|
|
Singapore Science Curriculum (Scope And Sequence) For 3rd Grade /
Primary 3
Our Singapore Science books for 3rd Grade /
Primary 3 are written in English and based on Singapore Science
curriculum for 3rd Grade / Primary 3, which covers the following topics.
If your child uses our Singapore Science books for 3rd Grade / Primary
3, he will be able to:
Diversity
- infer that there is a great variety of living and non-living things.
- Pupils could make the inference by observing living and
non-living things in the local environment or gathering
information from a variety of sources such as print material,
Internet sites.
- observe a variety of living things (animals, plants, fungi) and
non-living things.
- Pupils are not expected to observe micro-organisms. No
laboratory work is expected for micro-organisms.
- infer the following characteristics of living things:
- they need water, food and air;
- they grow, move, respond and reproduce.
- classify living things into broad groups according to common
observable characteristics.
- The broad groups are: flowering plants, non-flowering plants,
micro-organisms, fungi, insects, birds, fish, mammals No
laboratory work is expected for micro-organisms so pupils use
print or IT resources.
- recognise that similarities and differences exist within groups of
plants and animals.
- recognise that there is a great variety of materials.
- Materials such as plastics, wood, rubber, glass, fabrics,
ceramics and metals.
- compare materials on the basis of the following physical properties:
- hardness
- strength
- flexibility
- float/sink in water.
- Materials for comparison are wood, metal, plastic and
rubber.
- relate the above properties of the materials to their use.
- Materials: wood, metal, plastic and rubber.
Cycles
- show an understanding that different organisms have different life
cycles.
- Pupils should observe and record the changes in a particular
plant when grown from seeds or bulbs.
- compare the life cycles of the butterfly and cockroach.
- Pupils should observe and record the changes that occur in a
particular animal over a period of time e.g. hatch an egg and
observe development of a chick.
- show an awareness that offspring take the characteristics of their
parents, therefore, adult living things closely resemble their
parents.
- The idea of heredity can be introduced.
Systems
- show an understanding that an organism is a system which has
different parts to carry out different functions.
- Key points are:
- plants have roots, stem, leaves, flowers, fruit
- animals have organs to enable them to detect and respond to
environmental stimuli and to carry out life processes.
- identify the following organ systems in humans and state their
functions: digestive, respiratory, circulatory, skeletal, muscular.
- relate plant parts to their role in photosynthesis.
- Pupils need to relate the following plant parts to their role in
photosynthesis:
- leaves where photosynthesis takes place
- roots which anchor the plant and take in water and minerals
- tubes which transport water through the stem to the leaves.
- describe briefly the organs in the human digestive system and relate
them to their function.
- Key points are:
- digestion takes place in the mouth, stomach and intestines
- food must be physically broken into smaller pieces so that
digestive juices in the various organs can act on them
- digestion breaks down food into a form which can be absorbed
into the blood.
- Pupils should appreciate that individual organs of the
digestive system have their own functions but the complete
digestive process requires the working of the whole system
comprising various organs.
- recognise the interaction between the human skeletal and muscular
systems in enabling movement.
- Pupils should appreciate that 2 or more systems can interact to
perform a function.
Interactions
- identify the characteristics of magnets.
- Characteristics are:
- Magnets are made of iron or steel.
- Magnets have two poles. A freely suspended bar magnet comes
to rest pointing in N-S direction.
- Unlike poles attract and like poles repel.
- Magnets attract magnetic materials like iron.
- differentiate between magnets and non-magnets.
- make a magnet by the ‘Touch’ method and the electrical method.
- list some uses of magnets in everyday objects.
Please enter a number in the Qty box next to the products that you want to order, and then
click on the Add to your Shopping Cart button.
To learn more about a product, please scroll down this page or click on its name, where applicable.
|
|
|
