SCIENCE YEARLY PLAN FOR YEAR THREE

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

SPS 7 - Using Horn

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

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

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

1.3.2 Group animal s in

4 different ways.
 SCIENCE YEARLY PLAN FOR YEAR THREE

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SEMESTER THEME A : LEARNING ABOUT LIVING THINGS

ONE LEARNING AREA : 2.0 PLANTS

2.1 To observe and 2.1.1 Identify external

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

2.3.2 Group plants in

8 different ways.
 SCIENCE YEARLY PLAN FOR YEAR THREE

SEMESTER/ TITLE CONTENT LEARNING LEARNING OUTCOMES SCIENCE SUGGESTED VOCABULARY

WEEK OBJECTIVES PROCESS SKILL LEARNING
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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 MA 1- Use and Refer to
magnets proper handle Cuririculum Plastic
10 properly. way to handle Science Specifications
magnets . apparatus For Year Three Repel
and Science
substances. Silver
1.2.2 Demonstrate that
magnet Wooden
1.3 That magnets attract some materials
attract some but not others. Steel
materials.

1.3.1 Record their findings

on
11 a table.
 SCIENCE YEARLY PLAN FOR YEAR THREE

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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 Specifications
magnet MS 1 - Use and For Year Three Silver
13 attract some materials handle Science
but not other science Wooden
apparatus and
 1.3 That magnets substances. Steel
attract some 1.3.1 Record their findings in MS 2 – Handle
materials. a specimens
14 table. correctly and
1.4 That magnet have 1.3.2 State the objects that apparatus.
different are
strengths. attracted by magnets.
1.4.1 Design affair test to
compare the strengths
of different magnets by
deciding what to keep the
1.5 The different uses same, what to change
of magnets . and what to measure.
1.4.2 Form a conclusion based
on the observations.

SCIENCE YEARLY PLAN FOR YEAR THREE

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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
15 dimmer 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 Specifications
2.1.3 Show perseverance in space For Year Three
making a circuit that time Science
makes the bulb brighter. relationship
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 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
2.3.1 Make acircuit which science
2.3 That a switch is allows a bulb to be apparatus.
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
20 to complete or break a
circuit.
2.3.4 Create a simple switch.

SCIENCE YEARLY PLAN FOR YEAR THREE

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SEMESTER THEME A : LEARNING ABOUT NON- LIVING THINGS

ONE LEARNING AREA : 3.0 SPRING
 3.1 That spring 3.1.1 State that a spring SPS 1 - Observing
returns returns to
to its original size its original size and shape SPS 3 - Measuring
and shape after after being bent,twisted , and
21 being bent, streched or squeezed. num,bers
twisted,stretched Bend
or squeezed. 3.1.2 State thata it easier to SPS 4 - Making
bend, twist, stretch and inferences Refer to Shape
squeeze some springs Cuririculum
than SPS 5 - Predicting Specifications
others. For Year Three Size
SPS 7 – Using space Science
time
3.2.1 Design a fair test to relationship Spring
3.2 That springs find
stretch out which spring MA 2 – handle
22 differently. stretches Specimens
the most by deciding Correctly
what and
to keep the same, what Carefully.
to change and what to
measure. MA 3 – draw
3.3 The uses of Specimens
springs And
3.2.2 Carry out the test and apparatus
record the observation.
3.2.3 Form a conclusion
23 based
on the observations.
3.2.4 Explain how they arrive
at the conclusion

SCIENCE YEARLY PLAN FOR YEAR THREE

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SEMESTER THEME B : LEARNING ABOUT NON-LIVING THINGS
TWO LEARNING AREA : 4.0 ABSORPTION

4.1 That some 4.1.1 Identify materials that SPS 1- Obseving

materials absorb water.
can absorb water. SPS 2- Classifying
4.3.1 Design a fair test to test Absorb
24 4.2 That some ability to different SPS 4 – Making
materials materials in absorbing Inferences Cloth
can absorb more water by deciding what to
water than others. 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.

4.3.1 Explain the uses of the MS 3 – Draw

ability of materials to specimens
26 4.3 The uses of the absorb water. and
ability of materials appartus
to absorb water.

SCIENCE YEARLY PLAN FOR YEAR THREE

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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 SPS 1 - Observing
up of. made SPS 2 - Classiifying
up of. SPS 3 – Making Clay
Inferences
27 5.1.2 state the differences SPS 10 – Controlling Garden soil
between soil samples variable
from different places SPS 11 – Making Sand
Hypotheses Refer to
5.2 The flow of water 5.3.1 design afair test to SPS 12 – Cuririculum Soil
through different compare how well water Exprementing Specifications
types of soil. moves through sand, For Year Three
28 clay and garden soil by MS 2 – Use and Science
deciding what to keep the handle
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 and
at carefully
the conclusion
5.3 That certain soils MS 3 – Draw
are more suitable specimens
for plant growth. 5.3.1 Form aconclusion based and
on the observations. apparatus
29 5.3.2 Explain how they arrive at
the conclusion.

SCIENCE YEARLY PLAN FOR YEAR THREE

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

6.2.1 Identify labels for unsafe

6.2 TThat some substances.
32 substances are 6.2.2 Explain the meaning of
unsafe and should the labels.
be handled with 6.2.3 List unsafe substances.
care.

SCIENCE YEARLY PLAN FOR YEAR THREE

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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- Science Water
34 6.3.2 Present their processes of Experimenting
separating the mixture in Wheat flour
words or diagrams. MA 1 – Use and
handle
science
6.3.3 Give reasons why the apparatus
methods are able to and
35 separate the mixture. substances
6.3.4 Compare different MA 3 – Draw
methods of separating specimens
the mixture. and
6.3.5 Explain why one method apparatus
of separating mixture MA 5 – Store science
may be better than apparatus
another.