1) The document provides a yearly plan for science lessons for Year 3 students. It outlines the learning objectives, outcomes, process skills, thinking skills, and key vocabulary for each week of the first semester. 2) The plan covers topics including animals, plants, magnets, electricity, springs, absorption, soil, and mixing substances. For each topic, students will make observations, conduct experiments, analyze results, and explain their conclusions. 3) The intended outcomes are for students to develop skills such as classifying, comparing, communicating, as well as values including curiosity, cooperation, and appreciation for science.

1. SCIENCE YEAR 3
YEARLY PLAN
1ST SEMESTER
WEEK LEARNING LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY
OBJECTIVES NOBEL VALUE
A. LEARNING
ABOUT
LIVING
THINGS
1.O ANIMALS
1. 1.1 to observe and  identify external features of an animal sps:
recognise external  make a list of the external features of an animal. i. observing beak
features of  Record the external features of animals in a table. ii. classifying claws
animals.  Explain similarities and differences between feathers
animals based on the table. T/s fur
grouping & classifying horn
legs
NB: scales
Having tail
an interest and curiosity wings
towards the environment.
Sps:
beak,
i. observing
claws,
ii. classifying
feathers,
1.2 – that animals can iii. communicating
 group animals according to fur,
be grouped
2-3 similarities in external horn,
according to T/s
features. legs
external features Comparing and contrasting
scales
tail
NB
wings.
Being thankful to God

2. SCIENCE YEAR 3
YEARLY PLAN
Sps :
i. Interpreting data
ii. Communicating beak
claws
T/s feathers
1.3 – that animals can Analysing fur
 group the animals in
3-4 be grouped in Generalising horn
different ways.
many ways legs
NB scales
Being kind-hearted and tail
Caring wings
Being cooperative
Science Process Skill/
Week Learning Objectives Learning Outcomes Moral Value/ Thinking Vocabulary
Skill

3. SCIENCE YEAR 3
YEARLY PLAN
2.0 Plants
Pupil should learn Pupils
2.1- To observe and  Identify external features of a plant.  Observing, classifying, Dull
5 recognise external  Make a list of the external features of plant communicating. Green
feature of plants  Record the external features of plants in a table.  Attributing, comparing Red
and contrasting. Rough
 Having an interest and Shiny
curiosity towards the Smooth
environment. Soft
 Realising that science is a Woody
means to understand Yellow
nature.
 Be kind-hearted and
caring.
2.2- That plants can be  To explain similarities and differences between plants  Attributing, comparing
6-7 grouped according to based on the table. and contrasting.
eternal features.  Group plants according to similarities in external  Grouping and
features. classifying.
 Having an interest and
curiosity to the
environment.
 Appreciating, the balance
of nature.
2.3- That plants can be  Group plants according to similarities in external  Attributing, comparing
7-8 grouped in many ways features. and contrasting.
 Group plants in different ways.  Grouping and
classifying,
communicating
 Having an interest and

4. SCIENCE YEAR 3
YEARLY PLAN
LEARNING ABOUT THE WORLD AROUND US
Science Proces Skill/ Moral
Week Learning Objectives Learning Outcomes Vocab
Value /Thinking Skill
9-10 1.0 Magnets. Pupils
Pupils should learn SPS
a. Demonstrates that magnet or repels - Observing.
1.1 That magnets can each other. - Classifying. attract
attract or repel each - Communicating. iron
other TS magnet
b. State that magnets can attract or repel - Comparing and contrasting plastic
each other. NB. repel
- Having an interest and silver
curiosity. wooden
towards the environment. steel
11 SPS
1.2 To handle magnets a. Demonstrates the proper way to - Observing. attract
properly handle magnet. - Communicating. iron
NB magnet

5. SCIENCE YEAR 3
YEARLY PLAN
- Having and interest and plastic
curiosity repel
towards the environment. silver
wooden
steel

6. SCIENCE YEAR 3
YEARLY PLAN
SPS
12 1.3 That magnets attract Pupils - Observing, predicting. attract
some material TS iron
a. Demonstrate that magnet attract some - Attributing, comparing magnet
materials but not others. and contrasting plastic
relating, visualizing. repel
b. Records their findings in a table. NB silver
- Being responsible about wooden
c. State the objects that are attracted by the safety of one steel
magnets. self others and the
environment.
13-14 1.4 That magnets have Pupil SPS
different strengths - Observing, measuring and attract
a. Design the fair test to using the iron
compare the strengths of different numbers, interpreting data magnet
magnets by deciding what to keep the experimenting. plastic
same, what to change and what to TS repel
measure. - Attributing , comparing silver
b. Curry out the test and records the and contrasting , wooden
observation. relating, analyzing, steel
c. Form a conclusion based on the detecting bias,
observation. making conclusion,
d. Explain how they arrive at the generalizing,
conclusion. evaluating.
NB
- Being system a tic , being
kind-
hearted, being
cooperative.

7. SCIENCE YEAR 3
YEARLY PLAN
SPS
15 1.5 The different uses of Pupils - Classifying , attract
magnets. communicating iron
a. state ware magnets are use. TS magnet
- Attributing, comparing and plastic
b. explain what a magnet is used for. contrasting, repel
grouping and classifying. silver
c. make a toy, a game or a device using NB wooden
magnets. - Having an interest and steel
curiosity tow
awards the environment.
- Appreciating and
contribution of science
and technology.

8. SCIENCE YEAR 3
YEARLY PLAN
Science Process Skill
Week Learning Objectives Learning Outcomes Moral Value Thinking Vocab
Skill
16 2.0 Electricity Pupils
Pupils should learn
(a) suggest ways to make a • Experimenting, Brighter
2.1 How to make a bulb in a circuit brighter. Communicating, Dimmer
bulb in a Observing Circuit
circuit brighter or (b) design a circuit that makes Bulb
dimmer. the bulb light up brighter. • Manipulative skills :
handle specimens
correctly and
(c) show perseverance in carefully.
making a circuit that makes
the bulb brighter. • Making
generalizations
(d) explain the circuit.
(e) draw the circuit.
• Making inference
(f) design a circuit to make a • Manipulative skills :
bulb dimmer. draw specimens and
apparatus.
• Manipulative skills :
use and handle science
apparatus and
substance.

9. SCIENCE YEAR 3
YEARLY PLAN

10. SCIENCE YEAR 3
YEARLY PLAN
Science Process Skill
Week
17 Learning Objectives
2.2 That some (a) predict whichLearning Outcomes
materials • Predicting
Moral Value Thinking MetalVocab
materials can conduct electricity. Skill Plastic
conduct electricity. Wood
(b) build a circuit to test • Making inferences
which materials conduct
electricity .
18 (a) record the findings in a • Grouping and
table. classifying
(b) form conclusions based on
the findings. • Making conclusions
19 (a) make a circuit which
2.3 That a switch is allows a bulb to be turned • Defining operation
used to on or off.
complete or break a
circuit. (b) explain how the bulb can
be turned on or off. • Making analogies
(c) state that a switch is used to
complete or break a circuit.
• Inventing
(d) create a simple switch.
WEEK LEARNING LEARNING SCIENCE PROCESS VOCAB

11. SCIENCE YEAR 3
YEARLY PLAN
SKILL /
MORAL VALUE /
OBJECTIVES OUTCOMES THINKING SKILL
3.0 SPRINGS Pupils
Pupils should learn
3.1 That a spring
20 returns a) State that a spring i. Observing bend
ii. Using space-time
to its original size returns to its original relationship shape
and shape after size and shape after iii Interpreting data Size
being bent,
twisted, being bent, twisted, iv. Experimenting spring
stretched or stretched and squeezed. squeeze
squeezed. stretch
twist
b) State that it is easier to i. Attributing
ii. Comparing and
bend, twist, stretch and contrasting
squeezesome springs iii. Analysing
than others. iv. Evaluating
i. Having an interest and
curiosity towards the
environment
ii. Having critical and
analytic thinking
iii. Thinking rationally
3.2 That springs
21 stretch a) Design a fair test to find i. Experimenting bend
differently out which spring streches shape
the most by deciding what size

12. SCIENCE YEAR 3
YEARLY PLAN
to keep the same, what to spring
change and what to squeeze
measure. stretch
b) Carry out the test and i. Observing twist
record the observations. ii. Classifying
c) Form a conclusion bassed i. Making inferences
on the observations.
d) Explain how they arrive i. Making generalisations
at the conclusion.
i. Having an interest and
curiosity
ii. Being honest
3.3 The uses of
22 springs a) State where springs are i. Observing bend
used. ii. Classifying shape
size
b) Explain what the spring is i. Relating spring
used for. ii. Making generalisation squeeze
iii. Inventing stretch
twist
i. Appreciating the
contribution of science
and technology
LEARNING SCIENCE PROCESS SKILL/MORAL VALUE/
WEEK LEARNING OUTCOMES VOCABULARY
OBJECTIVES THINKING SKILLS
4.0 Absorption

13. SCIENCE YEAR 3
YEARLY PLAN
Pupils should learn Pupils • Classifying, attributing, comparing and
23 4.1 That some • Identify materials that contrasting, grouping and classifying absorb
materials can absorb water.
absorb water. • Having an interest and curiosity towards the
environment.
• Design a fair test to test the
4.2 That some ability of different materials • Making inferences, controlling variables.
materials can in absorbing water by
24 absorb more deciding what to keep the • Being honest and accurate in recording and cloth
water than others. same, what to change and validating data. coins
what to measure. pebbles
tissue paper
• Carry out the test and
record the observations.
4.2 That some • Form conclusion based on • Communicating,
25 materials can the observations.
absorb more • Being cooperative, realizing that science is a
water than others. • Explain how they arrive at means to understand nature.
the conclusion.
4.3 The uses of the • Explain the uses of the • Classifying, communicating.
26 ability of ability of materials to
materials to absorb water. • Being thankful to God, appreciating the
absorb water. contribution of science and technology.
WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY
NOBEL VALUE

14. SCIENCE YEAR 3
YEARLY PLAN
B.LEARNING ABOUT
WORLD AROUND US
5.0 SOIL
27. 5.1 What soil is made up of.  Describe what soil is made up of. sps:
 State the differences between soil i. observing Clay
samples from different places. ii. classifying Garden soil
Sand
T/s Soil
grouping & classifying
NB:
Having
an interest and curiosity
towards the environment.
28. 5.2 the flow of water through different  Design a fair test to compare sps:
types of soil. How well water moves through i. observing Clay
sand, clay and garden soil by ii. Controlling variables Garden soil
deciding what to keep the same, Sand
what to change and what to T/s Soil
measure. Comparing & contrasting
Analysing
 Carry out the test and record the
observations. NB:
Daring to try.
Being systematic.
WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SPS / THINKING SKILL VOCABULARY
NOBEL VALUE

15. SCIENCE YEAR 3
YEARLY PLAN
29.  Form a conclusion based on the sps:
observations. i. observing
 Explain how they arrive at the ii. classifying
conclusion.
T/s
relating
NB:
Being kind hearted and
caring.
30. 5.3 That certain soils are more suitable  Design a fair test to compare sps:
for plant growth. How well water moves through i. observing
sand, clay and garden soil by ii. communicating
deciding what to keep the same, iii. experimenting
what to change and what to
measure. T/s
Comparing & contrasting
 Carry out the test and record the Conclusion
observations. Making hypothesis
NB:
Being cooperative.
Having an interest and
curiosity towards the
environment.
31.  Form a conclusion based on the sps:
observations. i. observing
 Explain how they arrive at the ii. experimenting
conclusion.
T/s
attributing

16. SCIENCE YEAR 3
YEARLY PLAN
NB:
Appreciating the balance
of nature.
Science Process Skill /
Learning
Week Learning Outcomes Moral Value / Thinking Vocabulary
Objectives
Skill
32 6. Mixing Substances
Pupils should learn
Pupils
6.1 That different SPS
substances  State the properties of different - Observing, classifying, Baking powder
have different substances in terms of appearance, communicating Milk powder
properties smell, feel and colour Salt
Tapioca flour
 Describe the result of mixing T/S Vinegar
difference substances with water - Attributing, Water
comparing, and Wheat flour
 Describe the result of mixing contrasting
different substances with vinegar
- Experimenting,
 State that different substances have predicting
different properties
NB
- Being thankful to God
- Being cooperative
- Confident

17. SCIENCE YEAR 3
YEARLY PLAN
33 6.2 That some  Identify labels for unsafe substances SPS
substances are - Observing, attributing, Baking powder
unsafe and  Explain the meaning of the labels. relating Milk powder
should be - Classifying, Salt
handled with  List unsafe substances attributing, Tapioca flour
care Vinegar
 State the need to look at labels or ask T/S Water
an adult before touching or tasting Wheat flour
any substances - Communicating,
predicting
 List the harm caused by unsafe
substances NB
- Love the environment
- Being thankful to God
- Be careful
34 6.3 That a mixture  Plan how to separated a mixture of SPS Baking powder
of substances substances - Classifying, attributing Milk powder
can be Salt
separated  Present their processes of separating T/S Tapioca flour
the mixture in words or diagrams - Measuring, Vinegar
comparing, contrasting Water
Wheat flour
- Interpreting data,
analyzing, evaluating
NB
- Being cooperative
- Hardworking
- Being diligent and
persevering
- Being systematic

18. SCIENCE YEAR 3
YEARLY PLAN
35 6.3 That a mixture  Give reason why the methods are able SPS Baking powder
of substances to separate the mixtures - Comparing and Milk powder
can be contrasting Salt
separated  Compare different methods of Tapioca flour
separating the mixtures T/S Vinegar
- Interpreting data, Water
 Explain why method of separating evaluating Wheat flour
mixture may be better than another
NB
- Being cooperative
- Hardworking
- Being diligent and
persevering
- Being systematic
Note : This is an example. Please consider your school planning/exam.