 (25/6/2012 29/6/2012)

5.3 That certain soil are more suitable for plant growth.

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.

Pupils discuss a) how to compare the growth of a green bean in clay, garden soil and sand. b) How to record their findings

Growth Observing Green bean Communicating Clay Controlling variables Garden soil Making hypotheses Sand

Pupils carry out the test and record their findings. Pupils form a conclusion based on their findings.

Experimenting Measuring using numbers

Remarks:

Learning Area: 6. Mixing Substances


Week Learning Objectives 25 6.1 That different Learning Outcomes state the properties of mixing different Suggested Learning Activities Scientific Skills Notes/Vocabulary

Pupils are given different substances such as baking

Baking powder Observing

12

(2/7/2012 6/7/2012)

substances have different properties.

substances in terms of appearance, smell, feel and colour. describe the result of mixing different substances with water.

powder, milk powder, salt, tapioca flour, vinegar and wheat flour Pupils observe and record the appearance, smell, fell and colour of the substances.

Communicating

Milk powder Salt Tapioca flour Wheat flour

Remarks:

Weeks/ Dates

Learning Objectives

Learning Outcomes

Suggested Learning Activities

Scientific Skills

Notes/Vocabulary

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 Serbuk Penaik Milk powder Tepung Susu Salt - Garam Tapioca flour Tepung Ubi Wheat flour Tepung Gandum Vinegar - Cuka Water - Air

Remarks:

13

26 (9/7/2012 13/7/2012)

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.

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

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.

Remarks:

Separate - Asingkan 27 (16/7/2012 20/7/2012) 6.3 That a mixture of substances can be separated. 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 possible time. Observing Communicating Making inferences Mixture - Campur Substances - Bahan Method Kaedah Find sand Stone - Batu Polystyrene ball Salt Paper clip

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

Remarks :

14

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