Grade 3 Science Tg.pdf

SC ENCE SMART

Teacher’s Guide

3

Preface ii Scheme-of-Work 2

Living Things and Their Life Processes

Contents

Chapter 1: Living Things and Their Life Processess

• Lesson Plans • Textbook Wraparound • Workbook Wraparound













4 19 43

Chapter 2: Sorting Living things

• Lesson Plans • Textbook Wraparound • Workbook Wraparound

Chapter 3: Fit for Life

• Lesson Plans • Textbook Wraparound • Workbook Wraparound

Chapter 4: Introducing... Roots, Leaves, Stems and Flowers!

• Lesson Plans • Textbook Wraparound • Workbook Wraparound

Chapter 5: Materials All Around Us

• Lesson Plans • Textbook Wraparound • Workbook Wraparound

Chapter 6: Pushes and Pulls

• Lesson Plans • Textbook Wraparound • Workbook Wraparound

© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 3

Ii

Preface To enable teachers to deliver engaging and effective Science lessons, we provide teachers with an array of resources for complete teaching support. Every chapter of the Teacher’s Guide contains the following:

1. Scheme-of-Work

Scheme of Work

Provides planning support to teachers — ­­ contains a breakdown of teaching time, Specific Instructional Objectives, CIPP Learning Objectives, skills that will be taught in the chapter, a list of new vocabulary, and resources available for the chapter.

Chapter 1: Living Things and Their Life Processes (Theme: Biology)

Total teaching time: 12 perio

ds (6 hours)

Section in Textbook

Teaching Time

What Are the Life Processes in Humans and Other Animals?

Content

6 periods (3 hours)

Pupils should: - know that humans and animals undergo life processes - know that life process es include movement, respiration, sensitivity, nutrition, excretion, reprodu ction and growth

-

What Are the Life Processes in Plants?

4 periods (2 hours)

CIPP Learning Objectives

Specific Instructional Objec tives

Be able to describe the various life processes in humans and animals

Know life processes common to humans and animals include nutrition (water and food), movement, growth and reproduction (3Bl1)

2 periods (1 hour)

Process Skills Analysing Classifying Communicating Comparing Observing

Make generalisations and begin to identify simple patterns in results.

Vocabulary

21st Century Skills Apply technology effective ly Be self-directed learners Communicate clearly Interact effectively with others Make judgements and decisions Reason effectively Think creatively

Energy Excretion Extinct Fruit Growth

R

Textbook pages

Workbook Activit URL 1.1 — 1.7

Life process Movement Nutrition Reproduction Respiration Respond Seed

Pupils should: - know that plants undergo life processes know that life processes in plants include movement, respirat ion, sensitivity, nutrition, excretio n, reproduction and growth

Pupils should: - understand and explain that the difference between living things and non-living things lies in the life processes that living things undergo which non-living things cannot, giving real life example

Sensitivity

Collect evidence in a variety of contexts to answer questions or test ideas.

-

How Can We Tell Living Things From Non-living Things?

Skills

Scientific Enquiry Collect evidence in a variety of contexts to answer questions or test ideas.

Describe differences between living and non-living things using knowledge of life processes (3Bl3)

Analysing Observing

Be self-directed learners

Chlorophyll Fern

Make judgements and decisions Reason effectively Think creatively Use systems thinking

Flowering plant Moss Non-flowering plant

Textbook pages 11

Workbook Activities URL 1.8 — 1.12

Spore Stomata

Relate evidence from real world context to answer questions or test ideas.

Analysing Communicating Comparing

Enviromental literacy Make judgements and

Reason effectively Think creatively

decisions

Textbook pages 17

Workbook Activities 7

Workbook Worksheet ee URSL 1.13

2. Lesson Plans

The lesson plans consist of an Overview and Lesson Notes. • The Overview allows teacher to see at-a-glance the number of lessons, specific instructional objectives and skills coverage that will be touched on in the lessons. • The Lesson Notes provide a detailed guide for teaching each chapter. 2

Scheme of Work

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© 2012 Alston Publishin

ns

Main Lesson Pla

s Lesson Plan

Chapter 1

1, and and plants in Grade t about animals ation: Pupils learn 2. Background Inform their environment in Grade and 1 about living things Textbook page d the plant helpe er Ari has given to Chapter open ourselves discuss if the milk ns) need to keep in the opener to animals (i.e. huma Use the scene t what plants and Engage: it grow. Talk abou sses. given are life proce Pupils alive leading to an interesting you think so? f the milk? Why do Ask pupils: idea to think ) grew because o normal houseplant. k the plant really about bigger than a • Do you thin and air. You se the plant is need food, water (Answer: Yes, becau (Answer: Plants rvive? to su er.) this chapt lants need • What do p get their food in plants air.) how t and Food, water will learn abou rvive? (Answer: mans need to su • What do hu survive, but a food and water to iving Explain that: nd humans need these are non-l s such as plants a not need food and water – • Living thing does toy d stuffe plastic plant or . dergo gs un things. ly living thin ife process that on is a l trition • Eating or nu . lso a life process processes as well. • Growth is a about other life they will learn . in this chapter, non-living things Tell pupils that living things from be able to tell ng Then, they will life; Creative thinki real to ng gies: Relati Teaching Strate rowth.Water Think creatively d milk on plant g pupils to 21st Century Skill: fects of water an . Ask iment with the ef one with water isited later in Project Idea: Exper two weeks, one with milk and which will berev for Elaborate: ing questions two similar plants ctions for the follow Pupils develop down their predi note deeper r? the chapter. althie ars he understanding appe BSCS 5E 1. Which plant ? from milk? Lesson Notes help plants grow 2. Does milk r our plants with page 2 ookens if living Resources • Textb What happ e normally wate challenging things do not excrete? ( 3. Why don’t w Answer: They will not be remove waste materials able to ideas that from their body and will Explain: fall sick and eventually die. Will I Learn? er. Explain that: this chapt ) extend Chapter?, What Differences ey will be like for What’s In This journ to ing wish • Excretion is learn ptual may the process in which the body ge conce between two out loud. You pupils what their ts rid of waste materials, such as carbon dioxide and Emphasise to map by reading concepts are water, by passing them mind understanding the of out of their bodies into the environment. Trace the path clearly and skills Teaching Tip: • Defecating is not cons explained to as you speak. idered excr draw the map undigested food not absorbed etion because the body is merely getting rid of dispel any living. re not. ings a by the body. be living or non, but non-living thmisconceptions Backgroun • Things can d Information: Food y out life process ook page 3 is digested in the mouth, stomach and small s are able to carr intestine. Textb Undigested food is passed out of the • Living thing body. This is defecation. Note since als? the undigested food is not produced that Other Anim in the body, it is not excretion. in Humans and sses Project Proce Idea: Life Keep a garden snail in Your Skills. a container and observe What Are the tell activity in Build if the snail ions listed in theexcretes any waste. Explore: out the show-and- pets. You may use the quest about what21st Century Skill: Activity: Carry Pupils learn Reason effectively share about their shared, ask the class to think have Have a few pupils to use inquiry d. After pupils Reproduction activity to get starte through a learnt. Ask pupils: have Textbook page 10 they y do? hands-on e things the• Why do an imals need to produce young? ( hat are some of th Ask pupils: activity and Answer: To replace the animals eat, run, sleepdie.) e in common? W that s do the pets hav , exercise, rest, shelter etc. Pets teacher-led • What need Explain that: need food, water discussion (Answer: Pets share • Reproduction is the pr s babie n ocess of producing new animals. first (Answer: Yes, huma pupils mayreproduce, If animals do not etc.) their kind will die off and same needs? become extinct. er this question, babies have the do • Some anim als reproduce by laying Note: To answ s, eg How • Do human eggs while others give birth to the needs as pets.) alive. Animals can also y about themselve er: I need ir young produce one young or many many of the same questions listed in the activit young at a time. get tired? (Answ Tell pupils the ick. that they will learn more about how different you do when you need to answer when I’m s animals reproduce in Chapter 2. ourself? What do ent, see a doctor vironm an en you take care of y Evaluate: eals, live in a cle Project Idea: You may g et pupils to research on how and Pupils recap to have regular m become extinct; and the why the Dodo bird .) URL 1.7 consequences of extinction what they have I yawn/go to sleep of a species.

Life Proc What Are the

Pupils should: ns and - know that huma life animals undergo processes processes - know that life , include movement tivity, respiration, sensi tion, nutrition, excre growth reproduction and

1.1 (page 5)

1.2 (page 7)

Lesson 1.3 (page 10)

Life Processes

Make and generalisations fy begin to identi in simple patterns results.

1.4 (page 14)

Analysing Classifying Communicating Comparing Observing

Life Processes

Number of Periods 2

Communicate clearly Interact effectively with others Reason effectively

Process Skills

CIPP Scientific Enquiry Skills in a Collect evidence xts to variety of conte or answer questions test ideas.

Pupils should: and explain - understand nce that the differe things between living things lies and non-living sses that proce in the life rgo living things unde things which non-living real life cannot, giving examples

Analysing Observing

CIPP Scientific Enquiry Skills Relate evidence from real world er context to answ questions or test ideas.

Number of Periods

21st Century Skills

4

d Be self-directe learners s Make judgement and decisions Reason effectively

Think creatively ng Use systems thinki

ds)

in Plants? (4 perio

ctional Specific Instru Objectives

4

Apply technology effectively d Be self-directe learners s Make judgement and decisions Reason effectively

ds)

in Plants? (4 perio

Pupils should: undergo - know that plants life processes processes in - know that life movement, plants include tivity, sensi respiration, tion, nutrition, excre growth reproduction and

Lesson

Observing

21st Century Skills

Think creatively

ctional Specific Instru Objectives

What are the

Communicating Comparing

in a Collect evidence xts to variety of conte or answer questions test ideas.

Pupils should: ibe the - be able to descr sses in various life proce als humans and anim

What are the

Process Skills

CIPP Scientific Enquiry Skills

ctional Specific Instru Objectives

Lesson

The lesson notes follow the BSCS 5E Inquiry approach by introducing each of the 5Es (Engage, Explore, Explain, Elaborate, Evaluate) into a lesson at appropriate junctures.

periods: 12

Lesson PlansOther Animals? (6 periods) Overview of esse s in Humans and

Process Skills

Number of Periods

21st Century Skills y

Analysing Communicating Comparing

Lesson Notes

BSCS 5E

s Life Processe s and Their Living Thing Chapter 1: periods Total number of

Enviromental literac s Make judgement and decisions Reason effectively

2

Think creatively

learnt and assess their grasp of learning outcomes

ing House Pte

© 2012 Alston

Publishing House

Pte Ltd

s Lesson Plan

Teaching tips, teaching strategies, suggested activities and project ideas are included to make lessons more fun and lively.

Ltd

Internet link for Lesson

Preface

Workbook page 4 Activity 3: The Toy Test URLS 1.5, 1.6

1.2

URL 1.1: Trailer clip for the movie Castaway (Optional t o play this video as introduction an http://www.youtube.co m/watch?v=PJvosb4UCLs d lead-in to Workbook Activity 1) URL 1.2: Video of grizzly bear catching salmon (Optional to play this video to show lead-in to Workbook Ac how and why animals move tivity 2) as http://www.youtube.co m/watch?v=0NcJ_63z-mA URL 1.3: Video of lioness hunting zebra (Optional to play this video to show Workbook Activity 2) how and why animals move as lead-in to http://www.youtube.co m/watch?v=INcW26-iyqU&feature =related URL 1.4: Video of flamingoes fleeing from predators http://www.youtube.co m/watch?v=1NClMD5IR0o&featu re=fvsr URL 1.5: MRS NERG and the sev en life proc http://www.oum.ox.ac.uk/thezon esses (corresponds with Internet Link 1.1 in Textbook) e/animals/life/index.htm URL 1.6: Glogster®: You may get pupils to use this website to come up with http://www.glogster.co posters for MRS NERG. m

All URLs used in the lessons are consolidated at the end of each lesson for easy reference.

URL 1.7: More information abou t the Dodo http://en.wikipedia.org/wiki/Dodo

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Recap on the seven life processes and their definitions. Help pupils to remember the seven life processes using the acronym MRS NERG, which represents Movement, Respiration , Sensitivity, Nutrition, Excretion, 5Reproduction, Growth. e3

Teaching

Strategy: e Grad Memory Guid aids RT Teacher’s Science SMA

Publish © 2012 Alston

4

Resources

Lesson 1.1

Background information and 21st Century Skills are also highlighted to give teachers a complete picture of the concepts being taught.

Living Things and Their Life Processes



and Living Thing s sses Their Life Proce

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Science SMART Teacher’s Guide Grade 3

9

© 2012 Alston Publishing House Pte Ltd

Science SMART Teache r’s Guide

Humans usually produce only one young, or baby, at a time. However, sometimes two or more babies are born at the same time. Two babies born together to the same mother are called twins. Twins can look different or identical.

Link

Reproduction Nutrition allowsisliving a process things toin grow. When a living which a young is produced thing grows,from it becomes its parents. largerAllin living size. Itthings also increases will die one in weight, day. Ifthat a kind is, itofbecomes animal did heavier. not reproduce, there would be no more of its kind left. When this happens, we say that animal has become extinct.

1

Refer to Lesson 2.1 for more information. Use the cartoon here to introduce the concept of life processes in plants. You may ask pupils:

Imagine that you unexpectedly saw a cockroach. Now you have learnt about the life processes of Would you scream or jump? humans and other animals. Do you think plants undergo the same life processes? Let’s find out!

When an animal reproduces, a young is born. The young will grow to look like its parent. I water my plants so that they will grow tall and strong!

Some animals produce a single young at a time.

r Mo ve

Activity

CChhaapptteerr

My mother tells me to eat my food so that I will grow. Do plants need food and water to grow too?



• In the cartoon, what life processes does the plant show?



• How are these life processes similar or different in plants and animals?

Disco

Some animals produce many young at a time.

If you find it hard to remember the different life processes, Mrs Nerg can A baby horse, also known as a help you! You see, the foal, grows into an adult horse. letters in the name MRS NERG stand for Ama ingdifferent life the seven Facts! processes. Just take the first The blue letter of each life process whale is the you have learnt, and you largest will findanimal her! on Earth. It can Some animals Meetup Mrs and find grow toNerg 30 metres reproduce by out more about long. It is also onethe of the laying eggs. seven life processes at ‘greediest’ animals. Blue Internet Link whales feed on1.1.small sea creatures called krill. An adult blue whale eats about 3600 kg of krill a day! Activity >> Workbook Activity 3: The Toy Test Cross

Background

Plants make up another group of living things.

A living thing may also change in appearance as it grows. Can you think of any animals like that?

10 6

Do plants undergo the same life Biology processes as animals?

All living things must reproduce in order to ensure continuity of their kind. If a species do not reproduce, they will become extinct. In order for living things to reproduce, a male and a female must usually mate. However, there are organism s (usually asexual), like amoeba , that are able to reproduce without a male and female.

Ama ing

Link Pupils will learn more about how different types of living things reproduce in Chapter 2, Sorting 117 Living Things.

Using the internet and/or the aid of library resources, ask pupils to research on the growth of a few living things of their choice. You can get pupils to present to the class through PowerPoints, or through posters. Pupils should be able to conclude that difference species of living things grow to maturity at different rates.

Meet Mrs Nerg and find out more about the seven life processes at Internet Link 1.1.

Some animals produce many young at a time.

Some animals reproduce by laying eggs.

Plants m

Get pupils to comple te Activity 3 in the Work book.

>> Workbook Activity

Activity 3: The Toy

21st Century Skills

Some animals reproduce by giving birth to young alive.

Test

s 3 — 10

Activity Refer to Lesson 1.2 for mo re information 1. Ask pupils why living things need to produce young. that if a living thing Highlight do not reproduce, their kind will eventua to them and become extinct. lly die off

ties 1 — 3

Textbook Wraparound

© 2012 Alston Publishing House Pte Ltd

29 Science SMART Teacher’s Guide Grade 3 2. Help 29 pupils recap on the the acronym MRS NERG. seven life processes and their definition with You may refer your pupils for more informat to the following U ion: RL http://www.oum.ox.ac.uk /thezone/animals You may get pupils /life/index.htm to use Glogster® at this internet website with posters on MRS to come up NERG: http://www.glogster.com .

© 2012 Alston Publishing House Pte Ltd

Project Idea Research on the D odo bird and find out how More information at this: http://en.wikiped the species became extinct. ia.org/wiki/Dodo

28 28

Textbook Wrapar ound

1 — 16

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s4—6

4. Workbook Wraparound

e Grade 3

Name: Name:

Day Day 77

Class: Class:

8

Date: Date:

Things of Things Diversity of A A Diversity

Activity Activity

things living things are living How How are from differe differentnt from things? ng things? non-livi non-living

Communicating, Classifying, Classifying, Comparing Comparing Process Processskills: skills:Communicating,

Instructions: Instructions:

Day Day 10 10

Visit Visit the the zoo zoo or or your your school school garden, garden, or or take take aa walk walk around around your your neighbourhood. neighbourhood. Take Take note note of of the the different different things things you you see. see. a. a. In In the the box box below, below, write write down down eight eight different different things things you you saw. saw. They They may may be be living living things things or or non-living non-living things. things. Draw Draw aa picture picture of of each each thing. thing.

a. a. Which Which life life processes processes did did you you observe observe in in the the potted potted plant? plant? Growth, Growth, sensitivity sensitivity (Other (Other acceptable acceptable answer: answer: Movement) Movement)

b. b. Which Which life life processes processes did did you you observe observe in in the the plastic plastic plant? plant? No No life life processes processes were were observed. observed.

A week later, the

two plants looked

c.c. What What does does this this tell tell you you about about the the difference difference between between real real plants plants and and plastic plastic plants? plants?

like this:

(Pupils (Pupils should should write write down down living living things things such such as as tree, tree, tiger, tiger, rabbit rabbit etc, etc, as as well well as as non-living non-living things things such such as as bench, bench, cage, cage, spade spade etc.) etc.)

Living Things Real Real plants plants can can undergo undergo life lifeand processes processes but but plastic plastic plants plants cannot. cannot. Their Life Processe s

Name:

2

(Other (Other acceptable acceptable answer: answer: Real Real plants plants can can grow grow and and respond respond to changes changes inin their their Class:to

Worksheet

Monkey Business!

Date:

surroundings surroundings but but plastic plastic plants plants cannot.) cannot.)

The pictures below

Marking Scheme c. A comparison must be made between Plant A and Plant B in order for two marks to be awarde d. Hence, the first mark is awarded when the pupil explains that Plant B grew taller because it was trying to find sunlight. The second mark is awarded when the pupil explains why Plant B grew taller than Plant A.

3

Chapter 1

ets 1 — 3

Living LivingThings Thingsand andTheir TheirLife LifeProcesses Processes

Features include: • Before Carrying Out This Activity... • Skills Overview • Tips for Teachers • Further Explanation • Marking Scheme Chapter 1



Living Things and Their Life Processes

— 21

7—8

e. One mark is awarde d when pupils mentio n the concept of sensitiv ity, and the other mark is awarded when pupils are able to relate this concep t to the plant growing toward s the Sun.

Plant A

b. Which plant did Rita

a monkey and a monkey

tree.

Plant B

place in her garden

Plant A

?

[1 mark] 12 12

Plant B was trying to find light, so the stem grew much longer. [1 mark] Plant A had lots of light, so it did not need to grow as tall. [1 mark]

B [2 marks]

d. Give ONE other way in which Plant B loo ks different from Plant A. [1 mark]

The leaves of Plant B are lighter in colour than Plant A.

Chapter Chapter11

Wind-up monkey

Monkey

13 13

Monkey tree

Use the words below to fill in the gaps in the sentences. You each word once, more than once or may use not at all. grow move from place to place reproduce make food Give ONE way in Skills a. Overview which the toy monkey similar. and the monkey This experiment requires pupils to observe and compare the changes in a are [1 The toy monkey living thing and a non-living thing period of time. Their observations mark] andover the amonkey move from place to canbut not that life processes observed in the potted plant in the plastic place b. Give are . TWO in which plant should differen lead them toways infer the difference real plants and the between toy monkey and the monkey t. are plastic plants. [2 marks] (i) The monkey can grow Pupils are exposed to the 21st Century Skills of reasoning effectively and but the toy monkey cannot. (ii) The monkey making judgements and decisions on experimental evidence. reproduce can based but the toy monkey cannot. c. Give TWO ways in which the monkey and the monkey different. tree are [2 marks] (i) The monkey cannot make food can. but the monkey tree (ii) The monkey can move from place to place but the monkey tree cannot.

c. Plant B had grown taller than Plant A. Why do you think grew taller? Plant

e. Rita then put Plant A by her bedroom window. After one had bent towards week, it the window. Why did this happen? [2 marks] Plants are sensitive to their surroundin gs. [1 mark] Plant A grew towards the

light from the Sun. [1 mark] 16

show a wind-up monkey,

Chapter 1

Before Carrying Out This Activity... Make arrangements for pupils to visit the zoo as an excursion. The school garden or the surrounding neighbourhood are other options. Ensure that pupils bring along writing and drawing materials and a clipboard if possible.

Tips for Teachers Pupils should be supervised when visiting the zoo or the surrounding neighbourhood. Also, ensure that pupils are equipped for bad weather, such as by wearing hats or carrying umbrellas. Instruct pupils to find a mix of living and non-living things, ie not all living things or all non-living things.

17

Further Expla

nation

b. Plant A looks healthier than Plant B. Pupils sunlight to make food, have learnt that plants and that they will 54grow weak without Workbookneed Wraparound They should thus be able sunlight. Plant B did not. Therefor to infer that Plant A received sunlight, while e, Rita must have placed Plant A in her garden. c. Since only Plant A received sunlight , Plant B’s growth is clearl healthy growth from y not making food using sunlight. Pupils must themselves, what could be then tall? Pupils have learnt th a possible reason for Plant B growing ask so at plants grow towards su that Plant B grew nlight. They can in taller because it was fer looking for sunlight, placed in darknes since it was s. Plant tall as Plant B because A, on the other hand, did not need to grow as it was exposed to plenty of sunlight. d. Other possible answers include: Plant B has fewer the stem of Plant B leaves than Plant is thinner than the A; stem of Plant A. e. It is not enough to answer that the plant grew towards that does not explain the Sun, because why the plant grew complete answer towards the Sun. A must first mention that plants are sensitive more surroundings. to their

58

© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 3

© 2012 Alston Publishing House Pte Ltd

House Pte Ltd

Living Thi

ngs and The

Name:

5. Additional Online Support

Extra resources include: • Consolidation Worksheets • Exam Practice • Fun & Games

Living Thi Name:

gs and The

Name:

Consolidatio

esses

n Workshee ts

Class:

A

Date:

1

ANIMALS

What Are the Life Pr 2 NUTRITION oc and Othe r Animals? esses in Humans 3 MO 4

Complete the STAY life processe s the correct sentences. The each picture on the left shows. Then first one has match them been done Instructi to for you. ons:

M ovement R S N E

ir Life Pro

cesses Class:

Find the Hid

den Message!

Date:

Cross out the boxes as inst ructed. You that form a will be left with sentence. eight

ir Life Proc

cesses Class:

ce

ngs and The

Fun and Games Living Thin

ir Life Pro

Exam Practi

VEMENT

B

C

NEED

GROWTH

WATER

MOVEMENT

SENSITIVITY RESPIRATIO

N

FOOD ALIVE

G

Date:

Tom set up two aquariums, X equal amoun and Y. First, he ts of water. filled two sim He then placed the fishes in ilar tanks with both tanks with five fishes in each tank. He the same am an air pump fed in Tank X. ount of food. He also placed

words

D EXCRETION

Tank X Tank Y

What did Tom

place in The next day Tank X but not , he observed Y? What was in Tank that the fish were swimm miss es ing near the the water in Tank ing in surface of the in Tank Y Y a) Why were water. TO the fishes need that ed? the fishes in Tank Y swimm the water? ing near the REPRODUCTIO surface of N AND

[1 mar

k] Column A Cro Living things ss out every do this so that b) Tom change box that doe they will not become Row s not contain d the water Cro extinct. 1 ss out every the letter ‘A’. fishes from in both tanks box that con and remove Tank Y. The Column D Cro tain Animals nee s d only rem thre ss out every near the sur one vowel. d to eat food face of the wat aining two fishes stopped e of the box where the water to surv Row 2 and swimming ive. fourth letter er. Why wer Cross out eve e they able to is an ‘R’. ry box that con Column B Cro do so? Animals do this tains the lett ss out every to look for er ‘O’. shelter, and box that con and [1 mark] Rowpe4fromfood to esca tain s the letter ‘S’ Cro danger. ss out every twic box e. that contains A living thing c) What doe both the lette gets bigger s this and tell you abo rs ‘I’ and ‘O’. heavier over a.timeWr ut a characteri . ite dow n the senten stic of living ce that can things? Living things eight words be made from respthe ond to left. changes around them [1 mar .

R

k]

The process by which nutr ients taken in by anim als are conv to energy. b. Wh at two erted

words describ e the activiti crossed out? es you have The process by whic

h waste materials prod uced by the body are removed .

L

© 2012 Alston Publishing House Pte Ltd

55

Workbook Wrapar ound © 2012 Alston Publishing

Unlike h move fro food is n make the

However humans a life proce

10

Apply technology effectively; Be self-directed learners

24 2 4

W in

Now hum und

Some animals produce a single young at a time.

If you find it hard to remember the different life processes, Mrs Nerg can help you! You see, the letters in the name MRS NERG stand for the seven different life processes. Just take the first letter of each life process you have learnt, and you will find her!

Reproduction — ree-pruh -duhkshuhn Extinct — ik-stingk t

Refer to Lesson 1.2 for more information

Reproduction

Reproduction is a process in which a young is produced from its parents. All living things one day. If a kind of animal did not reprodu will die would be no more of its ce, there kind left. When this hap we say that animal pens, has become extinct. When an animal reprod uces, a young is born. young will grow to The look like its parent.

r Mo ve

Vocabulary

Project Idea

Facts!

Humans usually produce only one young, or baby, at a time. However, sometimes two or more babies are born at the same time. Two babies born together to the same mother are called twins. Twins can look different or identical.

! re

Unlike humans and other animals, plants cannot move from one place to another. Finding and eating food is not important for plants because they can Living things are sensitive to changes around them. make their own food. They respond to these changes. When a living thing responds, there is a change in its action or behaviour. However, plants undergo life processes just like humans and other animals. Let’s take a look at the life processes in plants.

Some animals reproduce by giving birth to young alive.

A child grows into an adult.

Link!

You will find out how some living things change in appearance in Grade 4 Chapter 1: The Life Cycles of Animals.

Key Inquiry Question

Try blowing at ants. Do you notice that they scurry away from you?

Disco

Pupils will learn more about weight in Grade 6 Chapter 5: Mass & Weight. Pupils will also learn more about how some living things change in their appearance as they grow in Grade 4 Chapter 1: Life Cycles of Animals.

Features include: • Background • Teaching Tips • Key Inquiry Questions • Common Misconception • Activity • Link • 21st Century Skills • Vocabulary • Project Idea

Facts!

Chapter 1

Resources

Processes Life Processes Their Life and Their Things and Living Living Things

Sensitivity What Are the Life Processes What would you do when something scares you? in Plants?

Reproduction Growth

Ama ing

! re



Chapter 1

3. Textbook Wraparound

When living things grow, they get bigger, taller and heavier. Living things take in food and water to grow. The growth of a living thing continues from young till full maturity.

Living Things and Their Life Processes

Biology Biology

Background

d) Name thre e variables tha t Tom kept the experiment a fair one. same to ma ke his [3 marks]

P

Science SMART Teacher’s Guide Grade 3

iii

Scheme-of-Work Chapter 1: Living Things and Their Life Processes (Theme: Biology) Total teaching time: 12 periods (6 hours) Section in Textbook What Are the Life Processes in Humans and Other Animals?

2

Teaching Time 6 periods (3 hours)

CIPP Learning Objectives Specific Instructional Objectives Content Pupils should: - know that humans and animals undergo life processes - know that life processes include movement, respiration, sensitivity, nutrition, excretion, reproduction and growth - Be able to describe the various life processes in humans and animals

What Are the Life Processes in Plants?

4 periods (2 hours)

Pupils should: - know that plants undergo life processes - know that life processes in plants include movement, respiration, sensitivity, nutrition, excretion, reproduction and growth

How Can We Tell Living Things From Non-living Things?

2 periods (1 hour)

Pupils should: - understand and explain that the difference between living things and non-living things lies in the life processes that living things undergo which non-living things cannot, giving real life example

Scheme of Work

Know life processes common to humans and animals include nutrition (water and food), movement, growth and reproduction (3Bl1)

Scientific Enquiry Collect evidence in a variety of contexts to answer questions or test ideas. Make generalisations and begin to identify simple patterns in results.

Collect evidence in a variety of contexts to answer questions or test ideas.

Describe differences between living and non-living things using knowledge of life processes (3Bl3)

Relate evidence from real world context to answer questions or test ideas.

© 2012 Alston Publishing House Pte Ltd



Skills Vocabulary

Process Skills

Resources

21 Century Skills st

Analysing

Apply technology effectively

Energy

Classifying

Be self-directed learners

Excretion

Communicating

Communicate clearly

Extinct

Comparing

Interact effectively with others

Fruit

Observing

Make judgements and decisions

Growth

Reason effectively

Life process

Think creatively

Movement

Textbook pages 3 — 10 Workbook Activities 1 — 3 URLs 1.1 — 1.7

Nutrition Reproduction Respiration Respond Seed Sensitivity Analysing

Be self-directed learners

Chlorophyll

Textbook pages 11 — 16

Observing

Make judgements and decisions

Fern

Reason effectively

Flowering plant

Think creatively

Moss

Use systems thinking

Non-flowering plant

Workbook Activities 4 — 6 URLs 1.8 — 1.12

Spore Stomata Analysing

Enviromental literacy

Communicating

Make judgements and decisions

Comparing

Reason effectively Think creatively

Textbook pages 17 — 21 Workbook Activities 7 — 8 Workbook Worksheets 1 — 3 URLs 1.13

© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 3

3

Lesson Plans Chapter 1

Chapter 1: Living Things and Their Life Processes Total number of periods: 12 periods

Overview of Lesson Plans What Are the Life Processes in Humans and Other Animals? (6 periods) Lesson 1.1 (page 5)

1.2 (page 7)

Specific Instructional Objectives

CIPP Scientific Enquiry Skills

Pupils should: - know that humans and animals undergo life processes - know that life processes include movement, respiration, sensitivity, nutrition, excretion, reproduction and growth

Collect evidence in a variety of contexts to answer questions or test ideas.

Pupils should: - be able to describe the various life processes in humans and animals

Make generalisations and begin to identify simple patterns in results.

Process Skills Communicating Comparing Observing

21st Century Skills Communicate clearly

Number of Periods 2

Interact effectively with others Reason effectively Think creatively

Analysing Classifying Communicating Comparing Observing

Apply technology effectively

4

Be self-directed learners Make judgements and decisions Reason effectively

What are the Life Processes in Plants? (4 periods) Lesson

Specific Instructional Objectives

CIPP Scientific Enquiry Skills

1.3 (page 10)

Pupils should: - know that plants undergo life processes - know that life processes in plants include movement, respiration, sensitivity, nutrition, excretion, reproduction and growth

Collect evidence in a variety of contexts to answer questions or test ideas.

Process Skills Analysing Observing

21st Century Skills Be self-directed learners

Number of Periods 4

Make judgements and decisions Reason effectively Think creatively Use systems thinking

What are the Life Processes in Plants? (4 periods)

4

Lesson

Specific Instructional Objectives

1.4 (page 14)

Pupils should: - understand and explain that the difference between living things and non-living things lies in the life processes that living things undergo which non-living things cannot, giving real life examples

Lesson Plans

CIPP Scientific Enquiry Skills Relate evidence from real world context to answer questions or test ideas.

Process Skills

21st Century Skills

Number of Periods

Analysing

Enviromental literacy

2

Communicating

Make judgements and decisions

Comparing

Reason effectively Think creatively

© 2012 Alston Publishing House Pte Ltd

Lesson 1.1 BSCS 5E

Lesson Notes

Resources

Background Information: Pupils learnt about animals and plants in Grade 1, and about living things and their environment in Grade 2. Chapter opener Engage: Pupils are given an interesting idea to think about

Use the scene in the opener to discuss if the milk Ari has given to the plant helped it grow. Talk about what plants and animals (i.e. humans) need to keep ourselves alive leading to life processes.

Textbook page 1

Living Things and Their Life Processes

Main Lesson Plans

Ask pupils: • Do you think the plant really grew because of the milk? Why do you think so? (Answer: Yes, because the plant is bigger than a normal houseplant.) • What do plants need to survive? (Answer: Plants need food, water and air. You will learn about how plants get their food in this chapter.) • What do humans need to survive? (Answer: Food, water and air.) Explain that: • Living things such as plants and humans need food and water to survive, but a plastic plant or stuffed toy does not need food and water – these are non-living things. • Eating or nutrition is a life process that only living things undergo. • Growth is also a life process. Tell pupils that in this chapter, they will learn about other life processes as well. Then, they will be able to tell living things from non-living things.

Teaching Strategies: Relating to real life; Creative thinking 21st Century Skill: Think creatively Elaborate: Pupils develop deeper understanding from challenging ideas that extend conceptual understanding and skills

Project Idea: Experiment with the effects of water and milk on plant growth.Water two similar plants for two weeks, one with milk and one with water. Ask pupils to note down their predictions for the following questions which will berevisited later in the chapter. 1. Which plant appears healthier? 2. Does milk help plants grow? 3. Why don’t we normally water our plants with milk? What’s In This Chapter?, What Will I Learn?

Textbook page 2

Emphasise to pupils what their learning journey will be like for this chapter.

Teaching Tip: Trace the path of the mind map by reading out loud. You may wish to draw the map as you speak. • Things can be living or non-living. • Living things are able to carry out life process, but non-living things are not. What Are the Life Processes in Humans and Other Animals?

Explore: Pupils learn to use inquiry through a hands-on activity and teacher-led discussion

Textbook page 3

Activity: Carry out the show-and-tell activity in Build Your Skills. Have a few pupils share about their pets. You may use the questions listed in the activity to get started. After pupils have shared, ask the class to think about what they have learnt. Ask pupils: • What needs do the pets have in common? What are some of the things they do? (Answer: Pets need food, water, exercise, rest, shelter etc. Pets eat, run, sleep etc.) • Do human babies have the same needs? (Answer: Yes, human babies share many of the same needs as pets.) Note: To answer this question, pupils may first need to answer the questions listed in the activity about themselves, eg How do you take care of yourself? What do you do when you get tired? (Answer: I need to have regular meals, live in a clean environment, see a doctor when I’m sick. I yawn/go to sleep.)

© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 3

5

BSCS 5E

Chapter 1

Explain: Conclusions can be drawn from previous learning to explain key concepts

Lesson Notes

Resources Textbook page 4

Explain that: • Some of the things that pets do, such as moving and eating, are called life processes. Life processes are important as they keep living things alive. • Life processes include movement, respiration, sensitivity, nutrition, excretion, reproduction and growth. • All living things, including humans, carry out life processes. Most of the life processes of living things are similar. Tell pupils that in the sections that follow, they will explore more of each of the life processes.

Teaching Tip: Before the show-and-tell, check what pet each pupil is bringing. Make sure they do not bring dangerous pets or pets that may be difficult to control. You may also wish to select just a few pupils to bring their pets for show-and-tell, to keep the activity short. Give the pupils a few minutes each to share about their pets and have them prepare what they want to share beforehand. Use this opportunity to let pupils practise their communication skills. Teaching Strategy: Show-and-tell Process Skills: Observing, Comparing, Communicating 21st Century Skills: Interact effectively with others; Reason effectively; Communicate clearly

6

Lesson Plans

© 2012 Alston Publishing House Pte Ltd

Living Things and 1 Their Life Processes

Project Idea Refer to Lesson 1.1 for the experiment on the effects of water and milk on plant growth.

Living Things and Their Life Processes

Textbook Wraparound

Chapter

Objective: To see if watering plants with milk helps plants to grow. Well Ari, if you haven’t been drinking your milk, what have you been doing with it?

Materials: Similar pots of plants; 1ℓ of milk; 2ℓ of water Instructions: Water one plant with water, and the other plant with milk once a day for two weeks. Ensure the size and type of plant, the location of the plants etc are kept the same. Ask students to observe the difference in the way the plants grow and predict the answers to the key inquiry questions below.

Naughty Ari has been giving

You may get pupils to wear gloves when handling the plants.

his milk to the plant!

Do you think the milk actually helped the plant to grow?

Key Inquiry Questions 1. Which plant appears healthier? 2. Does milk help plants grow? 3. Why don’t we normally water our plants with milk?

Background Pupils should have learnt about animals and plants in Grade 1, and about living things and their environment in Grade 2. The world around us is made up of many things. There are 2 main groups — living and non-living. Examples of living things include cats, dogs, apple trees, and us human beings. Non-living things include our pencil cases, books, robots, cars, tables and chairs.

21st Century Skills Pupils have to think creatively to answer the inquiry questions.

What is different and common among them? The cats, dogs, apple trees, and human beings are different in appearance. However, what is common among them is that they are able to carry out life processes. They are able to do things that the pencil case, books, robots, cars, tables and chairs cannot do. In this chapter, students will be taught to identify the life processes of animals and plants, as well as to tell the differences between living and non-living things.

© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 3

19

Biology

Chapter 1

What’s In This Chapter?

Emphasise to pupils what their learning journey will be like for this chapter.

e

nb

ca

Things

Living

ca

nb

e

Non-living

to t le ou ab rry ca

Life processes

to le t ab y ou t no arr c

What Will I Learn? I will: 1. Know the life processes that humans and other animals undergo. (3Bl1) 2. Understand that all animals need air, water and food to stay alive. (3Bh1) 3. Know the life processes that plants undergo. (3Bl2) 4. Be able to describe the differences between living and non-living things using my knowledge of life processes. (3Bl3)

2

20 20

Textbook Wraparound

© 2012 Alston Publishing House Pte Ltd

SC ENCE SMART Teacher’s Guide

3

Science SMART series is developed to cover comprehensively the learning outcomes of the latest Cambridge Primary curriculum framework. Adopting the Inquiry Approach, Science SMART uses engaging visuals and presentation formats with well-crafted activities to arouse pupils’ curiosity about the world around them. This motivates pupils to learn, enabling them to better grasp key scientific concepts. At the same time, emphasis is given on developing pupils’ inquiry and process skills, critical thinking, as well as 21st Century skills.

Science SMART also develops pupils’ exam confidence. Exam-style questions are provided at the end of every chapter, with hints and helping questions to guide pupils’ thought processes. This prepares pupils well for the Cambridge Primary Checkpoint tests. Science SMART Grade 3 comprises the following components: • Textbook Grade 3 • Workbook Grade 3 • Teacher’s Guide Grade 3 — Contains Scheme-of-Work, lesson plans, wraparound teacher’s notes for Textbook and Workbook, with additional information and tips on conducting and delivering effective Science lessons. • Additional worksheets for consolidation, fun & games, and exam practice are available online.

ISBN ISBN-10

Empowering Minds • Improving Lives

978-981-4321-68-6 981-4321-68-0