THIRD TERM BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK FOR PRIMARY THREE (3)

Lagos state ministry of education Curriculum

BSt Curriculum for primary school Edudelight.com

THEME: BASIC AND TECHNOLOGY

SUB- THEME: LIVING AND NON-LIVING THINGS.

WEEK 1

TOPIC: Animals

PERFORMANCE OBJECTIVE: Pupils should be able to: Give reasons why animals are living things.                                                                                                                                  

CONTENT: Observe the features of animals.

TEACHER ACTIVITIES: Takes pupils on a nature walk to observe animals (explains characteristics which they observed animal displayed on the spot).

PUPILS ACTIVITIES:

 1.Observe animals in their locality.

2.Identify animals living things.

TEACHING AND LEARNING RESOURCE: Specimen of animals in the localities.

EVALUATION GUIDE: Pupils to:

1.states five reason why animals are living things.

2.compare plants and animals as living things.

WEEK 2

TOPIC: Characteristics of Living Things.

PERFORMANCE OBJECTIVE: Pupils should be able to: mention the characteristics of living things.                                                                                                                                  

CONTENT: Characteristics of living things:

–           movements

–           growth

–           breath

–           feed

–           reproduction.

TEACHER ACTIVITIES: Guides pupils to identify animals as living things. (explains growth, movement, feeding, irritability, excretion, reproduction as it effects animals

PUPILS ACTIVITIES: Pupils to Mention the characteristics of living things.

TEACHING AND LEARNING RESOURCE: Show pupils live animals.

EVALUATION GUIDE: Pupils to: mention at least three characteristics of living things.

WEEK 3

TOPIC: Forms of Technology

PERFORMANCE OBJECTIVE: Pupils should be able to:

1.identify the form of technology.

2.state two distinguishing characteristics between development and undeveloped technology.

CONTENT:

1. Forms of technology:

– undeveloped technology

-developed technology.

2. Examples of:

– undeveloped technology (farming with hoes and cutlass using of town crier, use of stones to make fire, use of donkeys for transportation etc).

– developed technology.

TEACHER ACTIVITIES:

  1. Guides the pupils to name and identify examples of under developed and developed technology.
  2. Explains the difference between under developed and

developed technology.

PUPILS ACTIVITIES:

1.Participates in class discussion.

2.Identify examples of underdeveloped and developed technology.

TEACHING AND LEARNING RESOURCE:

Charts and posters, hoes, cutlass, vehicles, etc.

EVALUATION GUIDE: Pupils to:

1.mention the two forms of technology.

2.give 2 examples such of underdeveloped and developed technology.

3. list three difference between underdeveloped and developed technology.

WEEK 4

TOPIC: Developed Technology

PERFORMANCE OBJECTIVE: Pupils should be able to: developed technology.     

CONTENT:

 1. (Farming with harvesters, tractors, using of ships, airplanes use of lighter etc).

2. Characteristics:

– underdeveloped technology are low profile or older days technology.

– developed technology are high profile or modern day technology.

TEACHER ACTIVITIES:

PUPILS ACTIVITIES: Identify examples of developed technology.

TEACHING AND LEARNING RESOURCE:

1. Tractor.

2. Harvesters.

3. Vehicles.

EVALUATION GUIDE: Pupils to: developed technology

WEEK 5

TOPIC: Forms of Energy (Light)

PERFORMANCE OBJECTIVE: Pupils should be able to:

1. mention the sources of light energy.

2. discusses the uses of light.

3. identify some objects that reflect light

4. use mirrors to form images.

                                                                                                                                  

CONTENT:

 1. Form of energy.

2. Light energy source.

– Source.

– Uses

– Reflection of light.

TEACHER ACTIVITIES:        

1. Guides pupils to name the source of light e.g. sun, stars, fire, electricity)

2. Guides pupils to realize that light is not fire but fire produce light.

3. Initiates and guides class discussion on the use of light energy.

4. Directs pupils in use of shinny surface or mirrors to reflect light and form images by placing objects.

– In front of a mirror

– Between two or more mirrors.

PUPILS ACTIVITIES:

1. Participates in class discussions.

2. Perform the following activities with mirrors and describe their observations

– Point a mirror or shinny surface facing a bright light at a dark corner.

– Look at their faces in

the mirror.

– Hold a pencil in front of a mirror.

3. Tabulate the observation.

TEACHING AND LEARNING RESOURCE:

1. Plain mirrors.

2. Lenses convex and concave lenses.

3. Empty tins with shinny surfaces.

4. Pencils.

EVALUATION GUIDE: Pupils to:

1. list five sources of light energy.

2. mention three uses of light.

3. uses mirror and shinny surfaces to reflect light

4. list three things that reflect light.

5. form images with mirrors.

WEEK 6

TOPIC: Forms of Energy

PERFORMANCE OBJECTIVE: Pupils should be able to:

1. define and explain the meaning of energy.

2. explains the different forms of energy.

3. explain the sources of energy.

4. explains how energy can be generated.                                                            

CONTENT:

1. Definitions of energy.

2. Forms of energy.

3. Sources of energy.

4. Generating energy by striking two stones together.

TEACHER ACTIVITIES:

1. Defines and explains the meaning of energy to the pupils.

2. Names and explains the different forms of energy.

3. Names and discusses the sources of energy.

4. Demonstrates how energy can be generated e.g. striking two stones.

PUPILS ACTIVITIES:

1. Listen to the teacher’s explanations.

2. Participates in the name of the forms of energy

3. Participates in the class discussion.

4. Participates in the class demonstration.

TEACHING AND LEARNING RESOURCE:

1. Sand.

2. Wheelbarrow.

3. Shovel

4. Stick

5. Plane

6. Mirror.

7. Lenses concave.

8. Empty tins with 4 shinny surface.

9. Pencils.

EVALUATION GUIDE: Pupils to:

1. what is energy?

2. name two forms of energy you know.

3. give two sources of energy.

4. explains in simple method of generating energy.

WEEK 7

TOPIC: Light Energy

PERFORMANCE OBJECTIVE: Pupils should be able to:

1. explains the sources and uses of light energy.

2. show that some objects reflect light.

3. sound energy.

4. some musical instrument.                                                                                  

CONTENT:

1. Sources and uses of light energy.

2. Reflection of light.

3. Things that produce sounds musical

4. Instruments: movement of sound and  light.

TEACHER ACTIVITIES:

1. Initiates and guides class discussion on the sources and uses of light energy.

2. Directs pupils to use shinny surface or mirror to reflect light and form images by placing objects in front of a mirror.

PUPILS ACTIVITIES:

1. Participates in the class discussion.

2. Participates in the class practical.

3. Make sounds with different parts of their body (feet, hand, mouth).

4. Listen and make sound with the local instrument.

TEACHING AND LEARNING RESOURCE:

1. Plain mirror.

2. Lenses convex and concave.

3. Empty tins with 4 shinny surfaces.

4. Pencils.

EVALUATION GUIDE: Pupils to:

1. explains two sources of light energy.

2. list three materials that can reflect lights.

3. explains the meaning of sound energy.

WEEK 8

TOPIC: Sound Energy

PERFORMANCE OBJECTIVE: Pupil should be able to:

1. identify different sounds made by different sound instruments.

2. name some locally made instruments.

3. explains sources of sound energy.

4. importance of sound energy.                                                                             

CONTENT:

1. Identification of different instruments from local materials.

2. Sources of sound energy.

3. importance of sound energy.

TEACHER ACTIVITIES:

1. Explains the source of sound energy to the pupils.

2. Discusses the importance of sound energy.

3. Directs pupils to name some common musical instruments.

PUPILS ACTIVITIES:

1. Participate in the identification of different musical instruments.

2. Identify and name instruments that produce locally.

3. Listen to the teacher’s explanation.

4. Participates in the class discussion.

TEACHING AND LEARNING RESOURCE:

1. Drum

2. Agogo

3. Gong

4. Flute

5. String bow.

6. Bamboo stem.

7. Paw-paw stem.

EVALUATION GUIDE: Pupils to:

1. list three sources of sound energy.

2. name two locally made musical instruments.

3. mention two importance of sound energy.

WEEK 9

TOPIC: Sound Energy: Making Flute and Other Musical Instrument

PERFORMANCE OBJECTIVE:Pupils should be able to:

1. name some common musical instrument.

2. make use of the flute in singing.

3. play and sing with locally made instrument.

4. practice singing with locally made instrument.                                               

CONTENT:

1. Making flute and drum from local materials.

2. Practice singing with locally made instrument.

3. Practice singing foreign instruments.

TEACHER ACTIVITIES:

1. Directs pupils to name some common musical instruments.

2. Initiates and guides the pupils in making different types of flutes and drums and sing with them.

PUPILS ACTIVITIES:

1. Participates in the name of the common musical instruments.

2. Practices making flutes and drums.

TEACHING AND LEARNING RESOURCE:

1. Bamboo stem

2. Drum

3. Agogo

4. Gong.

5. Flute.

6. String bow.

EVALUATION GUIDE: Pupils to:

1. name two common musical instruments you know.

2. design flute with a bamboo stalk.

WEEK 10

TOPIC: Force

PERFORMANCE OBJECTIVE: Pupils should be able to:

1. explains the meaning of force.

2. explain the sources of force.

3. explains the effects of forces.

4. explains the usefulness of force.                                                                        

CONTENT:

1. Meaning of force.

2. Sources of force.

3. Push and pull, effect of force.

4. Explain the usefulness of force.

TEACHER ACTIVITIES:

1. Define and explains the meaning of force.

2. Uses the charts to explain sources of force.

3. Explains the effects of force.

4. Explains the usefulness of force.

PUPILS ACTIVITIES:

1. Listen to the teacher’s explanation.

2. Listen to the teacher’s explanation.

3. Listen to the teacher’s explanation.

4. Listen to the teacher’s explanations.

TEACHING AND LEARNING RESOURCE:

1. Pupils.

2. Wheelbarrow

3. Stone.

4. Balls.

5. Charts.

EVALUATION GUIDE: Pupils to:

1. define force.

2. define three types of force.

3. state three effect of force.

4. list three usefulness of force.

WEEK 11: REVISION

WEEK 12:EXAMINATION

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