PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 1:Human Body – Parts of the body and their roles for healthy living
Topic
Knowledge
The six
food
groups
Identify the
six food
groups and
their
functions.
Objectives
Skills
Group or
classify
foods.
Content
Method/Strategies
Materials
Evaluation
Integration
The six food groups
and their functions
are:
- carbohydrates:
provide energy
- proteins: build
the body
- fats: store energy
- mineral and
vitamins: provide
protection
- fibre: aids
digestion and
helps to clean out
the digestive
system.
1. Pupils suggest names of
types or groups of foods.
2. Teacher and pupils provide
samples of foods.
3. Teacher provides pictures of
foods from each group.
4. Pupils give function of each
food group.
5. Class discusses responses
and summarises names of
food groups and their
functions.
Samples of
foods,
pictures of
foods,
empty
boxes,
bottles,
wrappers
and other
food
containers,
charts/
posters
showing
food
groups.
Were
pupils able
to state the
food
groups?
Health and
Family Life
Education –
Healthy
foods.
Attitude
Appreciate
that there is
a wide
variety of
foods.
Foods rich in
carbohydrates and
fats are called go
foods because they
provide energy for
us to work and play,
that is, they keep us
on the go.
Foods high in
proteins are called
grow foods because
they build the body
Did
information
on empty
food
containers
indicate
any food
groups?
Did pupils
know the
function of
each food
group?
March 2003
1
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 1:Human Body – Parts of the body and their roles for healthy living
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
1. Refer to charts/posters used
in previous lesson.
2. Pupils identify the more
important food groups.
3. Teacher shares with pupils
the guidelines for healthy
eating.
4. Pupils work in groups
making menus for breakfast,
lunch, and dinner.
5. Class discusses the value of
a balanced diet.
6. Each pupil prepares a poster
using pictures, drawings, etc.
of three balanced meals for
the family, that is, for
breakfast, lunch and dinner.
Charts or
posters of
food
groups,
cardboard,
pictures of
different
foods,
paste.
Did pupils
identify the
more
important
food
groups?
Health and
Family Life
Education –
Healthy
eating.
Attitude
as we grow.
Foods rich in
minerals and
vitamins are called
glow foods because
they keep diseases
away and make us
glow with good
health.
A
balanced
diet
Identify and
name foods
that make
up a
balanced
diet.
Discuss the
value of a
balanced
diet.
Record
meals
eaten in a
week.
Communicate
information
through
posters.
Develop
the
willingness
the eat
balanced
diets.
A balanced diet
provides the right
amount of proteins,
carbohydrates, fats,
vitamins, minerals,
fibre and water.
A balanced diet
helps to keep us
healthy and strong.
See Appendix D
Did pupils
make
realistic
menu card
and
posters?
Art and
Craft –
Drawing
and collage
March 2003
2
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 1:Human Body – Parts of the body and their roles for healthy living
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Model of
digestive
system.
Chart of
digestive
system.
Flash
cards with
names of
parts of
digestive
system.
Did pupils
find it easy
to identify
main parts
of the
digestive
system?
Health and
Family Life
Education –
Keeping
healthy.
Attitude
7. Pupils encourage family
members to eat balanced
diets.
8. Pupils record the meals
eaten for one week and
discuss whether they were
balanced or not.
Main
parts of
the
digestive
system.
Identify and
name the
main parts
of the
digestive
system.
Discuss the
functions of
the digestive
system.
Communicate
through
diagrams
by identifying
parts of
the
digestive
system.
Demonstrate
willingness
to treat
body
organs with
care.
The main parts of
the digestive system
and their functions
are as follows:
Mouth – where food
is chewed and
mixes with saliva
Gullet – down
which food
travels
Stomach – food is
further broken
down by digestive
juices
Intestines – useful
nutrients are
absorbed
Anus – undigested
food passes
through in faeces
1. If available, pupils look at
model of the digestive
system.
2. Also pupils look at chart or
drawing of digestive system.
3. Pupils identify the main
parts of digestive system and
locate same on model and/or
chart.
4. Elicit from pupils, (briefly,
not detailed), how the
process of digestion occurs.
This will serve as an
introduction to the functions
of the digestive system.
5. Pupils discuss functions of
the main parts of the
digestive system.
Were pupils
able to
briefly say
how
digestion
occurs?
Were pupils
able to give
at least two
functions of
the parts of
March 2003
3
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 1:Human Body – Parts of the body and their roles for healthy living
Topic
Knowledge
Types of
teeth and
their
functions.
Identify and
name the
types of
teeth.
State the
function of
each type of
teeth.
Objectives
Skills
Observe
the
arrangement of
the teeth
in the
mouth.
Observe
the
functions
of the
different
types of
teeth.
Content
Method/Strategies
Materials
Evaluation
Integration
Attitude
The functions of the
digestive system are
to provide food
nutrients and
remove undigested
food in faeces.
6. On a large outline drawing
of the human body, pupils
match flash cards with
names of parts of the
digestive system to the
position of the parts on the
body.
We have four types
of teeth. At the
front are the incisors
for cutting. Next to
these are the canines
(eye teeth) for
tearing or ripping,
then the premolars
for grinding,
followed by molars
also for grinding.
1. Pupils look at a model of a
set of teeth (model can be
borrowed from a dentist,
dental technician or dental
clinic.)
2. Pupils look at pictures of
teeth.
3. Working in pairs, pupils
look at each other’s teeth.
4. Pupils suggest the function
of each type of tooth –
noting that the function is
related to the shape and
features of the tooth.
the digestive
system?
Model of
set of
teeth,
chart/
drawings
showing
types of
teeth,
crackers/
biscuits.
Were pupils
able to
recognise
the different
types of
teeth?
Were pupils
able to
relate shape
and features
of each type
of tooth to
its function?
Health and
Family Life
Education –
Healthy
living.
Art and
Craft Drawing
teeth
March 2003
4
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic
Knowledge
Objectives
Skills
Content
Make
simple
drawings
of teeth.
Caring
for our
teeth.
Discuss how
to care for
the teeth.
Demonstrate
how to
care for
the teeth.
Method/Strategies
Materials
Evaluation
Integration
Same as
previous
lesson.
Were pupils
able to
demonstrate
ways to care
for their
teeth?
Health and
Family Life
Education –
Healthy life
styles.
Attitude
5. Pupils eat cracker given to
them by teacher. They then
report which teeth were used
for what purpose.
6. Pupils make simple
drawings of each type of
tooth and state its function.
Develop
healthy
dental care
habits.
Proper care of the
teeth is important for
good health. This
includes,
- brushing the teeth
properly
- brushing teeth
after each meal
- flossing
- eating balanced
diets
- avoiding too much
sweets and
confectioneries
- visiting the dentist
regularly.
1. Pupils state ways to care for
their teeth.
2. Pupils demonstrate, where
possible, how the caring
should be done.
3. Pupils look at charts or
posters that illustrate healthy
dental care.
4. Pupils are encouraged to
share with family members
information on dental care
habits and to put them into
practice.
5. Pupils record in a table their
dental care habits for one
week.
Day
Dental Care
Sunday am …………..
pm …………..
Monday am …………...
etc.
pm …………...
Charts or
posters on
dental
care.
Were pupils
willing to
discuss
practices
with family
members?
Were pupils
practising
good or
healthy
dental care
habits?
March 2003
5
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 2:Animal Kingdom – The variety, features and life processes of animals
Topic
Knowledge
Diets of
animals
Compare
the diets of
some
common
animals.
Objectives
Skills
Group
animals
according to
their diets
as
herbivores,
carnivores
and
omnivores.
Observe
features that
make
animals
suited to
their diets.
Content
Method/Strategies
Materials
Evaluation
Integration
Preserved
specimens
of teeth,
beaks and
claws of
some
animals.
Were pupils
familiar
with the
diets of the
animals?
Agricultural
Science and
School Yard
Ecology –
Diets of
animals.
Attitude
Appreciate that
animals
differ in
their diets.
Animals differ in
1. Pupils state what makes up
their diets. Some eat
the diet of some common
mainly plants or
animals such a human,
plant materials and
parrot, frog, cow, pig, crow,
are called
tiger, hassar, and alligator.
herbivores e.g. cow, 2. Pupils summarise their
sheep, and parrot.
answers in the form of a
Animals that eat
table.
other animals or
flesh are called
Animal
Diet
carnivores e.g. tiger
………
………….
and alligator.
……...
………….
Animals that eat
………
………….
both plants and
animals are called
omnivores e.g.
3. Based on the kind of diet,
humans and rats.
pupils group animals as
herbivores, carnivores and
Each animal is
omnivores.
suited to its type of
diet.
4. For each group in step 3.
Herbivores have flat
above, pupils identify
teeth mainly for
features of the animals that
cutting and grinding.
make them suited to their
Most carnivores
diets.
have sharp, pointed
Pictures of
abovestated
parts.
Were pupils
able to
relate
adaptations
to the type
of animals?
Textbook:
Science
Around
Us, Book
3.Pp.1-18
March 2003
6
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 2:Animal Kingdom – The variety, feature and life process of animals
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Pet
animals
such as
dog, cat
and bird
animals
collected
from
school
yard e.g.
ant,
Were pupils
able to
recognise
their
backbone?
School Yard
Ecology –
Animals in
the environment
Attitude
teeth for tearing or
Teacher and pupils to
ripping. Some have
provide preserved specimens
sharp claws or
or pictures of:
curved beaks for
- teeth of different types
gripping and
and shapes
trapping.
- beaks and claws of
Omnivores have flat,
different animals.
sharp teeth for
cutting, pointed
5. Class summaries features
canines for tearing
in the form of a table.
and flat back teeth
Group of
Features
for grinding.
Animals
Ref: Science
……….
………….
Around Us,
Book 3, Pages 1-18
………
………….
Animals
with and
without
backbones.
Recognise
that there
are two
main groups
of animals.
Observe
animals
with
respect to
the
presence
Group
of a
animals with backbone
backbones
as
vertebrates
Display
care and
respect for
animals.
Some animals have
a chain of bones
running down the
centre of the back
called its backbone.
Each bone is called
a vertebra. Such
animals are called
vertebrates e.g.
human, dog, fowl,
snake, frog, patwa.
1. Pupils run finger along the
centre of the back from the
neck to waist to feel bones
in their backbone.
2. Pupils can make a model of
the backbone by stringing
along empty thread reels or
short pieces of drinking
straws.
March 2003
7
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 2:Animal Kingdom – The variety, feature and life process of animals
Topic
Knowledge
and those
without
backbones
as invertebrates.
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Animals that do not
have a backbone are
called invertebrates
e.g. ant, butterfly,
snail, worm,
mosquito.
3. Pupils observe at home their
pets such as cat, dog and
bird, to determine if they
have backbones or not.
4. Pupils visit school yard,
farm yard or zoo and
observe whether animals
have backbones or not.
5. From out-of-classroom visit,
pupils may collect
specimens of ants, butterflies,
snails, worms, mosquitoes,
etc. and determine if they
have backbones or not.
6. Pupils may also look at
pictures of animals showing
presence or absence of
skeletons.
butterfly,
snail,
worm,
mosquito,
pictures of
animals
Were pupils
able to
observe
features of
other
animals?
Art and
Craft –
Making
models
Attitude
Can pupils
group
animals as
vertebrates
and invertebrates?
March 2003
8
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Functions of
the main
parts of
a plant.
Discuss the
functions of
the main
parts of a
plant.
Objectives
Skills
Observe
plants
with
respect to
the
functions
of parts.
Content
Method/Strategies
Materials
Evaluation
Integration
A plant has five
main parts.
Each of these parts
has a special
function. The
functions are as
follows:
Root – keeps the
plant firmly in the
soil
Stem – holds up the
leaves and other
parts
Leaf – makes food
for the plant
Flower – produces a
fruit
Fruit – produces a
seed or seeds. The
seed usually
produces a new
plant.
1. Pupils visit kitchen garden at
home or school garden and
observe plants, especially
flowering plants.
2. Pupils may bring to class a
small potted flowering plant
such as pepper or tomato.
3. Pupils observe plants and
state the functions of each
main part.
4. Teachers refers to potted
plant and clarifies any
inaccuracies.
Kitchen
garden,
school
garden,
potted
flowering
plant e.g.
pepper or
tomato.
Can pupils
name the
main parts
of a plant?
Agricultural
Science –
Functions of
parts of
plants.
Attitude
Display
care and
attention in
handling
plants.
Were pupils
able to state
functions of
these parts
of the plant?
March 2003
9
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Conditions
necessary
for
germination.
State the
conditions
necessary
for
germination.
Objectives
Skills
Manipulate
simple
equipment and
materials
in setting
up
experiment.
Predict
what will
happen in
each
apparatus.
Make
and
record
observations.
Content
Method/Strategies
Materials
Evaluation
Integration
Seed –
bora,
bean,
corn,
paddy,
plastic/
glass jar
e.g. jam or
nut butter,
cover or
lid for jar,
newspaper,
newsprint,
paper or
any
absorbent
paper,
water
Did pupils
have
difficulty in
setting up
the different
apparatus?
Agricultural
Science –
Kitchen
gardening,
growth of
crops.
Were pupils
able to give
reasons for
the
predictions
they made?
Rice
Farming –
Broadcast of
soaked
paddy
grains.
Did pupils
to make
conclusions
based on
their results?
Transplanting of
seedlings.
Attitude
Display
attention
and care in
dealing
with plants.
A seed germinates
into a seedling or
young plant. For
this to happen the
seed needs water,
air and warmth.
The water is
sometimes referred
to as moisture and
the warmth is a little
heat.
Seeds will not
germinate without
water, air and a
suitable temperature.
This topic may take about two
weeks to cover it.
Lessons could be about the
same as for Grade 1, Unit 3,
Pages 10-12.
Pupils may work in groups of
about 4 – 6.
Lesson 1: Setting up
experiment (germination
apparatus)
Lesson 2: Observations made
over 10 days, 5 minutes
each day
Lesson 3: Summarising
Observations and results
Lesson 1:
1. Pupils set up 4 different
germination apparatus as
follows:
Language
Arts Poetry
Apparatus A: Normal
Conditions
- use transparent plastic or
glass jar e .g. jam or nut
butter
March 2003
10
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Attitude
Make
conclusions
from
results
and
observations.
-
-
-
line the inside of the jar
with about three layers
of absorbent paper e.g.
newspaper or newsprint
paper
pour water into jar to
depth of about 2 cm
place a seed between the
paper and inner surface
of jar at a height of
about 2 cm above the
water level.
Leave jar in the open
where it can be
observed.
Apparatus B: No water
Similar to Apparatus A but
no water is placed in jar.
Apparatus C : No air
Similar to Apparatus A but
cover or lid secured on jar to
restrict air supply.
Apparatus D : No warmth
Similar to A but jar is placed
in fridge or cold place to
remove any warmth or heat.
March 2003
11
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Attitude
2. Pupils make predictions of
what will happen in each
apparatus, giving reasons for
their predictions.
Lesson 2
Spread over at least 10 days of
5 minutes each day.
1. Pupils observe daily each of
the 4 apparatus and record
observations in the form of a
table.
Day Apparatus Observation
1
A
……….
B
………..
C
………...
D
…………
2
A
………….
etc
2. Pupils discuss their
observations and teacher
checks these.
March 2003
12
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Materials
Evaluation
Integration
Healthy
seedlings
from
previous
set of
lessons,
pots of
soil,
garden
beds,
rule/tape
measure.
Did pupils
take care in
transplanting
seedlings?
Agricultural
Science –
Plants and
crop growth.
Attitude
Lesson 3
1. Groups compare the four
different apparatus.
2. Groups share observations in
class discussion and
compare them with the
predictions made in
Lesson 1.
Some life
processes
of plants.
Discuss
three life
processes of
plants –
feeding,
growth and
reproduction
Observe
the
growth of
seedlings
into
mature
plants.
Observe
and
identify
life
processes
displayed
by
growing
plants
Display
attention
and care in
handling
plants.
Seeds germinate into
seedlings. As
seedlings grow they
need light, water
and air to make
their food and keep
alive.
Seedlings grow into
mature plants. As
this happens the
seedlings develop
more leaves. They
will later produce
flowers which will
develop into fruits
containing one or
more seeds.
This topic may take between 4-6
weeks to complete. However, it
can be done alongside lessons
inUnit 4, Environment.
1. Pupils will use the healthy
growing seedlings of the
previous lesson.
2. Pupils may keep some
seedlings in the jar and
transplant others into a pot
with soil or onto a garden
bed in the school yard.
3. Pupils will tend to the plants
regularly, that is, water
them and ensure a regular
supply of air and sunlight.
Did pupils
tend to
plants
regularly?
Mathematics –
measuring
length
Did pupils
use ruler or
tape
measure
properly?
March 2003
13
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 3:Plant Kingdom – The variety, features and life processes of plants
Topic
Knowledge
Objectives
Skills
Measure
and
record
the
heights
of plants.
Content
Method/Strategies
Materials
Evaluation
Integration
Attitude
4. Pupils will compare plants
growing in jars with those
planted in soil.
5. Pupils will measure the
heights of the plants.
6. Pupils will observe the
production of flowers and
their development into fruits
over a period of time.
7. Pupils match their
observations with the
corresponding life processes.
8. Pupils will make and record
their observations twice per
week.
8. Pupils to be involved in
class discussion on general
features of the three life
processes of feeding, growth
and reproduction.
Did pupil
observe the
changes as
the plants
grew and
parts
developed?
March 2003
14
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 4:Environment – Components of the environment and their interrelations
Topic
Knowledge
Some
common
plants
and
animals
and their
specific
homes.
Identify
some
common
plants and
animals and
their
specific
homes.
Objectives
Skills
Observe
the
places
where
animals
and
plants
live in
the
environment.
Content
Method/Strategies
Living things, that
is, plants and
animals, live on
land, in water and in
the air. However,
some living things
live in specific
places.
1. Pupils are taken on visit to
school yard and near-by
drain or trench.
Due care and safety
precautions are to be
observed.
2. Pupils observe the range of
plants and animals and
where they can be found
living.
3. Pupils identify and observe
where some plants e.g. the
water lily, water lettuce,
water hyacinth and bird vine
live.
4. Pupils identify and observe
where some animals e.g.
hassar, tilapia, ants and
wood ants live.
5. Further information can be
had from a visit to a
botanical garden, zoo, farm
and from books.
Materials
Evaluation
Integration
Equipment for
visit to
school
yard.
Were pupils
familiar
with the
plants and
animals
living in
specific
places?
School Yard
Ecology –
Specific
homes for
some
organisms.
Attitude
Demonstrate
respect for
life.
Among plants, the
water lily, water
lettuce and water
hyacinth for
example, live only
in water. The bird
vine lives only on
plants.
Among animals, the
hassar, tilapia and
manatee, for
example, live only
in water. Ants and
termites (wood ants)
live on land.
Samples
of specific
plants and
animals
where
possible.
Did teacher
and pupils
display care
and safety
precautions?
March 2003
15
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 4:Environment – Components of the environment and their interrelations
Topic
Knowledge
Inter –
dependence of
plants
and
animals.
Recognise
that plants
and animals
depend upon
each other.
Objectives
Skills
Observe
relationships
between
plant and
animal
life in the
environment.
Content
Method/Strategies
Materials
Evaluation
Integration
Plants and animals
depend upon each
other. Many
animals depend
upon plants for their
food. Some animals
also eat other
animals.
1. Review briefly lesson on
diets of animals, that is,
herbivores, carnivores and
omnivores.
2. Pupils state other
relationships between plants
and animals e.g. plants
serving as homes for birds.
3. Pupils look at a sample of
bird vine and note
relationship with its host
plant.
4. Teacher provides samples of
ticks, fleas, lice and
mosquitoes for pupils to
observe their appearance.
Pupils are advised to display
due care and safety
precautions, such as, not to
touch specimens.
Pupils discuss the
relationship of these
organisms and their hosts.
5. Pupils discuss the
relationship between other
living things e.g. man and
dog, cow and egret.
Samples of
bird vine,
ticks, fleas,
lice and
mosquitoes
Pictures
showing
relationships
between
plants and
animals e.g.
bird nest on
a tree.
Were pupils
able to state
the relationships
between
living
things?
School
Yard
Ecology –
Inter - dependence of
plants and
animals.
Did teacher
and pupils
display care
and safety
precautions
in handling
specimens?
Art and
Craft –
Drawing
animlas
Attitude
Display
care and
safety in
handling
living
things.
Plants also provide
shelter or serve as a
home for animals,
for example, nests
for birds.
The bird-vine, a
plant, lives on other
plants as a parasite.
Ticks, fleas, lice and
mosquitoes live on
animals as parasites.
Parasites get food or
shelter from their
hosts.
March 2003
16
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 4:Environment – Components of the environment and their interrelations
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
17
Materials
Evaluation
Integration
Food
chains
Identify a
simple food
chain.
Construct a
simple food
chain.
Observe
food
chains in
a pond.
Set up
and
maintain
a model
pond.
Interpret
feeding
relationships as
shown in
food
chains.
Display
care and
safety in
handling
living
things.
Living things
depend on each
other for food.
When one living
thing is eaten by
another living thing,
a food chain is
formed.
A food chain may
include more than
two living things,
one feeding on the
other.
1. Pupils use a large, wide
mouth bottle and set up a
‘pond’ with water and as
many organisms as possible.
2. Pupils suggest the food
source for each organism.
3. Class discusses and agrees
on correct food chain for
pond organisms.
4. Pupils wear flash cards with
names of organisms to
represent sequence in the
food chain, that is,
pondweed
sunfish
guppy
man
Note: The organism before
the arrow is eaten by the one
after it.
5. Pupils identify and write
other simple food chains
among living things, e.g.
18
Large
wide mouth
bottle,
water,
samples of
pond
organisms
Were pupils
able to
observe any
feeding
relationships
among the
pond
organisms?
School Yard
Ecology and
Ejnvironmaental
Education –
Interdepen dence of
organisms.
Flash
cards of
names of
pond
organisms
Were pupils
able to write
at least two
other simple
food chains
for their
local
environment?
Music –
Singing and
composing
songs
grass
cow
human
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 4:Environment – Components of the environment and their interrelations
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
6. Pupils can create and sing,
song e.g. The Food Chain to
the tune of “The Farmer
in the Dell”
THE FOOD CHAIN
The mouse eats the seed, the
mouse eats the seed.
Hi ho the dario the mouse eats
the seed.
The owl eats the mouse.
The fox eats the owl.
The bear eats the fox.
The man eats the bear.
The mouse needs the seed.
The owl needs the mouse.
The fox needs the owl.
The bear needs the fox.
The man needs the bear.
No animal stands alone.
7. Pupils write the food chain
given in the song.
19
Materials
Evaluation
Integration
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 5:Weather – Types, features and effects of the weather
Topic
Measuring
rainfall
Objectives
Knowledge
Skills
Explain the
use of the
rain gauge
Measure
rainfall
using
simple
equipment.
Manipulate
simple
cutting
impliments.
Content
Method/Strategies
Materials
Evaluation
Integration
A rain gauge can be
used to measure
rainfall. The
amount of rainfall is
measured in
millitres (ml) or
cubic centimetres
(cm3).
1. Pupils cut plastic drinks/
water bottles ¾ way up.
They will use the bottom to
collect the rain and the upper
part as a funnel to channel
the rain into the bottom.
2. Pupils leave apparatus
outside for a period of time
to collect rain.
3. Pupils pour out rain into
measuring cylinder and note
the volume.
4. Pupils make other
measurements daily for a
number of days and note the
volume.
5. Pupils make simple drawing
of rain gauge.
6. Pupils take home rain
gauges and use them.
2 litre
plastic
bottles,
scissors,
measuring
cylinders.
Were pupils
careful in
cutting
bottles?
Social
Studies and
Environmental
Education –
Measuring
rainfall
Attitude
Display
care and
safety in
using
cutting
implements.
Note: 1 ml = 1 cm3
20
Were pupils
able to use
measuring
cylinders?
How
accurate
were pupils’
measurements?
Can pupils
explain how
a rain gauge
is used?
Mathematics –
Measuring
volume
Art and
Craft –
Making and
drawing a
rain gauge
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 5:Weather – Types, features and effects of the weather
Topic
Knowledge
Finding
wind
direction.
Explain
how a wind
vane or
windsock is
used.
Objectives
Skills
Observe
wind
direction
using
simple
equipment.
Content
Method/Strategies
Materials
Evaluation
Integration
1. Pupils fix the wind vane or
windsock onto a stick of
length 5 metres.
2. Teacher ensures pupils are
aware of the four cardinal
directions of east, west,
north and south.
3. Pupils look at the wind vane
or windsock each day and
determine in which direction
the wind is blowing.
4. Pupils repeat exercise for two
weeks.
Wind sock
- fabric
sewn into
a cone
shape and
open at
both ends,
long stick.
Were pupils
familiar with
the four
cardinal
directions?
Social
Studies and
Environmental
Education Wind
direction.
Attitude
Demonstrate
persistence in
completeing a
task.
A wind vane, or
windsock, can be
used to detect or
determine wind
direction.
Were pupils
able to
determine
the direction
in which the
wind was
blowing?
Can pupils
explain how
a wind vane
or windsock
is used?
Weather
conditions
List weather
conditions
that occur
Record
weather
conditions
The amount of
sunshine and rainfall
can be measured
1. Pupils use information from
previous lessons on amount
of rainfall and wind
21
Information
collected
Were pupils
able to say
which was
Social
Studies and
Environ-
locally.
in the form
of tables
and graphs.
daily. Such
information can be
collected for a week,
month or longer, as
necessary.
direction.
2. Pupils measure number of
hours of sunlight per day.
during
previous
lessons on
the
weather.
the sunniest/
wettest
day/week in
the month?
mental
Education –
Weather
conditions.
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 5:Weather – Types, features and effects of the weather
Topic
Objectives
Knowledge
Skills
Interpret
information
presented
on
weather
conditions.
Content
Method/Strategies
Materials
Evaluation
Integration
Were pupils
able to say
which was
the
least/most
windy day
in the week
month?
Mathermatics Graphs
Attitude
3. Pupils collect such
information on the weather
for a month.
4. Pupils record information in
the form of a table e.g.
Day Hours of Rainfall Wind
3
Sunlight in cm
DirecSunlight
tion
(hour)
…….
……………..
………..
…….
……………..
……….
5. Pupils represent above
information as graphs.
6. Pupil post up
information onto chart in the
classroom.
7. Pupils interpret information
to say, for example
a) Which day / week was
the sunniest?
b) Which day / week was
the wettest?
22
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 6:Materials – Properties and changes in the states of matter
Topic
Knowledge
Properties of
the states
of matter.
Identify the
properties of
solids,
liquids and
gases.
Objectives
Skills
Group
matter as
solids,
liquids
and
gases.
Content
Method/Strategies
Materials
Evaluation
Integration
Materials or
substances are
different because of
their features or
properties. These
properties include
shape, volume,
texture and
appearance.
1. Pupils and teacher provide a
variety of materials such as
rock, metal, wood, sugar,
flour, water, oil, fruit juice,
balloons, cellophane bags.
2. Pupils observe the shape,
volume, texture and
appearance of the range of
materials.
3. Pupils work in groups and
decide which of the
materials provided are solids,
liquids or gases based on the
properties of the different
states of matter.
4. Class discusses findings and
teacher gives clarifications.
5. Results can be presented as a
table and displayed on the
wall.
Samples
of rock,
metal,
wood,
sugar,
flour,
water, oil,
fruit juice,
balloons,
cellophane
bags.
Were pupils
able to
identify
properties of
materials?
Technology
Education –
Properties of
solids,
liquids and
gases.
Attitude
Display
care in
handling
materials.
Materials that have a
definite shape and
volume and that can
be picked up are
called solids. They
can be as blocks,
grains or powders
e.g. rock, wood
sugar, flour.
Materials that have a
definite volume but
take the shape of
their containers are
liquids. They can
23
Were pupils
able to
group
materials
based on
their
properties?
flow e.g. water, oil,
fruit juice.
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 6:Materials – Properties and changes in the states of matter
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
24
Materials
Evaluation
Integration
Materials that have
no definite shape
and volume are
called gases. They
take the shape and
volume of their
containers and are
usually invisible.
Examples of gases
are oxygen, carbon
dioxide, steam,
cooking gas and
welding gas. Air is
a mixture of gases.
Effects of
heating
and
cooling
materials
Identify
changes of
states of
matter.
Predict
the
effects of
heating
and
cooling
materials.
Display
care and
safety
when
using
heat.
When a solid is
heated it melts
into a liquid. On
further heating the
liquid evaporates
into a gas.
1. Pupils predict the effects of
heating and cooling
materials.
2. Teacher heats some
materials such as
chocolate, ice, water,
sugar. Pupils observe the
changes or effects.
Heat
source,
refrigerator/
freezer,
chocolate,
ice, water,
sugar, etc.
Did pupils
make
realistic
predictions?
Technology
Education –
Changes in
the states of
matter.
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 6:Materials – Properties and changes in the states of matter
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
25
Materials
Evaluation
Integration
Observe
the effects
of heating
and
cooling
materials.
When a gas is
allowed to cool, it
condenses back into a
liquid. On further
cooling the liquid will
freeze into a solid.
For example:
melting
ice
water
(solid) freezing (liquid)
evaporation
water
steam
(liquid)
(gas)
condensation
Where the
demonstrations
effective in
showing the
effects of
heating and
cooling
materials?
3. Teacher leaves the heated
items in the open and then
place them in a refrigerator
or freezer if available.
4. Teacher demonstrates
condensation of water
vapour by placing a cover
over heated/boiling water.
Class compares this with
effect on pot covers during
cooking.
5. Pupils make observations
and check their
predictions during class
discussion.
6. As a follow-up, pupils
observe the effects of
heating and cooling some
substances at home.
Can pupils
name the
changes in
the states of
matter?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 7:Earth and Space – Components of the solar system and their interrelations
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
26
Materials
Evaluation
Integration
Spinning
of the
Earth.
Relate the
movement
of the Earth
on its axis as
resulting in
day and
night.
Demonstrate the
movement of
the Earth
on its
axis.
The Earth spins or
rotates on its axis
from west to east.
This takes twentyfour hours or one
day. This movement
of the Earth results
in day and night.
State that
one rotation
of the Earth
takes
twenty-four
hours.
When one side of
the Earth faces the
sun, the other side
faces away from the
sun, so when we
have daylight in
Guyana, China has
night time.
The spinning of the
Earth on its axis is
called rotation.
1. Teacher ensures pupils are
aware of the four cardinal
directions of east, west,
north and south.
2. Pupils demonstrate the
movement of the Earth by
turning from west to east in
an anti-clockwise direction.
3. Pupils shine torch light
(as the sun) on the
globe or ball (as the Earth)
Globe or
ball,
preferably
football/
volley
ball/
basket
ball.
Torch
light.
and observe which part is
lit up and which is dark.
4. Pupils mark a point on the
globe/ball and slowly spin
it to observe that the point
passes through light and
darkness. They relate this
to day and night.
Were pupils
familiar
with the
four cardinal
directions?
Social
Studies –
Rotation of
the Earth.
Were pupils
able to
demonstrate
the spinning
of the Earth
in the
correct
direction?
Were pupils
able to
demonstrate the
cause of day
and night?
4. If a globe is used, pupils
shine light on Guyana and
observe which country on
the opposite side will be in
darkness.
However, if a ball is used,
pupils mark a lighted area
with chalk and observe that
the opposite side will be in
darkness.
Was the use
of the torch
light and
globe/ball
effective?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 7:Earth and Space – Components of the solar system and their interrelations
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
27
Materials
Evaluation
Integration
Movement of
the Earth
around
the sun.
Movement of
the moon
around
the Earth.
State that
one
revolution
of the Earth
takes 365¼
days or 1
year.
Relate the
movement
of the moon
to the Earth.
Demonstrate the
movement of
the Earth
around
the sun.
Demonstrate the
movement of
the moon
around
the Earth.
Display
willingness
to cooperate.
Display
willingness
to
cooperate.
As the Earth rotates 1. Pupils A stands in the centre
daily it travels
to represent the sun.
around the sun. This
Pupil B, representing the
movement of the
Earth moves around Pupil A
Earth around the sun
in an oval or elliptical path.
is called revolution. 2. Pupil B continues to move in
One revolution takes
the same path around Pupil
a year or 365¼ days.
A, but also rotates or spins in
Thus a revolution of
an anti-clockwise direction.
the Earth is
3. Other pupils join in and do
comprised of 365¼
the same as Pupil B,
rotations.
representing the Earth at
different positions as it
revolves around the sun.
Orbit
Orrery –
model of
the solar
system.
As the Earth rotates 1. Pupil A stands in the centre
and revolves around
to represent the Earth.
the sun, the moon
2. Pupil B, representing the
moves around the
moon, moves around the
Earth.
Earth facing the Earth.
The moon takes 29½ 3. Further, the movements of
days to travel once
the moon and Earth in
relation to the sun can be
around the Earth.
This time is called
demonstrated as follows.
one lunar month.
Orbit
Orrery –
model of
the solar
system.
Were pupils
able to
demonstrate
the
revolution
of the earth?
Were able
pupils to
compare
rotation and
revolution?
Were pupils
able to
demonstrate
the
movement
of the moon
around the
earth?
Social
Studies –
Revolution
of the Earth.
Mathematics –
Shape,
number
fractions
Social
Studies –
Movement
of the moon.
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 7:Earth and Space – Components of the solar system and their interrelations
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
28
Materials
Evaluation
Integration
Were pupils
able to
demonstrate
movements
of the earth
and moon in
relation to
the sun?
Pupil C representing the sun
now occupies the centre with
Pupil A (Earth) rotating and
revolving and Pupil B
(moon) moving around Pupil
A.
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 8:Energy – Forms of energy, their sources and effects
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
29
Materials
Evaluation
Integration
Sources
of light
How
light
travels
Identify the
different
sources of
light.
State how
light travels.
Draw
sources
of light.
Demonstrate that
light
travels in
a straight
line.
Make
and
record
observations
from
demonstrations.
Display
safety
when using
flames and
electricity.
Display
care and
safety in
using an
open flame.
Our main source of
light is the sun. We
also get light from
torches, electric
bulbs and lamps,
candles, fuel lamps,
fires and the candle
fly.
1. Pupils name the sources of
light.
2. They look at actual sources
of light or pictures of those
sources that are not
available.
3. Further, pupils consider
which sources give the best
light and are economical.
4. Pupils make simple
drawings of the sources of
light.
Torch
light,
candle,
candle fly
Light travels in a
straight line from the
source to the
observer or the
object.
Pupils carry out the following
experiment preferably in a
darkened room.
1. They cut three square pieces
of cardboard of side 20 cm
and puncture a small hole at
the centre of each piece, that
is, at the same or identical
point.
2. They line up the three pieces
of cardboard such that the
holes are all in line.
3. Shine a torch light through
the hole of an outer piece of
cardboard and then look
through the hole on the other
outer piece of card board.
Torch
light,
candle,
Cardboard
Plasticine
or playdo,
Display
care and
safety
when using
cutting
implements
or tools.
Were pupils
able to name
sources of
light?
Technology
Education –
Sources of
light.
Did pupils
say which
sources give
the best
light and are
economical?
Art and
Craft –
Drawing
sources of
light.
Were the
pieces of
cardboard
all of the
same size
and the
holes
punctured at
the identical
point?
Technology
Education –
How light
travels
Mathematics –
Measuring
Were pupils
willing to
repeat
experiment?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 8:Energy – Forms of energy, their sources and effects
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
30
Materials
Evaluation
Integration
4. Repeat step 3. but move the
middle piece of cardboard a
few centimetres out of line
and look through the holes
of the cardboard. The
procedure can be repeated
moving the outer pieces of
cardboard similarly.
5. The experiment can be done
using a lit candle placed in
front of the card board
instead of looking through
the holes on the pieces of
cardboard. The light is
allowed to form an image on
a screen at the other end. A
larger piece of dark coloured
cardboard can be used as a
screen.
6. Pupils record their
observations and then
discuss same with teacher’s
guidance.
Ref. Science Around Us, Book
4, Page 62.
Can pupils
say how
light
travels?
Did pupils
display care
and safety in
using a lit
candle?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 8:Energy – Forms of energy, their sources and effects
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
31
Materials
Evaluation
Integration
Formation of
shadows
Explain how
shadows are
formed.
Demonstrate the
formation of
shadows.
Display
care and
safety
when using
cutting
implements
or tools.
Light can pass
through a piece of
clear glass or plastic.
Such objects are said
to be transparent.
However, the same
light would not pass
through a piece of
cardboard or wood.
Such objects are said
to be opaque.
When light falls on
an opaque object a
shadow of the
object is formed.
Shadows of objects
usually have the
same shape as the
objects but can have
a different size.
1. Pupils draw shapes onto
cardboard and cut them out.
2. They place the cut-out
shapes in front of a screen
and shine a torchlight at
them.
3. Pupils will see a shadow on
the screen.
4. Pupils try to make the
shadows smaller or larger.
They should also observe
what happens to the clarity
of the shadow when it is
made smaller or larger.
5. As a follow-up, pupils look
at their shadows and that of
other objects as formed by
the sun. They can also look
at shadows formed in the
house.
Cardboard
scissors,
torch
light.
Were pupils
able to make
shadows of
objects?
Art and
Craft –
Drawing
and cutting
out shapes
Were pupils
able to get
shadows to
vary in size?
Can pupils
explain how
a shadow is
formed?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 8:Energy – Forms of energy, their sources and effects
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
32
Materials
Evaluation
Integration
Reflection of
light
List objects
that reflect
light.
All objects reflect
light. If they did
not, we would not be
able to see them.
A smooth surface
forms a reflection
because it reflects
the light that strikes
it evenly.
Demonstrate that
light can
be
reflected.
Observe
the formation of
images in
mirrors.
We can see
ourselves in a mirror
because light
bounces from us to
the mirror and then
from the mirror into
our eyes. Any
smooth surface that
can reflect an image
will behave like a
mirror.
Pupils work in pairs or small
groups.
1. They look into a piece of flat
mirror and observe the
image of their face.
2. Pupils place a piece of
paper or cardboard on desk
top. Hold the mirror at right
angles or perpendicular to
the paper. Make a mark on
the paper in front of the
mirror and observe the
image of the mark. Pupils
may need to repeat activity
a few times.
3. In class discussion, pupils
explain why they are able to
see the images in the
mirrors.
4. Pupils look back at
themselves in the mirror.
Touch the right ear and
observe which ear of the
image is touched. Repeat
by touching the left ear.
5. As a follow-up to show
more reflection, pupils write
some words and observe
their mirror images.
Flat
mirror,
very
smooth
and shiny
material
e.g.
polished
wood,
stainless
steel e.g.
spoon.
Were pupils
able to
explain how
reflection
occurs?
Did pupils
observe the
reversal of
right and
left in the
mirror
image?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 9:Forces – Types of forces and their effects
Topic
Knowledge
Objectives
Skills
Content
Method/Strategies
Attitude
33
Materials
Evaluation
Integration
Effects
of
magnets
Distinguish
between
magnetic
and nonmagnetic
materials.
Investigate
the effects
of magnets
on
materials.
Display
safety in
handling
sharp
implements
Predict and
then
investigate
which
materials
are
magnetic
and which
are nonmagnetic.
Magnets attract
materials that are
made of iron or
steel. Such
materials are said to
be magnetic e.g.
nails, pin, paper clip,
needle, iron filings.
Materials not
attracted by magnets
are said to be nonmagnetic e.g. paper,
plastic, rubber,
cloth, wood, leaf.
Pupils work in pairs or small
groups.
1. Pupils are provided with a
range of materials.
2. They predict which
materials will be attracted by
a magnet and which will not.
3. They then test their
predictions by touching each
material with the magnet.
4. Pupils summarise their
findings in the form of a
table as follows:
Magnetic
Non-magnetic
………… ……………..
……….. ………………
……… …………………
Magnets,
range of
common
materialspaper,
wood,
plastic,
cloth,
rubber,
pin, nail,
needle,
paper clip,
aluminium
foil, gold,
eraser,
leaf,
flower.
5. As homework, pupils add
five other things found at
home that are magnetic and
five which are non-magnetic.
How close
were the
predictions
of the
pupils to
their
experimental findings?
Technology
Education –
Magnetism.
Did pupils
find at
home
materials
that are
magnetic
and those
that are
nonmagnetic?
Can pupils
distinguish
between
magnetic
and nonmagnetic
materials?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 9:Forces – Types of forces and their effects
Topic
Objectives
Content
Method/Strategies
34
Materials
Evaluation
Integration
Poles of
magnets
Knowledge
Skills
Relate the
effects of
attraction
and
repulsion to
the poles of
magnets.
Investigate the
effects of
magnets
on each
other.
Explain the
law of
magnetism.
Attitude
The ends of a
magnet are called its
poles. The poles of
a magnet exert more
magnetic force than
any other part of the
magnet.
Observe
the
effects of
magnets
on each
other.
The two poles of a
magnet are called
the north and south
poles.
When two like or
similar poles, that is,
north and north or
south and south, are
brought together, the
magnets push away
or repel each other.
Two unlike poles,
that is, north and
south, attract each
other.
Make
conclusions
based on
observations.
The law of
magnetism states
that like poles repel
and unlike poles
attract.
Pupils work in pairs or small
groups.
1. They place two magnets
with like poles (north and
north or south and south)
together and observe what
happens.
2. They repeat the above using
two unlike poles (north and
south), and observe what
happens.
It may be useful to try 1 and
2 a few times.
3. An alternative procedure of
the above is as follows.
a) Tie a magnet at its
centre with a piece of
string, the other end of
which is tied to a pencil.
b) Suspend the magnet by
holding the pencil.
c) To the north-pointing
pole of the suspended
magnet, bring the north
pole of the other magnet
close to it and observe
what happens.
Magnets,
string,
pencil.
Were pupils
willing to try
procedures
several times
before
making
conclusions?
Can pupils
explain
what
happens
when the
like/unlike
poles of
magnets are
brought
together?
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 3
Unit 9:Forces – Types of forces and their effects
Topic
Objectives
Content
Method/Strategies
35
Materials
Evaluation
Integration
Knowledge
Skills
Attitude
The Earth behaves
like a large magnet.
A suspended magnet
will align itself in a
north to south
direction.
d) Repeat c) using the southpointing pole of the
suspended magnet.
4. Pupils discuss their results
and make conclusions.
5. Teacher verifies conclusions
following class discussion.
March 2003
36