{"id":9558,"date":"2020-09-08T02:09:21","date_gmt":"2020-09-08T02:09:21","guid":{"rendered":"https:\/\/enoteprime.com\/?p=9558"},"modified":"2020-09-15T23:20:23","modified_gmt":"2020-09-15T23:20:23","slug":"first-term-basic-science-and-technology-scheme-of-work-for-primary-three-3","status":"publish","type":"post","link":"https:\/\/enoteprime.com\/first-term-basic-science-and-technology-scheme-of-work-for-primary-three-3\/","title":{"rendered":"FIRST TERM BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK FOR PRIMARY THREE (3)"},"content":{"rendered":"\n

Lagos State Scheme of Work for Basic Technology<\/h4>\n\n\n\n

Lagos state ministry of education Scheme of work<\/p>\n\n\n\n

Scheme of work for primary school – Enoteprime.com<\/a><\/p>\n\n\n\n

First term primary 3 Basic science Curriculum<\/p>\n\n\n\n

WEEK 1<\/strong><\/p>\n\n\n\n

TOPIC: Measurement of Length<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong><\/h2>\n\n\n\n

Pupils should be able to: name the instruments for measuring length.                    <\/p>\n\n\n\n

CONTENT:<\/strong> Measuring length<\/strong><\/h2>\n\n\n\n

– <\/strong>Instrument<\/p>\n\n\n\n

– Unit of length.<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Uses of chart showing metric rule and tape rule to teach pupils the metric units of length (m7m, cm)<\/p>\n\n\n\n

2. Shows pupils the correct ways of measuring length, breadth and height of objects including their heights.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Pupils and learn the metric unit of length.<\/p>\n\n\n\n

2. Measure the length, breadth and height of tables, desk, books in the classroom.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. Tape rule.<\/p>\n\n\n\n

2. Meter rule<\/p>\n\n\n\n

3. Objects in the classroom the pupils<\/p>\n\n\n\n

4. A charts on standard units of length.<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE:<\/strong><\/h2>\n\n\n\n

Pupils to:<\/p>\n\n\n\n

1. name two instruments for measuring length.<\/p>\n\n\n\n

2. state the metric units of length.<\/p>\n\n\n\n

3. measure correctly the length, breadth and height of objects in the classroom.<\/p>\n\n\n\n

WEEK 2<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Measurement of Mass<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. name the instrument for measuring mass;<\/strong><\/p>\n\n\n\n

2. compare masses of objects using the balance provided.<\/strong><\/p>\n\n\n\n

3. state the metric units of mass.                                                                           <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong> Measuring mass:<\/strong><\/h2>\n\n\n\n

– instruments,<\/strong><\/h2>\n\n\n\n

– units of measuring mass.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Guides the pupils to use of lever arm balance and bathroom scale.<\/p>\n\n\n\n

2. Guides pupils to record their weight.<\/p>\n\n\n\n

3. Uses the charts to teach pupils the metric units of mass.<\/p>\n\n\n\n

4. Initiates class discussion on standard instruments for measuring mass.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Working in pairs, measure their heights.<\/p>\n\n\n\n

2. Record the measurements taken.<\/p>\n\n\n\n

3. Working in pairs.<\/p>\n\n\n\n

4. Pupils record their weight<\/p>\n\n\n\n

5. Use balance to estimate the masses of objects in classroom.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. A charts on standard unit of mass.<\/h2>\n\n\n\n

2. Lever arm balance.<\/h2>\n\n\n\n

3. Eraser<\/h2>\n\n\n\n

4. Record book.<\/h2>\n\n\n\n

5. Pencil.<\/h2>\n\n\n\n

6. Weighing scale (bathroom scale)<\/h2>\n\n\n\n

7. Rope.<\/h2>\n\n\n\n

8. Sticks.<\/h2>\n\n\n\n

EVALUATION <\/strong>GUIDE:<\/strong><\/h2>\n\n\n\n

Pupils to:<\/p>\n\n\n\n

1. record measurements correctly including units.<\/p>\n\n\n\n

2. name two instruments for measuring mass.<\/p>\n\n\n\n

3. state the metric units of mass.<\/p>\n\n\n\n

4. use lever-arm balance to estimate the masses of<\/p>\n\n\n\n

WEEK 3<\/strong><\/p>\n\n\n\n

TOPIC: Measurement of Time<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. name the instrument for measuring time.<\/strong><\/p>\n\n\n\n

2. perform specified activities within specified time frame.<\/strong><\/p>\n\n\n\n

3. state metric unit of time.                                                                                    <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong> Measuring time:<\/strong><\/h2>\n\n\n\n

– instrument for measuring time.<\/strong><\/h2>\n\n\n\n

– units of measuring time.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Uses charts to teach pupils how to read time.<\/p>\n\n\n\n

2. Initiate class discussion on how to accomplish certain tasks within specified time frame.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Read time correctly.<\/p>\n\n\n\n

2. Read a paragraph of any story from their textbook and recap the story within a set time frame.<\/p>\n\n\n\n

3. Read and learn the metric unit of time.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. A chart showing faces of clock with different readings in second, minute, hour.<\/p>\n\n\n\n

2. Wall clock.<\/p>\n\n\n\n

3. Stop clock.<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. name the instrument for measuring time.<\/p>\n\n\n\n

2. state the metric unit of time.<\/p>\n\n\n\n

3. mention the uses of time.<\/p>\n\n\n\n

WEEK 4<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Soil: importance of Soil to Plants.<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. mention the importance of soil to plants.<\/strong><\/p>\n\n\n\n

2. sources of nutrients.                                                                                           <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. Importance of soil.<\/h2>\n\n\n\n

– Medium for plants growth.<\/p>\n\n\n\n

– Sources of nutrients (food and air).<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Guides pupils to mention the importance of soil to plants.<\/p>\n\n\n\n

2 Explains the environmental importance of soil (checking erosions, beautifies the environment e.g. sports field, roads etc.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Mention the importance of soil to plants.<\/p>\n\n\n\n

2. Identify things in their surroundings that is made from soil<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. School garden<\/p>\n\n\n\n

2. Charts showing uses of soil<\/p>\n\n\n\n

EVALUATION GUIDE: <\/strong><\/h2>\n\n\n\n

Pupils to: state two uses of soil to plants.<\/p>\n\n\n\n

WEEK 5<\/strong><\/p>\n\n\n\n

TOPIC: Soil: importance of soil to Animals<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong><\/h2>\n\n\n\n

Pupils should be able to:<\/strong> mention the importance of soil to animals.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1. The importance of soil to animals.<\/p>\n\n\n\n

2. Surfaces for human activities (farming, building, pottery making).<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Guides pupils to mention the importance of soil to animals.<\/p>\n\n\n\n

2. Explains the environmental importance of soil (beautifies the environment e.g.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong> <\/h2>\n\n\n\n

Mention the importance of soil to animals.<\/strong><\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong> <\/h2>\n\n\n\n

Recommended textbook.<\/strong><\/p>\n\n\n\n

EVALUATION GUIDE:<\/strong> <\/h2>\n\n\n\n

Pupils to: state at least two uses of soil to animals.<\/strong><\/p>\n\n\n\n

WEEK 6<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Air in Motion<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1.state the meaning of wind.<\/strong><\/p>\n\n\n\n

2.describe their feelings when winds blows against their bodies.                      <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong> Wind<\/strong><\/h2>\n\n\n\n

–           Meaning<\/strong><\/p>\n\n\n\n

–           Importance.<\/strong><\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1.Initiates and guides class discussion on the meaning of wind.<\/p>\n\n\n\n

2.Makes references to pupils experience on windy days.<\/p>\n\n\n\n

3.Guides pupils to make and fly paper or polythene kites.<\/p>\n\n\n\n

4.Presents inflated balloons to lift objects.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1.Uses paper or hand fan to show air in motion.<\/p>\n\n\n\n

2.Make and fly paper kites.<\/p>\n\n\n\n

3.Uses inflated balloons to lift things.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1.            Pieces of paper.<\/p>\n\n\n\n

2.            Feathers<\/p>\n\n\n\n

3.            Balloons.<\/p>\n\n\n\n

4.            Cardboard paper.<\/p>\n\n\n\n

5.            Gum<\/p>\n\n\n\n

6.            Sticks.<\/p>\n\n\n\n

7.            Thread<\/p>\n\n\n\n

8.            Pair of scissors.<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1.explains the meaning of wind.<\/p>\n\n\n\n

2.describe their feelings when winds blow against their bodies.<\/p>\n\n\n\n

3.demonstrates how air does work e.g. move or propel objects.<\/p>\n\n\n\n

WEEK 7<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Air in Motion the Effect of Air<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> <\/h2>\n\n\n\n

Pupils should be able to:<\/strong><\/p>\n\n\n\n

1. <\/strong>explains the harmful effects of air.<\/p>\n\n\n\n

2. describe their feelings when wind blows against their bodies.                            <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong> Harmful effect of air.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Presents the pictures of someone:<\/p>\n\n\n\n

–              sneezing<\/p>\n\n\n\n

–              coughing without covering the mouth with his hand).<\/p>\n\n\n\n

–              smoking.<\/p>\n\n\n\n

2. Initiates and guides class discussion on the role of air in transferring harmful<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Observes and describe the effects of wind on:<\/p>\n\n\n\n

–              their bodies<\/p>\n\n\n\n

–              light objects like feathers,<\/p>\n\n\n\n

2. Discuss the role of air in smoking coughing and sneezing.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1.            Pictures\/charts showing the effect of wind.<\/p>\n\n\n\n

2.            Pictured chart of air.<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1.describe their feelings when wind blows against their bodies.<\/p>\n\n\n\n

2.list two harmful substances that can be taken into the body through the air.<\/p>\n\n\n\n

WEEK 8<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Qualities of Water.<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able to:<\/strong><\/h2>\n\n\n\n

1. list the qualities of good water.<\/strong><\/p>\n\n\n\n

2. identify and name some substances that make water unfit for drinking.<\/strong><\/p>\n\n\n\n

3. state the dangers of drinking bad water                                                          <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

1.Water quality.<\/p>\n\n\n\n

2.Substances that contaminate water (i.e. make water unfit for drinking)<\/p>\n\n\n\n

3.Dangers of drinking bad water.<\/p>\n\n\n\n

4.Purifying water.<\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1.Provides pupils with samples of water of different qualities (clean, dirty, and muddy).<\/p>\n\n\n\n

2.Uses simple activities to guide pupils to identify water that is unfit for drinking (check  colour odour).<\/p>\n\n\n\n

3. Guides on the dangers of drinking bad water.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1.Observe and describe samples of contaminated water.<\/p>\n\n\n\n

2.Collect and observe substances that contaminated water e.g. sand, urine and dust.<\/p>\n\n\n\n

3.Observe the displayed set of water samples.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

 1. Sample of water.<\/strong><\/p>\n\n\n\n

–           Clean water<\/strong><\/p>\n\n\n\n

–           Muddy water<\/strong><\/p>\n\n\n\n

–           Contaminated water<\/strong><\/p>\n\n\n\n

2.         Sand<\/strong><\/p>\n\n\n\n

3.         Urine.<\/strong><\/p>\n\n\n\n

4.         Dust.<\/strong><\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1.distinguish between good and bad water (colour, odour).<\/p>\n\n\n\n

2.mention three substance that make water unfit for drinking.<\/p>\n\n\n\n

3.lists five effects of drinking bad water.<\/p>\n\n\n\n

WEEK 9<\/strong><\/p>\n\n\n\n

TOPIC:<\/strong> Uses of Water<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> Pupils should be able<\/strong><\/h2>\n\n\n\n

to:<\/strong><\/h2>\n\n\n\n

1. list the common uses of water.<\/strong><\/p>\n\n\n\n

2. state reasons for packaging water.<\/strong><\/p>\n\n\n\n

3. list features of safe packaging water.                                                               <\/strong><\/p>\n\n\n\n

CONTENT:<\/strong><\/h2>\n\n\n\n

 1. Uses of water.<\/strong><\/p>\n\n\n\n

2. Common uses of water.<\/strong><\/p>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Initiates and guides class discussion on the common uses of water.<\/p>\n\n\n\n

2. Displays samples of package water and glass of water in class.<\/p>\n\n\n\n

3. Guides pupils to suggest reasons for packaging,<\/p>\n\n\n\n

4. Identifies types of packaged water.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Pupils to mention some common uses of water.<\/p>\n\n\n\n

2. Participates in class discussion on uses of water.<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong><\/h2>\n\n\n\n

1. Rain water.<\/p>\n\n\n\n

2. Tap water.<\/p>\n\n\n\n

3. Stream water.<\/p>\n\n\n\n

4. Borehole water<\/p>\n\n\n\n

5. Bottled water.<\/p>\n\n\n\n

6. Sachet water.<\/p>\n\n\n\n

EVALUATION <\/strong>GUIDE: <\/strong>Pupils to:<\/strong><\/h2>\n\n\n\n

1. list five uses of water.<\/p>\n\n\n\n

2. mention three features of packaged water.<\/p>\n\n\n\n

3. state 2 reasons for packaged water.<\/p>\n\n\n\n

WEEK 10<\/strong><\/p>\n\n\n\n

TOPIC: Plants<\/strong><\/p>\n\n\n\n

PERFORMANCE OBJECTIVE:<\/strong> <\/h2>\n\n\n\n

Pupils should be able to: Give reasons why<\/strong> plants are living things.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n\n\n\n

CONTENT:<\/strong> Plants as living things.<\/strong><\/h2>\n\n\n\n

TEACHER ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Takes pupils on a nature walk to observe plants (explains characteristics which they observed plants display on the spot)<\/p>\n\n\n\n

2. Guides pupils to identify plants as living things.<\/p>\n\n\n\n

3. Explains growth, irritability, reproduction as its affects plants.<\/p>\n\n\n\n

PUPILS ACTIVITIES:<\/strong><\/h2>\n\n\n\n

1. Observe plants in their localities.<\/p>\n\n\n\n

2. Identify plants as living things<\/p>\n\n\n\n

TEACHING AND LEARNING RESOURCE:<\/strong> <\/h2>\n\n\n\n

Specimen of plants in<\/strong> the localities<\/strong><\/p>\n\n\n\n

EVALUATION GUIDE:<\/strong> <\/h2>\n\n\n\n

Pupils to: states three reasons why plants are living things.<\/strong><\/p>\n\n\n\n

WEEK 11: REVISION<\/strong><\/p>\n\n\n\n

WEEK 12:  EXAMINATION<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Lagos State Scheme of Work for Basic Technology, Scheme of work for primary school – Enoteprime.com, First term primary 3 Basic science Curriculum, Topics:Measurement of Length, Measurement of Mass<\/p>\n","protected":false},"author":1,"featured_media":8976,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[75,63,2934,2944,2937],"tags":[3160,453,406],"yoast_head":"\nFIRST TERM BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK FOR PRIMARY THREE (3) - Enoteprime.com<\/title>\n<meta name=\"description\" content=\"Lagos State Scheme of Work for Basic Technology, Scheme of work for primary school - Enoteprime.com, First term primary 3 Basic science Curriculum, Topics:Measurement of Length, Measurement of Mass\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/enoteprime.com\/first-term-basic-science-and-technology-scheme-of-work-for-primary-three-3\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"FIRST TERM BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK FOR PRIMARY THREE (3) - 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