SCIENCE YEAR 3

K.BALA@SKBS 2010

YEARLY SCHEME OF WORK MATHEMATICS YEAR 3

WEEK / DATE
1 4. 1. 2010 -

LEARNING AREAS
Topic: Whole Numbers 1.0 Numbers to 10 000

LEARNING OBJECTIVES
Pupils will be taught to: 1.1 Say and use the number names in familiar contexts

LEARNING OUTCOMES
Pupils will be able to: Say the number names to 10 000. Recognise numerals to 10 000 Count up to 10 000 objects by grouping them in thousands, hundreds and tens

SUGGESTED LEARNING ACTIVITIES

Pupils recite number sequence in tens, hundreds and thousands up to 10 000 Pupils sing number song to count systematically. e.g. From 5000 to 5100. Teacher shows different representation of numbers up to 10 00 using multi-based blocks or Cuisenaire rods and pupils say the numbers. Pupils count up to 10 000 using concrete and manipulative materials such as Cuisenaire rods or multi-based blocks

NOTE
Encourage pupils to pronounce the number names correctly. Check on pronunciation of number names. Overcome difficulties and recognise recitation errors. Pupils should count systematically to keep track of the count. Count a larger collection of objects by grouping them in thousands, hundreds, and tens.

SCIENCE YEAR 3

K.BALA@SKBS 2010

REPLACEMENT DAY FOR CHINESE NEW YEAR 23RD JANUARY 2010 4 25.1. 2010 29.1. 2010 Topic: Whole Numbers 1.0 Numbers to 10 000 Pupils will be taught to: 1.2 Read and write numbers to 10 000 Pupils will be able to: Write numerals to 10 000. Read number words to 10 000. Write number words to 10 000. Teacher says a number, pupils write the numerals. Pupils fill in the missing numbers in a sequence or missing digits in a number. Pupils write numerals for given number words or vice versa. Teacher flashes number word cards and pupils read the number words. Pupils read and spell the number words to ten thousand. Pupils match numerals with number words. Represent numbers with manipulatives such as Cuisenaire rods, multi-based blocks or place value Check on pronunciation of number names. Overcome difficulties in spelling and check for accuracy

5 Pupils will be taught to: 1.2. 2010 5. 2. 2010 1.3 Know what each digit in a number represents Pupils will be able to:

Recognise the place value of numbers.

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K.BALA@SKBS 2010

material. Pupils partition three-digit or fourdigit numbers into thousands, hundreds, tens and ones. e.g.1: 3450 3450 is 3 thousands, 4 hundreds, 5 tens and 0 ones. Pupils count on and count back in thousands. Arrange in order a complete set of numbers. Emphasise that a number following another number in the counting on sequence is larger. Emphasise that a number following another number in the counting back sequence is smaller.

6&8 8. 2. 2010 12. 2. 2010 & 22.2. 2010 25. 2. 2010

Pupils will be taught to: 1.4 Undertsand and use the vocabulary of comparing and arranging numbers or quantities to 10 000

Pupils will be able to: Arrange numbers to 10 000: a. count on in ones, twos, fives, tens, hundreds and thousands. b. count back in ones, twos, fives, tens, hundreds and thousands

e.g. 4000, 5000, 6000, 8240, 7240, 6240,

CHINESE YEAR HOLIDAYS 13 FEBRUARY 2010 21 FEBRUARY 2010 MAULIDUR RASUL 26 FEBRUARY 2010

SCIENCE YEAR 3

K.BALA@SKBS 2010

2.2 9 & 10 1. 3. 2010 12. 3. 2010

1ST MONTHLY TEST 10 MARCH 2010 11 MARCH 2010 11 13. 3. 2010 21. 3. 2010 12 & 13 22. 3. 2010 2. 4. 2010 SPORTS DAY 1ST APRIL 2010 2.0 14 5. 3. 2010 9. 4. 2010 15 12. 4. 2010 FIRST TERM SCHOOL HOLIDAYS 13 MARCH 2010 21 MARCH 2010

SCIENCE YEAR 3

K.BALA@SKBS 2010

16. 4. 2010 16 & 17 19. 4. 2010 30. 4. 2010 REPLACEMENT DAY FOR HARI RAYA PUASA 24TH APRIL 2010 LABOUR DAY 1ST MAY 2010 18 & 19 3. 5. 2010 14. 5. 2010

20 17. 5. 2010 27. 5. 2010

FIRST PKSR EXAMINATION

SCIENCE YEAR 3

K.BALA@SKBS 2010

22 & 23 24 & 25 14. 6. 2010 25. 6. 2010 Theme : Learning About World Around Us 3.0 Electricity Pupils should learn:

25TH MAY 2010 27TH MAY 2010 WESAK DAY 28TH MAY 2010 MID YEAR SCHOOL HOLIDAYS 29TH MAY 2010 13TH JUNE 2010 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. design a circuit to make a bulb dimmer. Pupils list materials that they think w ill conduct electricity. Pupils plan a circuit to investigate which materials Pupils are given batteries, battery holders, connecting wires, bulbs and bulb holders. 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. Pupils draw the circuit that they made. Accept all pupils plans. Allow pupils to modify their plans if they face difficulties when carrying out the tests. Remind pupils to use only batteries and not electricity from the mains supply to carry out experiments as it is dangerous. Teachers guide pupils to conclude that the bulb is brighter when more electricity flows through it.

4.1 How to make a bulb in a circuit brighter or dimmer.

Pupils should learn: 26 4.2 That some materials conduct electricity 28. 6. 2010 -

Pupils predict which materials can conduct electricity. build a circuit to test

Teachers guide pupils to understand that w hen a material that conducts electricity completes a circuit, the bulb will light up.

SCIENCE YEAR 3

K.BALA@SKBS 2010

2. 7. 2010

which materials conduct electricity. record the findings in a table. form conclusions based on the findings.

conduct electricity. Pupils build the circuit to test which materials conduct electricity. Pupils record their findings in a table. Pupils discuss and form conclusions. Pupils share their findings To test whether a material conducts electricity, pupils may use objects make of different materials such as wooden rulers, metal rulers, plastic spoons etc

27 5. 7. 2010 9. 7. 2010

Pupils should learn: 4.3 That a switch is use to complete or break a circuit

Pupils make a circuit which allow s a bulb to be turned 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 watch

Pupils make an incomplete circuit. Pupils discuss how to complete the circuit to allow the bulb to be turned on or off. Pupils build the circuit and test it. 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.

Teachers guide pupils to understand that a bulb w ill light up w hen a circuit is complete and w ill not light up w hen a circuit is incomplete

SCIENCE YEAR 3

K.BALA@SKBS 2010

Pupils create a simple switch using everyday objects e.g. spring and paper clips. 28 Theme : Learning About World Around Us 4.0 Springs Pupils should learn: 5.1 That a spring returns to its original size and shape after being bent, twisted, stretched or squeezed Pupils state that a spring returns to 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 lengths and diameters.

12. 7. 2010 16. 7. 2010

29 19. 7. 2010 23. 7. 2010

Pupils should learn: 5.2 That springs stretch differently

Pupils design a fair test to find out which spring stretches the most by deciding w hat to keep the same, what to

Pupils discuss a) what type of springs they w ant to test e.g. springs of different lengths or springs of different diameters.

Accept all plans. Allow pupils to modify their plans if they face difficulties w hen carrying out the tests.

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K.BALA@SKBS 2010

change and w hat to measure. carry out the test and record the observations. form a conclusion based on the observations. explain how they arrive at the conclusion

b) how to test which spring stretches the most e.g. by hanging an object of the same w eight at the end of the spring and measuring how much it stretches. c) how to record their findings. Pupils carry out their tests and record their findings. Pupils form a conclusion based on the findings e.g. the longest spring stretches the most

Pupils can use nonstandard tools such as strips of paper to measure how much the spring stretches. The strips of paper can be used as a record of how much the spring stretches

30 26. 7. 2010 30. 7. 2010

Pupils should learn: 5.3 The uses of springs

Pupils State where springs are used

Pupils bring things that use springs e.g. mechanical pencils and hand ball -pens.

Pupils discuss how springs Explain what the are used in these things springs is used for SECOND MONTHLY TEST 3RD AUGUST 2010 4TH AUGUST 2010 REPLACEMENT DAY FOR DEEPAVALI 7TH AUGUST 2010 Theme : Learning About World Around Us Pupils should learn: 6.1 That some materials can absorb water Pupils Identify materials that can absorb water Pupils carry out an activity to find out which materials absorb water Pupils can use everyday objects made of different materials for this

31 & 32

SCIENCE YEAR 3

K.BALA@SKBS 2010

2. 8. 2010 13. 8. 2010

5.0 Absorption

activity, e.g. coins, cloth, pebbles, paper and tissue paper. 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 findings. Pupils carry out the test and record their results in a table. Pupils form conclusions based on their findings e.g. tissue paper A is the most absorbent because it absorbed the most amount of 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 up water

Pupils should learn: 33 16. 8. 2010 20. 9. 2010 6.2. That some materials can absorb more water than others

Pupils design a fair test to test the ability of different materials in absorbing water by deciding w hat to keep the same, w hat 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.

Accept all plans. Allow pupils to modify their plans if they face difficulties w hen carrying out their tests.

34 23. 8. 2010 27.8. 2010

Pupils should learn: 6.3. The uses of waters

Pupils explain the uses of the ability of materials to absorb water

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SCIENCE YEAR 3

K.BALA@SKBS 2010

35 30. 8. 2010 3. 9. 2010

Theme : Learning About World Around Us 6.0 Soil

Pupils should learn: 7.1 What soil is made up of Pupils Describe what soil is made up of State the differences 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 w hat they observe. Pupils repeat the process using soil samples from different places.

Teachers guide pupils to understand that soil contains living things and nonliving things.

36

HARI RAYA HOLIDAYS 4 SEPTEMBER 2010 13TH SEPTEMBER 2010 MALAYSIAN FORMATION DAY 16TH SEPTEMBER 2010
TH

37

Pupils should learn: 7.2 The flow of water through different types of soil

Pupils design a fair test to compare how well water moves through sand, clay and garden soil by

13. 9. 2010 -

Pupils discuss a) what type of soils they want to test. b) how to compare how well water moves through different types

Accept all plans. Allow pupils to modify their plans if they face difficulties w hen carrying out the tests.

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SCIENCE YEAR 3

K.BALA@SKBS 2010

17. 9. 2010

deciding what to keep the same, what to change and w hat to measure. carry out the test and record the observations. Form a conclusion based on the observations Explain how they arrive at conclusion

of soil. c) how to record their findings. Pupils carry out the test and record their findings. Pupils form a conclusion based on their findings

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

38 20. 9. 2010 24. 9. 2010

Pupils should learn: 7.3 Certain soil are more suitable for plant growth

Pupils Design a fair test to compare the growth of green beans in clay, garden soil and sand by deciding w hat to keep the same, w hat to change and w hat 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. Pupils carry out the test and record their findings. Pupils form a conclusion based on their findings

Accept all pupils plans. Allow pupils to modify their plans if they face difficulties when carrying out their tests.

39 & 40

Theme :

Pupils should learn:

Pupils

Pupils are given different

Pupils should not

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SCIENCE YEAR 3

K.BALA@SKBS 2010

27. 9. 2010 8. 10. 2010

Learning About World Around Us 7.0 Mixing Substances

8.1 That different substances have different property

state the properties of different substances in terms of appearance, smell, feel and colour. describe the results of mixing different substances with water. describe the results of mixing different substances with vinegar. state that different substances have different properties.

substances such as wheat flour, tapioca flour, sugar, salt, baking powder and milk powder. Pupils observe and record the appearance, smell, feel and colour of the substances. Pupils test the substances with water and vinegar and record their observations

touch, taste or mix substances unless the teacher tells them it is safe to do so. Pupils should test only a small amount of each substance. Pupils may find that their findings might not be enough to form a conclusion

Pupils should learn: 8.2 That some substances are unsafe substances and should be handled with care

Pupils identify labels for unsafe substances. explain the meaning of the labels. list unsafe substances
state the need to look at labels or ask an adult before touching or tasting any substance.

Pupils are show n labels for some unsafe substances. Pupils discuss the danger of touching, smelling or tasting these unsafe substances
Pupils watch a video on how unsafe substances cause harm and how these unsafe substances should be handled. Pupils list unsafe substances and tell w hat

Teachers need only to discuss labels on household substances such as detergent, bleaching agent and medicine

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SCIENCE YEAR 3

K.BALA@SKBS 2010

list the harm caused by unsafe substances.

harm they can cause.

Pupils should learn: 8.3.That a mixture of a substances can be separated

Pupils plan how to separate a mixture of substances. present their processes of separating the mixture in words or diagrams. give reasons why the methods are able to separate the mixtures. compare different methods of separating the mixtures explain why one method of separating mixtures may be better than another

Pupils are given a mixture of 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. Pupils discuss in groups on how mixtures can be separated. Pupils carry out their plans to separate the mixture. Pupils evaluate methods of separating the mixture presented by others

Teachers discuss possible methods of separating mixtures e.g. using filter paper, magnets, sieve etc

REVISON FOR PKSR 2 41 SECOND PKSR EXAMINATION 12 OCTOBER 2010 15 OCTOBER 2010

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SCIENCE YEAR 3

K.BALA@SKBS 2010

42 43 46

DISCUSSION ON TEST PAPER NORMAL SCHOOL DAYS AND OTHER ACTIVITIES OCCASIONAL & REPLACEMENT HOLIDAY 3 4 NOVEMBER 2010 DEEPAVALI 5 NOVEMBER 2010 OCCASIONAL HOLIDAY 4 15 NOVEMBER 2010 HARI RAYA HAJI HOLIDAY 16 NOVEMBER 2010 http://www.fresh2movie.com/?p=9995 http://www.fresh2movie.com/?p=3361

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