Practical Science for Year 3
Introduction
This book of science activities aims to help the busy
teacher deliver high quality science lessons with as
much manageable practical classroom work as
possible. This book is a major update of our previous
Photocopiable Practical Science Series bringing it in
line with the 2014 National Curriculum for England.
Existing material has been rearranged and new material
has been added making full curriculum coverage easy
to complete.
Each lesson follows a similar format with the following
elements:
1. A simple information sheet with questions that
explore the main concept to be studied during the
lesson.
2. A classroom based experiment that, on the whole,
can be carried out by small groups of children working
independently.
3. A simple homework sheet which reinforces the
concept discussed and the knowledge gained from
the experiment carried out.
4. Detailed teacher notes that list the learning
objectives, the main points to be talked about, the
equipment needed for the investigation, how the
investigation should be carried out and the conclusion
that can be made from it.
Topical Resources publishes a range of Educational
Materials for use in Primary Schools and Pre-School
Nurseries and Playgroups.
For the latest catalogue:
Tel: 01772 863158
Fax: 01772 866153
e.mail: [email protected]
Buy online at:
www.topical-resources.co.uk
Topical Resources, P.O. Box 329, Broughton, Preston,
Lancashire. PR3 5LT
Copyright © 2014 Peter Bell
Illustrated by John Hutchinson
Designed by Paul Sealey, PS3 Creative
3 Wentworth Drive, Thornton, Lancashire
Printed in the UK for ‘Topical Resources’ by
T. Snape and Co Ltd, Boltons Court, Preston, Lancs.
First Published January 2014
ISBN: 978-1-909458-33-8
Contents
Notes for Teachers / Working Scientifically
2
Plants
Programme of Study
Lesson Notes
Lesson 1 – Plants are Living Things
Lesson 2 – The Stem
Lesson 3 – Plants Have Roots
Lesson 4 – Some Plants Have Flowers
Lesson 5 – Seeds are Scattered
Lesson 6 – Seeds are Germinated
3
4
5
8
11
14
17
20
Animals, including Humans
Programme of Study
Lesson Notes
Lesson 1 - Food and Health
Lesson 2 - Muscles, Bones and Movement
23
24
25
28
Rocks
Programme of Study
Lesson Notes
Lesson 1 - Rocks
Lesson 2 - Fossils
Lesson 3 - Soil
31
32
33
36
39
Light
Programme of Study
Lesson Notes
Lesson 1 - Sources of Light
Lesson 2 - How We See Things
Lesson 3 - Shadows
Lesson 4 - Movement of the Sun
42
43
44
47
50
53
Forces and Magnets
Programme of Study
Lesson Notes
Lesson 1 – Forces
Lesson 2 – Magnetism – an invisible force
Lesson 3 – Friction – opposing motion
56
57
58
61
64
Lesson Notes
Back to Contents
Rocks
P.33 Lesson 1
Rocks
Learning Objective:
To know that different rocks have properties that are useful to
us. To know how to carry out a fair test to discover if some
rocks are harder than others.
Talk About: Where rocks can be found.
How rock is sometimes hidden by water or soil.
That different rocks have different properties e.g. hard/soft
permeable/waterproof.
Rocks are chosen to do different jobs according to their
particular properties.
How igneous rocks are formed.
How sedimentary and metamorphic rocks are formed.
Concrete and bricks as examples of man-made rocks.
Experiment: Are all rocks hard?
Equipment: A selection of different shapes and type of rock
found in a garden/stream etc. (The names of the types of rock
are not particularly important for this experiment.) Sticky
labels and one steel nail per group.
Method: Each group should collect five different rocks and
number them 1 to 5. In turn attempt to mark each rock using a
fingernail only and record the results. Then do the same using
the steel nail. (N.B. Children should be warned of the danger
of using a sharp pointed object.)
Conclusion: Some rocks are softer than other rocks.
P.39 Lesson 3
Soil
Learning Objectives:
To know what makes soil and that different types of rock make
different types of soil.
To know how to carry out a fair test to discover if some soils
drain better than others.
Talk About: Soil covers most of the earth.
Soil is made from six main ingredients: rock; humus; air;
water; minerals; living organisms.
Clay soils are easily waterlogged.
Loam soils are ideal for growing plants.
Experiment: Which drains best – gravel, sand or compost?
Equipment: Six clear plastic cups per group, a drawing
compass, three circles of strong card with a hole cut in the
centre (see drawing on worksheet), access to bags of small
gravel, sand and compost.
Method: Three plastic cups needs a small hole to be pierced
with a compass point in the bottom. (The children could be
instructed to do this safely or the cups could be prepared
beforehand.) Each of these cups need to be half filled with the
material to be tested and placed above another plastic cup
using a ring of card as a support. A fixed amount of water
should then be added to each of the top cups in quick
succession. Careful observation will reveal which material
allows the water to pass through most quickly.
Conclusion: Some types of material are better at draining
water than others.
P.36 Lesson 2
Fossils
Learning Objectives:
To know how fossils are formed.
To know how to make a fossil impression in the classroom.
Talk About: What fossils are.
What fossil shapes originated as.
How long fossils take to form.
How a mould fossil is formed.
How a cast fossil is formed.
Why fossils are often found near the sea.
Experiment: Can you make fossil shapes in the classroom?
Equipment: Paper cup, seashell, plastic spoon and some
Plaster of Paris.
Method: WARNING Working with Plaster of Paris is messy.
Use lots of old newspaper to cover surfaces. Mix Plaster of
Paris in the bottom of the paper cup. Allow to slightly set.
Press the shell into the surface and leave plaster to go hard.
Cut away the paper cup and prize off the shell. To make shell
easier to remove, cover with petroliam jelly first.
Conclusion: Replica fossil shapes can be made in the
classroom.
page 32
© Topical Resources Ltd. May be photocopied for classroom use only.
Rocks
Information 2
Fossils
Back to Contents
Fossils are the hardened remains or
impressions of animals and plants that
lived a very long time ago. A fossil may
be a shell, a bone, a tooth, a leaf, a
skeleton, or even sometimes an entire
animal. Fossils take a long time to form
and are at least 10,000 years old.
When an animal or plant dies, it may fall
into mud or soft sand and make a print
or mark. Another layer of mud or sand
then covers the body. Over time the body rots away. The mud or sand eventually
hardens into rock preserving the shape left by the body, leaving an animal or
plant-shaped hole in the rock. This hole is called a mould fossil.
Sometimes, over even longer periods of time, the mould becomes filled with
minerals. The minerals eventually harden into rock. This is called a cast fossil.
Most fossils are found in areas that were once in or near the sea.
Ammonites are
common fossils.
Task
When the ammonite
died it was buried on
the sea bed.
The animal dissolved
away to form a hollow
mould fossil.
Answer these questions:
1. What are fossils?
2. What are fossils made from?
3. How old are fossils?
4. What is a fossil-shaped hole called?
5. What is a fossil made from hard rock called?
6. Where are most fossils found?
7. Draw diagrams showing how fossils can be made.
page 36
The mould was later
filled with minerals to
form a cast fossil.
© Topical Resources Ltd. May be photocopied for classroom use only.
Name:
Rocks
Experiment 2
Date:
Back to Contents
Can you make fossil shapes in the classroom?
You will need: paper cup, seashell, plastic spoon and some Plaster
of Paris. Mix Plaster of Paris in the bottom of the paper cup.
When slightly firm, press the shell into the plaster.
Remove the shell and paper cup when set.
First make a prediction
What do you think will happen in this experiment?
Carry out the experiment and write what happens
Draw a picture of what you did:
Record what happens here:
What I did:
What I saw change:
Why I think this happened:
Can you make fossil shapes in the classroom?
© Topical Resources Ltd. May be photocopied for classroom use only.
page 37
Rocks
Homework 2
Fossils
Name:
Back to Contents
Date:
Use books or the internet to find pictures of six different fossils.
Sketch and name them in the boxes below:
page 38
© Topical Resources Ltd. May be photocopied for classroom use only.