Grade 3 - Science - Curriculum Guide - Renewed 2022 PDF

GUYANA NATIONAL CURRICULUM GUIDE
Eliminating Illiteracy, Modernising Education and Strengthening Tolerance
SCIENCE
FO
R QUALIT
Y Life Cycle of a Butterfly
NOVATION
ED
UCATION
GRADE 359
IN
MINISTRY OF EDUCATION
NATIONAL CENTRE FOR EDUCATIONAL RESOURCE DEVELOPMENT (2022)
NCE RD
NATIONAL CENTRE FOR EDUCATIONAL
3 Battery Road Kingston, Georgetown Guyana, South America | Tel: (592) 225 - 6723
RESOURCE DEVELOPMENT
Grade 3 Science Curriculum
Purpose of the Subject: The study of science necessarily encompasses knowledge, processes and values. A scientifically literate person will foster
an attitude of caring for our world as a responsible citizen. Their decision making will be enhanced by a systematic study of the structure and
behavior of the physical and natural world through observation and experiment.
Strand (Topic): Earth’s System: Forces and Interactions
Essential Learning Outcomes (ELO-1): Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced force on the
motion of an object.
Grade Level Guidelines: Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas:
physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students
begin by recognising patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to
demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Specific Curriculum Outcomes (SCO): Inclusive Assessment Strategies (IAS): Inclusive Learning Strategies (ILS):
Learners are expected to:
• Have learners study diagrams to
Knowledge • Complete diagrams to show the forces acting on identify and discuss forces acting
objects. For example, on objects at rest and objects in
• Identify and describe forces acting on motion. For example,
an object at rest or in motion.
• Demonstrate an understanding that
objects at rest experience a force of
gravity at all times and that this
accounts for their weight on the earth.

unbalanced forces will cause motion
whereas balanced forces will not.

forces can cause objects to change Retrieved from: https://binged.it/2RTZMem
their shape.
• Demonstrate an understanding that • Complete and present activity sheet on object
forces can cause objects to move. manipulation
Activity Observation(s) Type of force
• Identify examples of how forces cause For example, changes shape Push
objects to move. a plane or rocket in smashing
For example, motion. plasticine ball
• Demonstrate an understanding of the
use of the following terms: rest, force,
balanced and unbalanced forces,
motion, gravity, friction, and elastic Retrieved from: https://binged.it/2RUFtxg
forces.
Skills
• Present completed glossary of new • Demonstration: Teacher brings a
• Investigate in hands-on activities how vocabulary, for example, child to the front of the classroom
forces can cause objects to: and passes them one end of a rope.
- Move with constant motion (speed) The child is asked to pull the rope
- Stop while the teacher holds the other
- Slow down or move faster end steadfastly (not moving).
(acceleration/deceleration) Children are asked to identify the
- oppose each other to prevent motion forces. (For example, the rope is
not moving so there is a “balanced”
• Observe and describe the effects of force from each end of the rope.
forces on objects, for example, The teacher then pulls harder so the
gravity, change of shape. child moves towards them. The
forces are now unbalanced - the
• Predict what would happen to the teacher is exerting greater force.
speed of an object if the magnitude of
the force is increased or decreased. For practice activities
• Engage learners in the following
• Compare the relative effects of a • Complete anchor chart in small groups to activities to demonstrate balanced
force of the same strength on objects show how forces affect objects at rest or and unbalanced forces:
of different masses. objects in motion.
(a) Game of tug of war
Present anchor chart to the class.
(b) Sitting on a see-saw (same and
• Communicate effectively results of (Rubric: correct representation on how
investigations and experiments of forces affect objects, creativity, correct use different numbers of learners on
balanced and unbalanced forces. of vocabulary) the two sides of the see-saw)
(c) Two learners pushing a box in
• Measure the distances objects moved • Present a completed worksheet by writing opposite directions)
when forces are applied to them. or drawing to show how gravity affects Useful book: Balancing Act by Ellen Walsh
objects of different masses. For example,
Video reading here:
Values https://www.youtube.com/watch?v=H22Gv
85lS_Q (4:32 min)
• Work respectfully and safely with https://www.amazon.com/Balancing-Ellen-
others in exploring and investigating Stoll-Walsh-2010-09-
the effects of balanced and
21/dp/B01F9FSEQW/ref=sr_1_1?keywords
unbalanced forces on objects
regardless of their physical =Walsh%2C+E.+%282010%29.+Balancin
characteristics. g+act.&qid=1563895165&s=gateway&sr=
8-1
• Display sensitivity and offer NB: teacher will increase and decrease
assistance to peers who may have number of players on each team until they
are equal on both sides.
physical or learning challenges when
conducting practical and group work. Number of Players Observations
Team 1 Team 2
• Be an active participant when sharing 3 5 Team 2 wins
and discussing with peers during tug of war
demonstrations and investigations
involving forces and interactions.
• Manipulating objects at rest and
complete observation chart for:
• Follow given instructions from (a) stretch, bend, and twist rubber
teacher regarding the set-up, use and bands, elastic bands, bicycle tubes
clean-up of materials and apparatus (b) pushing, pulling, throwing,
used during demonstrations and smashing, squeezing plasticine
investigations. balls/ping pong balls, tennis balls,
• Compare and contrast how objects fall
rubber balls.
• Appreciate that forces play an under the influence of gravity.
Sample table
important role in solving problems in
our daily lives. Activity Observation(s)
For example, changes shape
smashing plasticine
. ball
stretch rubber band
Allow learners to share findings of

investigations that were done in small
groups.
Generate discussion based on observations.
For example,
(a) What happened when the rubber
• Conduct investigation and use work sheets band was stretched, bent or twisted?
to record the effect of gravity on objects. (The rubber band changed length
(size) and shape.)
1. Write a prediction for what will happen for (b) Why did the rubber band behave the
the following situations: If I drop a ping pong way it did when it was bent,
ball and a rubber ball at the same time from stretched or twisted? (Bending,
the same height, which one will hit the stretching and twisting are applied
ground first? Why do you think that forces which caused the rubber band
happened? to change shape and length.)
____________________________________ (c) How does force affect objects at rest
________________________________ or in motion? (Forces can cause
2. Drop a ping pong ball and a rubber ball from objects to move, slow down, stop,
the same height. Record your observations change shape, size, and direction.)
below. Which one hits the ground first?
Introduce learners to new vocabulary.
Trials Ping pong Rubber Same For example, force, motion, gravity by
ball ball time creating a glossary and adding new words
1 and meanings as the lessons progress.
2
3 • Have leaners play a game of
cricket, football, volleyball, or
3. Report your findings below. What did you tennis/riding a bicycle to observe
observe? and discuss forces in action.
____________________________________ • Alternatively learners could watch
____________________________________ cricket match highlights and
____________________________________ identify forces (see:
____________________________________ https://www.youtube.com/watch?v=
NYYnED2uOr8 (5:22 minutes)
4. Go home and ask your parent/guardian the Teacher can encourage discussions based
question, “If I drop a rubber ball and a ping on: - the role of each player in applying
pong ball at the same time, which one will hit force (For example, bowler, batsman,
the ground first? Why?” fielder (catcher), wicket keeper, etc.).
____________________________________ - the reason why the ball falls/bounces after
____________________________________ being hit
_____ ________________________. - reasons why the ball changes direction,
speed and comes to rest
• Construct chart based on the results obtained • Turn and talk
from the investigation.
Ask learners to turn to someone next to
Ping pong/styrofoam ball them and discuss their response to
questions, asking them to draw pictures to
trials Distance moved (cm) justify the forces they feel are involved.
Soft flick Hard flick (a) Why does a car/bicycle slow down
1 when the brakes are applied/
2 pressed? (Force is applied to press
3 the brakes which cause the vehicle
to slow down or stop due to
What was the greatest distance travelled? ______ friction.)
This distance happened with a Hard Flick or a Soft
Flick (b) What happens to a ball when it is
delivered by a bowler, hit by a
Compare the results obtained from the charts above. batsman and caught by a player?
(Delivered by a bowler - the ball
• Think-Pair-Share will move towards the batsman with
a certain speed;
Hit by a batsman - the ball may
• Strategic Questioning - Learners can be change direction and speed.)
placed in pairs to discuss the responses to (c) Why does a cricket ball fall to the
ground when it is in the air? (The
questions. Learners then share their force of gravity pulls the ball
responses with two other pairs. (Jig saw towards the earth.)
group strategy. See explanation for jigsaw (d) Is it easier to ride a bicycle in the
technique at: same direction of the wind or in the
opposite direction of the wind?
https://www.youtube.com/watch?v=euhtXU Why? (Same direction of the wind
gBEts (6 mins.) because more of your effort will be
used to move the bicycle forward. If
Guided questions you ride the bicycle in the opposite
direction of the wind, then some of
-What did you observe when each ball was flicked? your effort to move the bicycle
-Which ball moved a greater distance? Why? forward will be used to overcome air
- How would a greater or lesser force affect the ball? resistance.)
• Complete a journal entry to show the • Investigating the effect of gravity
importance of using forces to solve problems on objects of different masses.
in everyday life. (Ball, paper, feather, a die)
Small group activity where learners
will:
- predict what will happen when an
object is dropped/released from a
given height. (Teacher can instruct
learners to use a ball and a paper/
feather at different times).
- release object and discuss
observations. Compare how two
different objects fall under the
influence of gravity.
- Predict what will happen when
two objects of different masses are
released at the same time from the
• Show the learners an empty box and have same height. (Paper and feather,
one child push it across the floor. Then add paper and ball, die and ball, etc.)
- release the objects and compare
some books to the box and have them push and contrast how they fall under the
it again and comment on the relative level of influence of gravity.
difficulty. - discuss reasons for observations.
Explain: When we push a box across the (Teacher should emphasize that the
force of gravity acts equally on all
floor, the force of gravity pushes the box objects; however, an opposing force
downward and there is a force of friction of air friction can slow some objects
between the box and the sliding surface down considerably - such as a
(floor). If the box is heavier, it seems to be feather or piece of paper - i.e., for
most spherical balls of different
harder to slide along the floor. What does masses, gravity will move them
the force of friction depend on then? The downward at the same rate. On the
mass of the object and the nature of the moon, where there is no air friction,
a feather and a hammer fall to the
surfaces rubbing together. surface at exactly the same rate.
Next turn the empty box on its other side (see:
and ask the same learner to push it again. https://www.youtube.com/watch?v=
Ask them how it compares in difficulty with feFw8Ygn3fk (1:36 mins)
pushing the box on the other side. (The • Have learners conduct the following
learner should answer no difference in the activities to discover the results of a
force needed to push it across the floor.) force applied to an object.
Explain that the force of friction does not
depend on the surface area of contact - Give each group a ping pong ball
(tennis ball), a ruler and a rubber
between the box and floor-only the mass of ball (NB. Balls can vary to suit
the box and the nature of the surfaces environment. For example. awara
rubbing together. seeds can be used with a ping
pong ball or marbles of the same
size can be used).
As an interactive activity, the teacher could show the
following balancing act simulation or send learners - Allow learners to predict and
home to practice. observe what happens when force
See: is applied to an object and
compare the relative effects of a
https://phet.colorado.edu/en/simulation/balancing- force of the same strength (size)
act on objects of different weight by
flicking the ping pong ball gently
with a finger and measuring the
distance the ball covered with a
Force of Friction opposes push and pull. ruler. Record the distance.
See: Useful video on friction: (Promoting two ideas through trial
https://www.youtube.com/watch?v=PNDRIi and discussion: 1) the greater
cw4E0 (7:51 min) force will result in greater
distance travelled, and 2) the same
force on a heavier object flicked
will result in less distance
travelled because the force of
friction on the heavier object
opposes the applied “flick” force.)
- Allow learners to flick the ping
pong ball as hard as possible with
one finger and record the distance
the ball covers.
- Repeat steps 2 and 3 using the
rubber ball.
- Use the information recorded on
the chart to make conclusions
about the force applied to objects.
- Allow learners to explore with
force applied to objects by having
available other spherical objects
of varying masses.
- Gather learners together and
facilitate a think-pair-share
discussion. For example,
- What did you observe about the
ball when force of different strength
was applied to it? (The greater the
force applied to the ball, the faster
and further it moved.)
- Which ball provides the
greater speed/distance and
why? (The ball with less mass
(lighter) will move faster and
further than the ball with more
mass.)
- How can you increase or
decrease the speed and
distance of objects?(Speed
and distance moved by an
object can be increased by
increasing the force applied to
it; on the other hand, speed
and distance moved by an
object can de decreased by
applying a smaller force to it.)
• Small group discussions on the
importance of forces/applying
forces to solve problems in
everyday life
Each group can be given a different
area/environment where force is
important in solving problems; for
example, in the home, at school, on
the farm, etc.
For example, At home we need to apply
force to turn knobs and pull/push to open
doors.
We need to apply force (push) to cut
vegetables.
On the farm, force is applied to dig drains
and open/tighten screws to fix machines,
etc.
Pulling on a wrench to open or tighten
screw on machine.
Useful Content Knowledge for the Teacher about the Outcome:
• A force is a push or pull caused by objects interacting with each other.

• The size of a force is measured in Newton (N).
• Each force acts on one particular object and has both strength and direction.
• Objects in contact exert forces on one another.
• An object at rest (stationary) typically has multiple forces acting on it, but they add to give zero net forces on the object.
• Unbalanced forces (that do not sum to zero) cause objects to change speed, direction, shape and come to rest. Unbalanced forces occur
when two unequal forces act in opposite directions on an object, then the object moves in the direction of the larger force.
• Balanced forces (that sum up to zero or cancel out each other) cause objects to have no motion.
• Gravity is force that pulls objects towards the center of the earth.
• The force (pull) of gravity is constant. It pulls all objects towards the center of the earth
with the same force i.e. 9.8 Newtons per every kg (9.8 N/kg). If two objects of different masses
are allowed to fall at the same time, they will hit the ground at the same time. However, air
resistance can cause the very light object (paper, feather) to fall after a heavier object.
• Friction is a force that slows or stops motion when objects rub against each other.
• Elastic force is the push or pull exerted in objects with elastic properties.
Useful Book: Balanced and Unbalanced Forces by Jenna Winterburg
Available at : https://www.amazon.com/Balanced-Unbalanced-Forces-Science-Readers/dp/1480746460
See video: Unbalanced forces https://www.youtube.com/watch?v=NlN9e8tDwXg (5:51 mins.)

What is a force? https://www.youtube.com/watch?v=IJWEtCRWGvI (4:41 mins)
What is force? Part 1 https://www.youtube.com/watch?v=B6mi1-YoRT4 (5:05 mins)
Areas for Integration
- Literacy: Vocabulary, listening, speaking, word building.

- Mathematics: Measuring the distances objects moved when forces are applied.
- TVET: Machines are designed to make our work easier by which we apply a small force to overcome a large force or load.
- HFLE: Appropriate eating and fitness – Let us get physically active and staying safe on the field. Expressing love and appreciation for
others when playing game. Adhering to rules in order to be safe when engaged in physical activities. HFLE Curriculum pp. 30 and 31.
Inclusive Resources and Materials

Use of multisensory activities and materials to assist all learners
Rubber bands, ping pong (table tennis) ball, Styrofoam ball, spherical objects, die, feather, ruler, rope, clay, playdough/plasticine, crayons,
markers, cardboard, drawing paper.
Purpose of the Subject: The study of Science encompasses knowledge, processes and values. A scientifically literate person will foster an attitude
of caring for our world as responsible citizens. Their decision making will be enhanced by a systematic study of the structure and behavior of the
physical and natural world through observation and experiment.
Strand (Topic): Force and Interactions.
Essential Learning Outcomes (ELO-2): Make observations and/or measurements of an object’s motion to provide evidence that a pattern
can be used to predict future motion.
demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s),
Learners are expected to: • Individually or in small groups of 4-5, • Conduct field trip to the playground or
learners create a journal entry by drawing observe pictures/videos. Force and
Knowledge Motion Video here:
pictures of objects in the environment that (https://www.youtube.com/watch?v=rfeV
• Demonstrate an understanding that produce motion when a force is applied. lNL7d9U (6.20 mins)) to identify the
forces cause objects to move. Draw to show or describe the pattern of patterns of motion observed for various
motion produced by the object objects. For example, The swing goes
• Demonstrate an understanding that the back and forth.
motion caused by a force can have a
direction, a speed and an acceleration. • Strategic questioning: In groups, answer • Identify patterns in movement of objects
questions. For example, in the environment. For example,
• Identify the movement of objects in the -What did you observe about the see-saw Pendulum in clock swings back and
environment that display a pattern forth; jumping rope produces a circular
when they are in motion. and the swing during the field trip? pattern; and see-saw produces an up and
What pattern is produced by the swing? down pattern. Identify the pattern for
• Demonstrate an understanding of the - What do you think may have caused the earth, moon, windshield wipers, hands on
term speed as a change in distance over swing to move higher? traditional clock face, electric fan, hand
time and that objects can have constant fan, trampoline, bouncy castle, slinky,
speed or changing speed. - Do you think that it is safe to apply a springs, yo-yo, hammock, and swings.)
greater force while someone is on the
• Demonstrate an understanding of the swing? Give a reason for your answer. • Allow learners to use objects/body parts
term acceleration as an increase in such as their hands to predict, investigate
speed and deceleration as a decrease in and demonstrate patterns of motion. For
speed. Describe the effects of • Oral presentation on objects’ patterns of example: Predict the pattern of
increasing and decreasing forces on motion observed during field trip and movement before allowing a ball to roll
objects on the patterns created by their possible reasons for increased or decreased down the sides of a deep bowl. Observe
motion. motions (Rubric: describe patterns and and orally describe, the movement of the
ball in the bowl. Describe the movement
changes in the motions of objects seen: of the ball in the bowl when left to move
provide reason(s) for the changes in motion for an extended time.
or patterns: Justify whether changes are good
or bad.
Skills • Roleplay to show how tools utilise • Answer questions during discussion. For
example,
• Observe pictures/videos of objects in patterns to do work.
motion. (Rubric: Identification of tool, function - What is common about the motion in a
of tool, correct demonstration to show bouncing ball, see-saw and person
• Predict the effects of increasing and skipping? (The motion of these objects
pattern of movement of tool at work.) are repetitive (repeating). They all
decreasing forces on the patterns Think and display–pair-share. have a pattern of movement.)
created by the motion of objects. • Predict what will happen when a force
- What cause the objects to display
acts on the pendulum and record their similar patterns of motion? (Forces
• Investigate the effects of mass, distance predictions in their journals cause objects to move and once that
and length on patterns created by • Complete worksheet on their object is moving, nothing could stop it
objects in motion. observations for when more weights are or make it move faster or slower,
except that another force is applied.)
added to the pendulum or for using
• Communicate effectively results of different lengths of the pendulum. - Give examples of some
investigations. equipment/tools (hammer, hand mill,
car jack, and hand saw) that are
• Analyse and explain the meaning designed to work by using patterns of
motion).
inherent in a distance versus time graph
for the motion of a vehicle or object. - How do you think the tools/equipment
identified will function if we increase
Values or decrease the force applied?
• Work respectfully with others while in (Increasing the force on the hammer
groups conducting investigations. will cause the nail to go in faster or
break something up faster; decreasing
• Display sensitivity and offer assistance the applied force on the hand mill will
to peers who may have physical or reduce the rate at which an object is
learning challenges when conducting ground).
practical and group work.
• Develop a curiosity of how patterns are • Engage learners to work in small groups
created from objects in motion. to investigate the effect of mass and
. • With the help of the teacher, use
length of pendulum on the pattern of its
• Exhibit a curiosity to understand, information from pendulum
motion. First tell a story about Tarzan
observe, question and explore the investigations to create a block graph to
and Jane trying to swing across a gorge
patterns created by objects in motion. show and identify patterns.
on vines to avoid stampeding elephants
behind them. Should they take a long
• Develop an awareness of possible • Peer instruction on the design of a simple
model of a pendulum (For example, vine or short vine? Should they take a
preconceptions/misconception,
clock) using materials from the running start? Should they take their pet
environment with teacher’s guidance. monkey Cheetah with them on the
swinging vine?
• For example, • Make presentation on the models
(a) The predictable motion and pattern created. Rubric: - Fill the soda bottle with water (N.B
of a child swinging on a swing. - A hand drawn plan of a pendulum. each group must have different
(b) Two children on a see- saw. - What are the special features for
adding weights to it? volume of water in the bottle: For
- Does the model depict the pendulum example, ¼, ½, 3/4 and 1 bottle of
motion? water.
. • Present a self-evaluation checklist of - Attach bottle neck to one end of string
their performances during discussions. at least 60 cm in length and the other
end to a fixed point, above the head,
where it can swing freely.
- Mark off a start point of release for the
bottle. Measure this position 25 cm
from the center point (where the bottle
is at rest)
- Release bottle from start point and
count the number of complete swings
until the bottle has made 10 complete
oscillations (swings). Start the
stopwatch and record the time for 10
complete swings. Repeat this activity
to ensure same or similar time.
- Repeat step 5 from same start point.
• Show students the following graph of a This time each group will adjust the
child walking and discuss the meaning of length of the string so that it is 25 cm,
different shapes in the graph. 50 cm, 75 cm and 100 cm in length.
- Have each group compare their results
and predict pattern of motion when the
string is 15 cm in length and the
volume of water in the bottle is
increased.
- The investigation can also be
conducted with start points of varying
distances and the results compared.
• Ask learners what they understood about
the pattern of motion they observed with
the soda bottle. (Expected responses: the
longer the string the bigger and slower
the motion was. As the string got shorter,
the motion got smaller and faster).The
mass of the bottle does not impact the
number of swings and the drop starting
point has no impact either.
How do these findings relate to Tarzan
and Jane’s dilemma? What would we
In particular highlight: advise them?
• Straight line rising to the right is constant
speed
• If, before class, you download the
• The steeper the line, the faster the child is following pendulum simulation, you
walking can have learners change the variables
• The flat part of the graph is when the (length, angle of displacement, mass)
distance does not change even though and watch the results as you project
your laptop to a screen for class
time continues (the child has stopped viewing.
walking) See:
• Looking at the graph, ask learners to (https://phet.colorado.edu/sims/html/pendulu
m-lab/latest/pendulum-lab_en.html
notice the trend upward to the right and
predict how far the child will walk in 12
seconds. (~15 metres by extending the
graph-called extrapolation)

• A force is a push or a pull.
• Forces produce motion.
• Motion is the movement of an object from one place to another.
• Motion can be fast or slow.
• Force can change the direction and speed of objects.
• Motion can be back and forth, up and down, round in a circle, straight, or zigzag. We can change the speed of our motion, too.
• We can go faster or slower. Speed is the measure of distance per unit time. Velocity is related: it is the same as speed but has direction.
• Acceleration is an increase in velocity. Deceleration or negative acceleration is a decrease in velocity.
• The motion of some objects produces patterns which can be observed and predicted. A pattern of motion is the repeated process of an
object moving.
• Planets in the solar system move in patterns around the sun (Orbit). The moon orbits the earth. These patterns can be predicted in terms of
time. The earth orbits the sun in 365 days. The moon orbits the earth ~ one month (27-29 days). The moon and sun’s gravity affect the tides
on earth. The pattern of orbits of the sun moon and earth contributes to changing phases of the moon.
Forces & Motion on Periodic Motion

the playground
https://www.youtub For example,
e.com/watch?v=rfeV
grandfather clock
lNL7d9U (6:20
mins) & metronome

• Language: Participate in collaborative conversation with diverse partner about topic. Listening to others with care, speaking one at a
time about the topic. Building vocabulary.
• Social Studies: Cooperation and building relationships during leisure activities and games.
• Mathematics: Measurement - use standard and non-standard units, graphs. Patterns of motion
• TVET: Engineering – creating models of pendulums. Awareness - the constant and predictable motion of a pendulum has been utilised
by clocks since the 1600s. Modern Grandfather clocks still utilise the pendulum. Pendulums are used to determine the magnitude of
earthquakes in Seismometers. They are also used to keep and indicate the beat/rhythm of music in Metronomes. Baby cradles are made
to produce pendulum motion which makes babies drowsy. See Pendulum video here:
https://www.youtube.com/watch?v=3XfoWqzHJPg (0:25 mins.)
Rulers, 2 pieces of masking tape, 2 feet of string, 2 ping-pong balls, videos, paper, rocks for weight, samples of pendulums, worksheets, yo-yo, slinky
coil, etc.
Strand (Topic): Earth’s System: Forces and Interactions
Essential Learning Outcomes (ELO-3): Ask questions to determine cause and effect relationships of electric or magnetic interactions between two
objects not in contact with each other.
Learners are expected to: • Explain the nature of charge arising from • Explain to learners that all objects are
particles in the atom that give the object made of small particles called
Knowledge an overall charge. See learning strategy molecules and atoms. These atoms are
explanation. made of even smaller particles called
• Explain how static electricity is created electrons and protons. The particles
• Strategic questioning: Answer questions have charges: negative (electrons) and
and how it affects different objects. in groups: For example, positive (protons). When we bring
objects together that both have overall
• Demonstrate how to charge an - What often happens when you rub negative charges, or both have overall
insulator (such as a balloon). one object against another object? positive charges, they tend to repel or
Describe what happens using a push away from each other. If one
specific example. (When you rub object has negative charge and the other
• Understand that charged objects can positive, then the objects will attract
stick to neutral insulators. one object with another, one of the each other. Define this interaction of
objects will pick up some of the charges as Static electricity”.
• Identify the poles of a magnet. other object's electrons which then
• Use the ‘Rally Robin’ cooperative
makes it negative overall.) learning strategy where learners (in
• Give examples of magnetic and non- - Why do you think that your hair pairs) will take turns to answer
magnetic materials. stands up after rubbing it with a questions orally. For example,
balloon? (Answer: Electrons move
from your hair to the balloon. - Why do the hairs on your hand raise
• Demonstrate and explain the forces of
Then, each of the hairs has the when your hand is passed near a piece
attraction and repulsion.
same positive charge. Since of adhesive tape (scotch tape), the
objects with the same charge repel television set when it is switched on/off,
each other, the hairs try to get as freshly ironed garment?
use of the terms static electricity,
far from each other as possible, - Why do your clothes stick together
insulator, conductor, electrons, protons,
which is by standing up and away when they are ironed?
neutrons, atom, molecule, magnet,
from the other hairs.) - Why do you sometimes get a shock on
attraction, repulsion, magnetic
a cold day when you touch metal?
materials, and non-magnetic materials. - Explain the term static electricity
Skills and give an example to state its (These are all examples of electrical
effects on different materials. force or static electricity where charged
• Observe and record findings on the objects/materials attract or repel each
effects of static electricity on materials, • Have learners complete worksheet based other.)
the behavior of magnets with different on static electricity in small groups or
materials and the strength of magnets. individually. For example, • Show them the triboelectric series (at:
https://www.school-for-
• Investigate the transfer of electrons champions.com/science/static_material
between materials and the force of s.htm) and using hands-on examples,
explain how things that are far away on
attraction and repulsion with magnets. the series tend to attract because they
are opposite charge.
• Predict the effects of static electricity
and magnets on different • Download the static electricity
simulation from:
materials/objects. https://phet.colorado.edu/en/simulation/
balloons.
• Analyse data from investigations to
form conclusions about the force of o Show the children on the screen
how negative charges can be
attraction, repulsion and the strength of transferred from balloons to
magnets. sweaters and then the attractive
& repulsive forces that result.
This activity is directly
• Classify materials as magnetic and analogous to rubbing the
non-magnetic. balloon in your hair. Show them
the balloon stuck to the wall and
• Compare different objects based on ask why that might happen.
Show two balloons with the
their electric charge and strength. same charge and ask the
children what they expect will
Values happen when you put them next
• Question Races: Have each learner group to each other.
• Display sensitivity and offer assistance
to peers who may have physical or number off by threes or fours so that at
learning challenges when conducting least three groups have the same number.
practical and group work. Ask a question and call a number. Have • Allow learners to work in small groups
each group with that number send one (2–4 learners) to investigate static
• Work respectfully with others while learner to run up to the board and electricity. For example,
exploring static electricity and the - Have learners blow up their balloons
strengths of magnets. write/draw the answer for the question.
Each learner who gets it right earns and tie knots in the ends.
• Show interest and curiosity about static his/her team a point. - To charge the balloons, have leaners
electricity and magnets and their uses. rub their balloons vigorously on their
- State the names of the poles of a hair or on a piece of wool.
magnet. - Have learners try each of the
• Express a desire to find answers by - What is an example of static following and write their observations
exploring and conducting simple electricity? (Example answer: in their science journal. Remind them
experiments to determine the effects of
static electricity and magnetism on Walking across carpet and getting to recharge the balloon between each
different materials. a shock when touching a experimental trial.
doorknob.) • Move a finger toward the balloon.
• Conduct experimentation which
requires collaboration to investigate the • Hold two charged balloons near each
effects of static electricity and magnets - What are some examples, from other.
on different objects. your own experiences, of the
buildup or discharge of static • Put the balloon on a large tabletop (or
electricity? (Possible answers: the floor) and try gently to roll it.
Walking across the carpet • Try to stick the balloon to one or more
[buildup] and touching a door of these surfaces (or any other surface
knob [discharge].) around the classroom): wooden door,
wall, metal desk, metal file cabinet,
• Drawing: Have learners depict their blackboard, window, plastic chair,
subject knowledge gained by drawing a clothing, or mirror.
picture in science journal. For example, • Have a few learners stick their balloons
- Draw a sketch to show the force to different surfaces and leave them
of attraction and repulsion. there. Have one or two learners time
how long each balloon stays up.
- Draw a diagram to show the poles • Hold a balloon near a thin, steady
of a magnet. stream of water (use a cup with a small
- Draw a diagram to show static hole at the bottom to allow the stream
electricity causing objects to stick of water to trickle continuously).
together. • Watch videos about static electricity
For example, https://youtu.be/ZF3-
mwLq6Q8 (3.14 mins)
https://youtu.be/jLgSXryMxwM
(6.23 mins)
• Reflect on investigations and

information from videos and discuss
the following:
- What happens to the balloon when

you rub it with wool or your hair? (The
balloon collects/gains electrons/
• Present completed worksheet with negative charges from the wool.)
magnetic and non-magnetic materials.
For example, - What happens to the charge over
time? (Over time, static charges build
up and can be picked up/transferred to
other objects (for example, humans) in
contact.)
- What is the negatively charged part of

an atom called? (Electrons)
- What name is given to the force that is

created when charges are built up?
(Static electricity)
• Create anchor chart to present

information about static electricity.
Also see Primary Microscience Experiences

• Bingo: Provide each learner with a list of Manual, pp. 103-108 for more activities on
the lesson vocabulary terms. Have each static electricity.
learner walk around the room and find a
learner who can define one vocabulary - Activity 3.14 – The magic propette (pp. 103-
term. Learners must find a different 104)
learner for each word. When a learner - Activity 3.15 - The wiggly falling water (pp.
has all terms completed s/he shouts 105-106)
"Bingo!" Continue until most learners - Activity 3.16 – My aluminum strip
have a bingo. Ask the learners who electroscope (p. 107)
shouted "Bingo!" to give definitions of
the vocabulary terms.
• Using the ‘Numbered Heads Together’
cooperative learning strategy where
learners (in small groups) will stand
• Learner Pairs: Have learners work in and put their heads together to discuss
questions. When everyone knows the
teams of two on the following questions. answer, they sit down. One group
First, each learner should answer each member’s number is called and he/she
question and then they should confer on will share the group’s response to the
the answers. If there is agreement question. For example,
between them, they raise their hands for
the teacher to check their answers. If they - Describe your experiences playing
disagree on the answers, they may confer with magnets. Have you noticed that
with another team. sometimes two magnets will repel (push
away) or attract each other? Based on
- Do like charges repel or attract one your understanding of static electricity,
another? (Answer: Repel.) what causes them to repel or attract?
(Like poles repel and opposite poles
- Why do two materials become attract.)
charged when they are rubbed
together? (Answer: Electrons are - Are all objects attracted to a magnetic
rubbed off of one object onto the force? (No, for example plastic, wood,
other, leaving mostly positively paper and some metals are not attracted
charges behind.) to magnets)
• Ask learners to hold a magnet close to an - Can the force of magnetism act
iron nail or magnetic object. Then ask through materials? Let’s try attracting
them to pull the magnet slowly away a magnetic object like a pin or nail
from the object. Ask them to describe through a piece of paper-does it still
how the ‘pull” changes as they get farther pull? (Yes)
away from the object. (They should find
that with greater distance the magnetic - Can you use magnetic force to do
force decreases) work? (Yes, to move pieces of iron in
scrap yards, vehicles and containers on
Tell learners we can make objects magnetic by wharves; to keep doors closed, etc.)
running electricity around them.
(See: • Have learners complete investigation
https://www.youtube.com/watch?v=hq8XK- organizer about magnets. For example,
z9Y5A (2:34 min) Useful book: Magnet Max (2015) by Monica Hughes
Read aloud at:
https://www.youtube.com/watch?v=80FTN_blhPo
(3:39 min)
(hard copy available at:
https://www.amazon.com/Magnet-Monica-Lozano-
Hughes-2015-05-
15/dp/B01FKSEZ0W/ref=sr_1_fkmr0_1?keyword
s=Hughes%2C+M.+%282015%29.+Magnet+Max.
&qid=1563918704&s=gateway&sr=8-1-fkmr0)
Ask students to look at this picture and explain
how the crane is able to lift the metal?
(A strong electromagnet attracts metal.)
• Following the explanation and

completion of organizer, allow learners
to work in groups of 2–4 to use
different materials and magnets to
explore magnetism. Allow learners to
discover the kinds of materials attracted
to magnets and those that are repelled
by magnets. As learners work with
their groups, circulate in order to
question, guide and prompt thinking.
Listen for precise use of vocabulary
terms.
• Have learners make drawings in their
science journal of magnets, the force of
attraction, the force of repulsion,
magnetic materials and non-magnetic
• Tell the children the story of Johnny who materials.
had a hole in his pants’ pocket and
mistakenly dropped the following objects • Allow learners to share results that
off the bridge into the water. Because he were surprising. For example, gold,
was clever, he and his friend Sarah put a silver and stainless steel are not
magnet on the end of a string and attracted by magnets. Allow learners to
lowered it into the water.
Which of these objects were they able to justify why these materials are not
retrieve? attracted to magnets. Explain to
Nail, marble, steel pocket knife, plastic learners that even though these objects
comb, silver coin, paper clip, wooden are metals, they are not attracted by
ruler, ball of plasticine.
magnets since they have different
electronic composition than iron.
• Have learners explore the force of
attraction and repulsion by labelling the
poles of magnets and changing the
orientation of magnets and magnetic
materials to see when they will attract
or stick together and when they will
repel or push apart.
• Ask learners questions to provide
explanations for the observations. For
example, Why was the nail attracted to
the magnet? Why when we change the
orientation of the nail it was pushed
away (repelled) by the magnet? What
conclusion can we derive from the
investigation? (NB. Like poles repel
and unlike poles attract).
• Have learners watch videos or read and
discuss passage about magnets. For
example, https://youtu.be/-
aNpmCSZHbk (3:46 mins).
Read online book: Electrons and the
Hairy Monster.(see:
https://msnucleus.org/membership/storybo
oks/hairymonster.swf) This book allows
learners to look at the similarities of
magnetism and electricity. You may want
to read the book as a class to make sure
that students are following the connection.
Key concept is both electricity and
magnetism have opposites.
• Allow learners to explore the strengths

of magnets by:
- Attaching paper clips, one after
another, to a magnet to see how many
paper clips it can hold. Repeat this
activity using two magnets on the
second trial and three or more magnets
on the third trial. For example,
• Place magnetic materials different

distances away from a magnet and
observe the force of attraction. (Repeat
this activity using two magnets on the
second trial and three or magnets on the
third trial.)
• Attach magnets to toy cars and place
the cars different distances away from
another magnet or a piece of iron or
steel and measure the time it takes for
the car to reach its destination.
• Allow two groups of learners to partner
and share the information they found
out during their investigations.
Also see Primary Microscience Experiences

Manual, pp. 159-162 for more activities on
magnets.
- Activity 4.20 - Magnets have strange powers
(pp. 159-160)
- Activity 4.21 - The magic of magnets (pp.
161-162)
• When you rub the balloon with wool, negatively charged particles called electrons are transferred from the wool to the balloon, giving the
balloon an overall negative charge. When the charged balloon is brought near the wall, it repels some of the negatively charged electrons in
that part of the wall (negative charges repel other negative charges, and positive charges repel other positive charges). Therefore, that part of
the wall is left repelled. Then, the negatively charged balloon and the positively charged section of the wall are attracted to each other, and
the balloon sticks. The charged balloon may be made to stick to a wide variety of objects (even a person) because of the charge it receives
after being rubbed.
• Conductor: A material through which charge moves easily

• Electron: The negatively-charged particle of an atom
• Insulator: A material through which charge does not move easily.
• Molecule: The smallest particle of a substance that retains the chemical and physical properties of the substance, and is composed of two or
more atoms
• Neutron: The neutral particle in an atom
• Proton: The positively charged particle of an atom
• Static Electricity: The buildup of charge on an object, or the spark that is a result of a buildup of charge on an object
• Magnets are objects that produce an area of magnetic force called a magnetic field.
• Magnetic fields by themselves are invisible to the human eye.
• Magnets only attract certain types of metals; other materials such as glass, plastic and wood aren't attracted.
• Metals such as iron, nickel and cobalt are attracted to magnets because of their electronic composition and are called magnetic materials.
• Most metals however are not attracted to magnets; these include copper, silver, gold, magnesium, platinum, aluminum and more. These are
non-magnetic materials.
• Magnetism can attract magnetic objects or push them away.
• Magnets have a magnetic north pole and a magnetic south pole. If the same pole of two magnets are placed
near each other, they will push away (repel), while if different poles are placed near each other they will pull
together (attract).
• Magnetic objects must be inside the magnetic field to respond, which is why you may have to move a magnet
closer for it to have an effect.

• Literacy: Vocabulary, listening, speaking, reading passage on magnets
• Mathematics: measurement – measure the time taken for magnets to attract objects from varying distances.
• TVET: Factories have been using static electricity to remove dust particles from fumes to prevent them from
entering the atmosphere (electrostatic precipitators). Photocopiers also use static electricity to attach the ink to the paper.

Text: Thrifty in Third Grade by Cassie Smith https://www.thriftyinthirdgrade.com/2017/10/3rd-grade-forces-and-interactions.html
plastic bag, aluminum can (empty), balloon, Tape/ marker pens/ scissors, hair, wool, magnets, wood, glass, steel, coins, water, cups, videos, anchor
charts, pictures, bits of paper, toy cars, paper clips.
Primary Microscience Kit (manual included) for more activities on magnets.
Purpose of the subject: The study of science necessarily encompasses knowledge, processes and values. A scientifically literate person will foster an
attitude of caring for our world as responsible citizen. Their decision making will be enhanced by a systematic study of the structure and behaviour of
the physical and natural world through observation and experiment.
Strand (Topic): Forces and Interaction
Essential Learning Outcome (ELO-4): Define a simple design problem that can be solved by applying scientific ideas about magnets
Grade Level Guidelines: Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical
sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by
recognising patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate
grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Pupils are expected to: • Complete and present an exit slip based • Brainstorming to determine students’ prior
on discussions of simulation and story. knowledge about magnets. Questions: What is
Knowledge For example, a magnet?
- What will a magnet attract? (Magnets
• Recognise that magnetic force can attract other metals such as iron, steel, cobalt,
solve some of our everyday nickel, objects containing iron, etc.)
problems. - What are some uses of magnets? (Magnets
are used in compasses, speakers, generators,
• Demonstrate an understanding that electric bells, radios, refrigerator doors, etc.)
magnetic force can solve some - What is a magnetic field? (The area or
everyday problems. For example, region around a magnet where attraction or
magnets can keep doors and drawers repulsion is experienced.)
closed and two toy racing cars from - What devices/inventions in our homes or
touching each other. community use magnets? (Radio, speakers,
• Answer strategic questions orally based refrigerators, etc.)
• Identify and describe problems in on the story. Teacher can identify
the home, school and community individual learners to answer the • Watch simulation on magnets and teacher
that can be solved with the use of questions. should focus on how magnets and magnetic
magnetic force. - What were the different types of fields work:
magnets in the story? https://phet.colorado.edu/en/simulation/
• Identify possible solutions to solve - What property of magnets was shown in legacy/magnets-and-electromagnets
the problems identified. the story?
- What problem was Kiki faced with? Read story or article on magnets and have a
- How did Kiki solve the problem? whole class discussion. For example,
- What other problem can Kiki solve in The Wiener Dog Magnet by Haynes Roberts.
Skills her home, school or community with the http://www.magickeys.com/books/wienerdog/
Wiener Dog Magnet? page21.html
• Use the Engineer Design Process to - Teacher can write the problems identified by
create and improve a prototype • Present a completed engineer design the learners on the chalkboard.
which uses magnetic force to solve worksheet with a description (worded or - In small groups, learners can discuss and
the identified problem. drawings) of the problem, possible select a problem to be solved with the use of
solution and a plan for the solution magnetic force. For example, Use list of
• Communicate to peers the problem (materials and sketches). To be assessed problems identified by learners (give choice
and the designed solution. by rubric: list if students can’t decide)
1. Tim cannot get his socks drawer to
4 Points – Exceptionally accurate remain closed. It always slides back
3 Points – adequately accurate out.
Values 2 Points – Somewhat accurate 2. The zipper for Pat’s book bag is
• Collaborate to define a problem 1 Point – Insufficiently accurate broken, and it is only three days
faced by people in the home, school 0 Points – Not attempted before school closes.
and community. 3. Deon’s pants are always falling off
Scoring Criteria 0-4 their hangers and she doesn’t like it.
• Collaborate to create a prototype Described the problem to be 0 1 2 3 4 4. The vendor of the school’s canteen
that uses magnetic forces to solve solved. has to slide the window open every
the problem. Did research to find out 0 1 2 3 4 time she sells children. She wants to
needed information keep it open, especially during recess.
• Display sensitivity to and offer Brainstormed list of ideas 0 1 2 3 4 5. Three brothers like to race their toy
assistance to peers who may have that might solve problem. cars every weekend, but their cars get
physical or learning challenges. Drew and labelled design of 0 1 2 3 4 damaged when they bump into each
the solution other. The boys need to prevent the
• Express the desire to find solutions Listed materials needed to 0 1 2 3 4 cars from bumping into each other.
that utilise magnetic force to solve build model of product. 6. Pencils keep rolling off the desk/table
problems identified. Explained how product 0 1 2 3 4 7. Papers keep falling off the wall in the
works Art and Craft corner
• Consider the impact of large
Learners must use the Engineer Design Process to
magnetic fields on health and
define, imagine, plan, create, and improve a
wellness of living things.
prototype that uses magnetic forces to solve one of
• Complete group-evaluation checklist for the problems identified.
the tasks completed, for example Each member of the group should be given a
constructing the prototype. responsibility such as materials manager,
encourager, and scribe.
Teacher should discussion the criteria for
assessing the presentations.
Example of how to solve a problem using magnetic
force. We know that magnets attract each other when
the poles are opposite.
If Deon’s pants are always falling off their hangers

she can use two pieces of magnets that attract each
other (opposite poles) and place them on the front
and back of the pants on the hanger. The magnets
will attract each other with the pants in-between.
• Display, oral presentation and

demonstration of the prototype that is
created to use magnetic force to solve the
problem identified. To be assessed by
rubric:
4 Points – Excellent
3 Points – Very good
2 Points – Fair
1 Point – unsatisfactory
Scoring Criteria 0-4

Described the problem the 1 2 3 4
prototype is designed to
solve
Use of appropriate materials 1 2 3 4
(recycle materials)
Design is appropriate 1 2 3 4
Prototype is workable and 1 2 3 4
solves the problem
Demonstrates how prototype 1 2 3 4
works
Use of appropriate 1 2 3 4
vocabulary
Speak loudly and clearly for 1 2 3 4
peer to hear
Creativity 1 2 3 4 An example of the Engineer design worksheet:
• For gifted students, assist them to build

a simple electric motor based on the
principles of magnetism.
See: https://www.education.com/science-
fair/article/no-frills-motor/
• Undertake a discussion with students

about the possible impacts of large
magnetic fields on the health wellness of
living things by first watching videos:
https://www.youtube.com/watch?v=Lipx
ltdeMyU (2:29 min)
https://www.youtube.com/watch?v=kf7KWkod3
Zw (7:57 min)
Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)
• A magnet is a material or object that produces a magnetic field.
• Magnetic field is an invisible force that pulls or attract iron materials made of iron.
• Magnets have two poles North and South poles. When the North Pole is brought close to the south pole of another magnet the two attracts.
When the North Pole is brought close to the north pole of another magnet they repel each other.
• Magnetic fields are areas around a magnet that pull on magnetic objects. The magnetic field lines of force exit the magnet from its north pole
and enters the magnet at its south pole.
• Uses of magnets: computer and stereo speakers, credit card magnetic strip, fridge magnets, computer and television screens, doorbell ringer,
compasses mobile phones.
Area for integration

TVET: Designing and creating prototype. Awareness: uses of magnets in everyday life. https://binged.it/2JHSitV (3;49 mins.)
Mathematics: Measurement - measuring materials to create prototype. Use of 2 and 3-D shapes to create prototype.
Language Arts: Oral and written presentations. Use of correct vocabulary
Social Studies: Use of problem solving skills to identify and solve social issues. Cooperating with group members to complete tasks.
HFLE: Examine the dangers of magnetic fields (for example, powerlines and communication devices [cellphones]).
Inclusive Resources and materials
Bar magnets, pieces of magnets, paper clips, steel cans, string, tape, cardboard Styrofoam sheets/pieces,
Text: Thrifty in Third Grade by Cassie Smith https://www.thriftyinthirdgrade.com/2017/10/3rd-grade-forces-and-interactions.html
Engineer design process resources:
http://slideplayer.com/slide/9343336/28/images/4/Engineering+Design+Cycle.jpg,
https://cdn5.f-cdn.com/contestentries/350020/1425545/56c202f26e166_thumb900.jpg
https://betterlesson.com/lesson/resource/3140309/engineering-design-process-graphi
Purpose of the Subject: The study of science necessarily encompasses knowledge, processes and values. A scientifically literate person will foster an
attitude of caring for our world as a responsible citizen. Their decision making will be enhanced by a systematic study of the structure and behavior of
the physical and natural world through observation and experiment.
Strand (Topic): Interdependence Relationships in Ecosystems
Essential Learning Outcomes (ELO-1): Construct an argument that some animals form groups that help members survive.
Learners are expected to: • Conduct a field trip in the school’s
• Oral Presentation - Teacher can identify environment for learners to investigate
Knowledge learners to share their groups’ responses to how some animals live in groups. For
specific questions. For example, A learner example, ants in a colony, sheep grazing in
• Identify types of animals that live in will share the group’s response based on flock/herd.
groups of varying sizes. “Do you think that an ant/a sheep can live Questions for discussion in small groups:
• alone? Why? - Can you count the ants/sheep?
• Identify survival conditions • Ask Learners to suggest what an animal - If yes how many are there?
needs to survive (for example, shelter, - What are some the things they do?
• Demonstrate an understanding that warmth, food, water, etc.) Ask them which (Possible answers: Ants build homes. Ants
some animals living in a community of these factors can be dependent on and sheep use plant or plant parts as food,
form groups to survive. grouping? etc.)
• Describe the advantages and the • Make and present individual journal entry - Do you think that an ant/sheep can live
disadvantages of animals living in of: alone? Why? (Possible answers: Ants that
groups. - at least two types of animals that live and live alone have a shorter life span and
work together. therefore die faster; the sheep can live
• Demonstrate an understanding of - two things each type of animals do in alone since it is an animal that can form
the use of the terms ecology, their groups to survive. company with other animals.)
ecosystem, population, community, Rubric: Accuracy of information, entry
adaptation, survive, environment, based on instructions, creativity. - What do you know about animals living
predators, prey, etc. together/in groups? (Possible answers:
• Complete anchor chart to describe the; Increases chances of survival; greater
- advantages of living in groups and/or chances of finding food, keeping warm
- disadvantages of living individually. and protecting each other, etc.)
• Read/listen to a story or watch videos or
. pictures to observe and discuss how
animals around the world live in groups.
Questions for discussion:
-What type of animals live in groups?
(Possible answers: Parrots, lions, bees,
elephant, monkeys, mosquitoes, ants,
Skills wasps, fish, etc.)
• Classify animals that tend to live in - What family relationships exist among
groups compared to those that members of the various groups? (Mother,
don’t. father, children, grandparents, aunts,
uncles, etc.)
• Analyse stories, videos or pictures
based on animals living in groups - Why do they live together? (Possible
as compared to animals living alone answers: The animals live together to
to determine the advantages and • Roleplay to show the advantages of educate their young, work together to find
animals living in groups as compared to food, and take care of their group
disadvantages of how some animals members, keep warm, etc.)
live. animals living individually. For example,
Scene 1 - How do they protect themselves, find
A group of learners as a given type of food and adapt to changes in the
• Roleplay to show the advantages animal (jaguar) pretending to attack and environment? (Possible answer: When
and disadvantages of animals living injure/ kill another learner as an identified animals feel threatened, they form a circle
in groups. animal (dog) living alone. to defend themselves against their
Scene 2 predators)
A group of learners (cows) surrounding
• Communicating orally and by their calves to protect them from one or Book: Animals that live in social groups
pictures, their ideas about the two learners (jaguars) (Big science ideas) by Bobby Kalman.
benefits of animals living in groups. Scene 3
One learner (ant) gathering objects (food) https://www.amazon.com/Animals-Social-
one bit at a time and many learners (doz. of Groups-Science-
ants) doing the same thing.
• Use observations to draw Ideas/dp/0778728250/ref=asc_df_0778728
conclusions to verify and support 250/?tag=bingshoppinga-
the claim that being a member of a 20&linkCode=df0&hvadid={creative}
Rubric: Correct portrayal of the
group has survival advantages advantages of animals living in groups as
• Identify situations where grouping compared to animals living individually, Video: Animals that live in
of animals for survival is enthusiasm, creativity, use of appropriate groups by Kelsi Turner
detrimental to other species costume. https://binged.it/2K6hTvL (5:35 mins.)
including plants and animals. • Oral Presentation on individual group
problem solving tasks. Videos: Hyenas on the hunt: National
Rubric: Accuracy of information, speaking Geographic - https://binged.it/2K9SLEf
loudly and clearly for peers to hear and (2:24 mins)
Values understand, creativity.
It is smarter to travel in groups
• Work respectfully with others in • Complete a Fryer 4 square model to https://binged.it/2K2x2hI (3:13 mins.)
exploring how animals live in demonstrate the understanding of the use of
groups in order to survive. new vocabulary. Wolf pack hunts a hare/the hunt/BBC
Earth https://youtu.be/gGludGaPKag (4:05 mins)
• Be an active participant with • Learners will work in small groups to
sharing and discussing with peers complete tasks. Each group can be given a
during drama and discussions. different task.
• For example,
• Follow given instructions from
teacher regarding the rules in the Group #: _________
debating competition.
Grade:___________
• Show concern for their safety and Names of learners in group:
that of others during the fieldtrip to _________________________________________
investigate how ants live.
Task 1:
• Show appreciation and assist their I am a small fish living in the canal/lake. It
peers who may have learning and is difficult living alone. How can the shoal
physical challenges as they are downstream help me to make life better for
engaged in activities. my survival?
• Show respect for animal groupings Task 2:

as a means of survival especially I am a wolf travelling in a pack. I want to
when it has negative impacts on • Write a composition titled “the reason why live on my own but my mom said that I will
human habitat. I live in a family.” (150-200 words) not survive. Why can’t I survive on my
Rubric: At least 3 reasons highlighted, own?
development of reasons, use of correct
. vocabulary. Task 3:
OR I am an ant travelling in a colony. What
adaptations do I needed for my survival
Draw three scenes/pictures to depict 3 during the rainy season. How does the
reasons why you can best survive by living colony help me to survive?
in a family.
• Define predator as “animal that obtains
food by killing and consuming other
Sometimes animals group together to attack animals”… and prey as “an animal that is
and eat livestock on farms. In some hunted and killed for food by another
animal.”…
ecosystems, the groupings get so large they eat
all the plant life. In parts of the world the • Ask learners to decide which of the
government will promote “culling of the herd following pairs are likely to be predator
or species” in order to control the population and prey (wolf/rabbit, chicken/fox,
antelope/lion, jaguar/armadillo,
and maintain a healthy food chain balance. monkey/harpy eagle).
Ask learners what they think of this form of
controlling the ecosystem balance. • Listen to or read the book aloud “Wolf
Island” by Celia Godkin or play video see:
https://www.youtube.com/watch?v=LMSt_
YJlgWk (6:52 mins)
• Ask learners to think about these questions
as you read:
- What happened to the deer that lived
together on the island? (The deer
population increased because there
were no wolves to eat them or keep the
population low.)
- How did the pack of wolves survive?
(Together they crossed the ice, which
joined the mainland to their Island, and
returned home where there many weak
and sick deer to eat.)
Because the animals lived in a closed ecosystem,

there was a limited amount of food. How
did the wolves leaving the island affect
the other animals on the island? (When
the wolves left, the deer population
increased, they ate most of the plants
which caused the other herbivore
population (rabbits and squirrels) to
decrease. This resulted in less food for
the carnivores such as owls and foxes.)
- What do you understand by the

statement “Life on the island was back
in balance”(The feeding relationships
were back to normal on the Island.
There were enough food for all.)

Teacher can demonstrate how a
population changes for wolves and
sheep by downloading and
demonstrating Netlogo (see:
http://ccl.northwestern.edu/netlogo/mod
els/index.cgi) Under the File menu
choose <models library>
<Biology> Run the simulation Wolf sheep
predation by double clicking. Set the
simulation on slower and vary the
number of sheep and wolves. Have
learners monitor the number of sheep
and wolves that survive. (click on Setup
and then Go to run the simulation)
Allow children to make suggestions
about starting conditions and get them
to predict what will happen to the
populations.
• Ecology is the study of relationships of organisms with each other and their environment.
• The area in which an organism lives
• A population is a group of organisms of the same species which live in a particular habitat.
• A community consists of all the populations which live in the same place and interact with each other.
• A group is a number of people or things that are out together or considered as a unit.
• Some animals form groups to help members survive (for example, ant colonies, herds of bison, hives of bees).
• Organisms react differently to changes in their environmental settings. Some survive and reproduce. Some move to new locations or into the
changed environment. Some will die.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Animal groups may serve different functions and
vary in size.
- Mathematics: Sets - Animal groups (population) of animals in a community. Measurement - sizes of animal groups (large/ small).
- Literacy: Vocabulary, listening, speaking, use of collective nouns, composition writing, comprehension, etc.
- HFLE: Self and interpersonal relationships: Building family relationships and communicating with each other. Grade 3 HFLE curriculum
Guide, pp. 10-12.
- Social Studies: Cooperation among group members for survival in the ecosystem, Relationships existing among members of the group, For
example, parents, children, grandparents, aunts, uncles, great grandparents, etc. Each group of animals has its own identity.
- Expressive Arts: Roleplaying to show advantages of living in groups.

Videos, books and pictures based on animals that live in groups, paper, cardboard, paste, scissors, crayons, string to make costumes, cardboard and
markers to anchor charts.
Strand (Topic): Interdependent Relationships in Ecosystems.
Essential Learning Outcomes (ELO-3): Construct an argument with evidence that in a particular habitat some organisms can survive well, some
survive less well and some cannot survive at all.
Learners are expected to:
• Oral presentation based on the selection
Knowledge
of an animal that will survive in the • Teacher provides each group (4-6
habitat given. Teacher may identify learners) with a picture or name of a
• Identify the habitats of various learners to do so. habitat for them to describe. For
organisms. Rubric: correct animal selected, example,
identified at least three adaptive features
• Identify the needs of plants and animals of the animal selected, communicate
in their habitats. information effectively to whole class.
• Demonstrate an understanding that • Present individual journal entry on how
organisms are well adapted/suited to organisms are adapted to their
survive in their habitats. environment. Use the format to make
entries. - Teacher will then provide each group
• Demonstrate an understanding of the with pictures or names of three animals
use of the terms, habitat, adaptation, for them describe (to highlight the
evolve, survival, organisms, physical features).
environment, predator, prey, etc.
• Explain how organisms use their

external features to help them survive
in their habitats.
• Explain how organisms depend on each

other for protection, shelter, nutrients,
dispersal and pollination. - Each group will select, from the three
animals provided, the animal that will
Skills • Complete and present a T-chart on what survive well in the habitat they
plants and animals need in their habitats. described earlier; for example, desert -
• Predict and observe the outcomes of For example. camel
placing an organism in a different - Group members will discuss and share
habitat. with class, three external features of the
animal that will allow it to survive well
• Work respectfully with others in in the habitat. (Monkey: prehensile tail,
exploring and investigating adaptation camouflage, long hook like hands and
of organisms for various habitats. feet; Camel: Fat reserved hump for
energy in times of need, Small hairy
• Effectively communicate big ideas and ears and bushy eye brows to keep out
findings from their investigations sand. Long neck to reach tall palms to
eat; Fish: fins to swim, gills to breathe
• Use their knowledge of habitats and in water and flat/streamlined body)
animal adaptations to create an
organism that can survive in at least -Teacher will monitor the group
two habitats. discussions to provide guidance on
adaptations when necessary.
Values Make a foldable. See: Add a cow, a snake and a frog to the list
http://2ndgradeponderings.blogspot.com/search? and have learners try to justify the best
• Work respectfully with others in q=foldable habitat from the three you have
groups in exploring animals and plants provided.
adaptations for their habitats. • Present completed investigative sheet
with prediction, observation and • Field trip to the zoo or rainforest.
• Appreciate and give assistance to peers conclusion of placing plants, earthworms Learners are to observe and make notes
who may have physical or learning or fish in different habitats. For example, of adaptive features of plants and
challenges when conducting practical animals that help them survive in their
and group work. habitats.
. • Watch video/read story based on
• Develop a curiosity on the survival of adaptation of organisms. Learners are to
living things in different habitat. observe and make note of adaptive
features of plants and animals that help
• Exhibit a curiosity to understand, them survive in their habitats.
observe, question and explore the (Teacher should previously make
usages of different habitats. comprehensive list of those features to
compare with learners.) - Video:
• Appreciate that zoos, botanical Adaptations in plants and animals.
gardens, conservation parks and Environmental studies..
aquariums mimic the natural habitat for • Group presentation of responses to https://binged.it/2QvO8FS (6:15 mins.)
organism to survive while they are questions based on the investigation. Adaptation in Animals.
exhibit. Rubric: correct identification of habitat https://binged.it/2QuGsUe (6:20 mins)
represented, correct reasoning for - Book: Animal adaptations by Victoria
• Develop an awareness of possible outcomes in each habitat, appropriate Bell.
preconceptions/misconceptions. For and creative drawings of plant with new https://www.storyjumper.com/book/inde
example, the predictable outcomes of adaptation features. x/12371902/Animal-Adaptations
placing a plant in the wrong soil type or
placing an animal in the wrong habitat. • Formative paper and pencil assessment Discussion based on information given
where learners evaluate the evidence in video or book. Use questions to guide
• To act as stewards of the environment, from investigations, videos and books to learners’ discussions. For example,
protecting habitats and their inhabitants determine: - What do you understand by the term
from undue human influences, for - The characteristics of organisms that adaptation? (Adaptations are features of
example, pollution, destruction, etc. might affect survival. organisms that help them to survive in a
- The similarities and differences in habitat.)
adaptive features and needs among - Why do organisms need to adapt to
organisms found in the same and their environment? (Organisms need to
. different habitats. adapt in order to survive. For example,
- How and what features of the habitat do find food and reproduce.)
not meet the needs of organisms? - What do organisms need in their
habitats? (Organisms need food, shelter,
protection, mate, etc.)
- Can organisms change their habitat as
they like? Why? (No, they require
specific adaptations for survival in a
given habitat.)
- How are organisms adapted to live in
(for example, aquatic) habitats? (They
must have features to move in water
(fins, flippers), breathe in or above
water, feed in water, etc.)
- How did the monkey use its external
features to survive in its habitat?
(Monkeys have long hands and feet to
swing on trees. Their tails allow them to
grip on branches and find food.)
• Teacher to use observation checklist to • Investigate to determine how plants and
assess learners during small group animals are affected when moved from
activities. For example, their habitat. Describe how plants and
animals respond to the new habitat.
- Teacher must germinate seeds and
grow at least three plants (bean, tomato
or any other type) until they can fully
photosynthesise.
Or ask learners to bring a small potted
plant.
- Teacher can recycle bottles (cut to use
bottom half), add dry soil (1/2 of the
container) for two of the containers.
Pour pond/lake/creek water to ½ full the
third container.
- Transfer a plant to each container with
soil (label habitats 1 and 2). Transfer a
• Complete 3 2 1 Exit Ticket based on third plant to the container of water
discussions. (label habitat 3).
- Place habitat 1 in an open area that
3 2 1 Exit Ticket Template receives lots of the sun’s energy for the
rest of the investigation (represents a
3 Things I learned today… desert habitat).
2 Things I found interesting - Place habitat 2 in a cool area to
1 Questions I still have… receive adequate sunlight. Add
. approximately 15-20 ml of water daily
throughout the investigation (represents
• Participate in show and tell to present the the natural soil habitat of the plant).
organisms created to survive in two or - Place habitat 3 in a cool area to
more habitats. receive adequate sunlight throughout
Rubric: Name of organism, type of the investigation (represents an aquatic
organism (plant/ animal), habitats to live habitat).
in, two adaptive features for each - Have learners (in groups of 4-6)
habitat, how features will be used in the predict and record their observations of
various habitats, creativity, effective the habitats for five days using the
communication. observation format.
• Complete and present organiser with
similarities and differences in adaptive
features or needs of organisms in the
same or different habitats. For example,
• Learners in groups will discuss and

answer questions (orally or written)
based on the investigations. For
example,
- What do habitats 1, 2 and 3 represent?
- In which of the habitats the plant
couldn’t survive at all? Why?
• Complete and present an anchor chart or - In which of the habitats was the plant
journal entry to show three ways by able to survive less? Why?
which plants and animals depend on each - In which of the habitats was the plant
other. able to survive well? Why?
- What adaptive feature(s) the plant has
had that made it survive well in habitat
2?
- What adaptive feature(s) did the plant
need to survive well in habitats 1 and 3?
(To survive in habitat 1 the plant needs
reduced leaves and thick stems to retain
water and prevent excess water loss,
etc.; In habitat 3, the plant needs to be
light to float or denser to be submerged,
have roots fully submerged in water,
etc.)
- Draw the plant to show the adaptive
feature(s) for habitat 1 or 3.
• Group presentations on the responses to
the questions. Each member will present
the response to a question.
or
NB. This investigation can also be done by

using earthworms instead of the plants.
or
• In groups of 3-4, learners can create

aquariums by using large clear plastic
bottles, one with fresh water and
another with salt water.
- Place the fresh water fish in the bag
with fresh water and the salt water fish
in the bag with marine/salt water.
• - Record and discuss observations
(behaviour of fish).
- Place a fresh water fish into the salt
An information paragraph. water habitat and a salt water fish into
The bird’s habitat is the woods. Birds like to make nests the fresh water habitat for 15 minutes.
up high away from animals that might eat them. Those are • Return the animals to their correct
called predators. They can also live in holes in trees, but habitats.
only if they are small enough. Animals need air and water
to survive. We have seen birds drinking water in puddles. • Record and discuss observations
A bird needs nutrients to grow. It sometimes eats worms (behaviour of fish).
or seeds. The bird watches over her nest where she lays
her eggs. We know a bird is a living thing because it • Use their knowledge of habitats and
reproduces. Our baby bird was born on March 2, 2015. We
decided to call her Chatty because she chirps so much.
animal adaptations to create an
organism that can survive in at least two
In the paragraph get the Learners to recognise and habitats. Learners can draw or make a
circle: model of the organism with two
Capital letters (begin sentences, names, dates) adaptive features for each habitat.
Complete sentences. For example, a fish with wing-like
Periods in sentences. pectoral fin to fly short distances out to
Commas land for a short time and the pelvic and
anal fins modified for swimming in
New science words
water and crawling on land.
The idea is that the teacher would purposely put • Participate in ‘show and tell’ of their
mistakes in the paragraph for learners to correct.
drawings and models.
• Play a game ‘Can you find me?’ using
• Make observation and collect data from
pictures of animals in camouflage.
comparing and contrasting living things
in different and same habitats; for
- Have the learners form 3 lines
example, a desert plant with a rainforest
- Mount a large picture on the board/
plant or an aquatic plant. How are they
wall showing an animal in camouflage.
similar and how are they different?
- The learners at the front of the line will
Which of the two plants might most
run to the board to find the animal in the
likely be eaten by an animal that likes to
picture.
eat stems? Give reasons for your
- The learner that finds it first gets a
answer.
point for the team and goes to the back of
the line.
- Change the picture and the next three
will run to the board to find the animal.
- Repeat until each learner gets two
chances.
- The team with the most points wins the
game.
• Read book or watch video to discuss the

importance of camouflage as an
important adaptation for survival in a
habitat. Remind learners of the
definition of the terms predator and
prey.
Video: Animal Camouflage-
https://binged.it/2WpW1lN (4:11 mins.)
Critter Camouflage by William Straits
(see:
https://www.nsta.org/store/product_deta
il.aspx?id=10.2505/9781681403489.2F)
Answer strategic questions; for

example,
- What animals camouflage?
- Why do animals need to camouflage?
- Camouflaging can be good for some
animals and bad for others. Explain.
• Teacher should ask learners to identify

ways that human beings have adapted so
they can survive in cold, hot, wet and
dry climates. Learners should draw a
picture that may include clothing,
shelter, food etc.
Teacher can use two read aloud books

where learners are asked to identify
adaptations and ecosystems.
Salamander Room by Anne Mazer(see:

https://www.youtube.com/watch?v=hZr
tzCA9pmY
Farmer Joe’s Hot Day by Nancy Wilcox

(see: https://www.amazon.com/Farmer-
Joes-Hot-Day-
Scholastic/dp/1443113751/ref=sr_1_15
?keywords=farmer+joe&qid=15597649
54&s=books&sr=1-15
• A habitat is a system that supports the basic needs of a variety of organisms living there; that is, it provides a living thing with everything it
needs to survive.
• Living and non-living factors in a habitat can affect an organism’s ability to survive.
• Physical and behavior adaptations help organisms survive in their habitat.
• As a habitat changes, an organism’s survival chances might change with it.
• Living things require different types and amount of sunlight, food, water, shelter and space and protection; for example, camouflage .
• Living things can only grow in suitable habitats that supply all their needs.
• In a particular habitat some organisms can survive well, some can survive less well, and some cannot survive at all.
• If a habitat fully meets the needs of an organism (a living thing), the organism can survive well with that environment.
• If a habitat partially meets the needs of an organism, that organism can survive less well, lower survival rate, increased sickness, shorter
lifespan.
• If a habitat does not meet the needs of the organism, that organism cannot survive in that environment.
• Organisms in a habitat depend on each other for food.

• Literacy: Participate in collaborative conversation with different partners about topic. Listening to others, speaking one at a time about
the topic - test by way of discussion.
• Social Studies: Humans depend on their environment to meet their needs and wants. Relationships - Humans and other organisms in a
habitat depend on each other for survival. Diversity – The diversity of organisms in a particular habitat is influenced by various
adaptations for that environment.
• Mathematics: Measurement, number concept, graphs, Venn diagrams.
• TVET: Engineering Design - Creating an organism (plant/animal) that can survive in at least 3 different habitats.
• Expressive Art: Creating art project depicting a variety of animals and plants in one habitat to depict interdependence.
• HFLE: Managing the environment – Man and his environment: Man’s dependence and influence on the environment. Grade 3 HFLE
Curriculum Guide, pg. 32

Use of multisensory activities and materials to assist all learners.
Large empty plastic bottles , pots, plants from different habitat, fishes from salt and fresh water, videos, charts, containers to recycle, water,
Book: Animal Adaptations by Victoria Bell - https://www.storyjumper.com/book/index/12371902/Animal-Adaptations#
Pictures showing how animals camouflage.
Strand (Topic): Interdependent Relationships in Ecosystems
Essential Learning Outcomes (ELO-4): Make a claim about the merit of a solution to a problem caused when the environment changes and the
types of plants and animals that live there may change.
• Read aloud or have learners read "The Great
Learners are expected to: • Present completed anchor chart with
words/drawings to summarise Kapok Tree: A Tale of the Amazon Rain
Knowledge environmental changes, for example, Forest" by Lynne Cherry.
https://binged.it/2JKnetr (7:53)
• Identify some factors that contribute
Changes Type of Change • Discuss the following: What impact will
to Cause(s) Effects Natural Human
to environmental changes which environ. chopping down the rain forest have on:
impact the survival of plants and Drought Prolong Cracked (a) the animals, (destroy their homes/ habitats)
animals; for example, floods, sunshine earth ✓ (b) the soil, (erosion)
drought, and deforestation. (c) humans? (Loss of food, medicine, materials
Death of
plants and for clothing and shelter).
• Describe how changes in animals
environmental conditions (human
Shortage
and natural) impact the survival of of food
plants and animals. supply
• Explain why different organisms Migration

of
need specific environmental animals.
conditions to survive.

use of the terms: environmental • Have learners role play the effects of • Show learners the Evolution of Camouflage
changes, adaptation, erosion, floods, human activities on plants and animals in video:
drought, and camouflage. the environment. For example, some https://www.pbslearningmedia.org/resource/tdc
residents in your community dump their 02.sci.life.evo.camouflage/evolution-of-
garbage in the nearby trench. This action camouflage/ (0.58 mins) and discuss the
has started to affect the living organisms in following: The praying mantis is well disguised
the community. As a result, members of the for life in a tropical tree. What might happen to
Skills community decided to hold a community praying mantises if all those trees were cut
meeting to discuss this situation and decide down?
• Observe the effects of environmental what action(s) should be taken to prevent
changes on plants and animals. the dumping of garbage. • Have learners conduct a simulation to explore
the effects of cutting down trees on insect
For your assigned group, take 10 minutes
• Investigate changes in local population in the rainforest. For example, place
to decide what the stakeholders’ position
environmental conditions that a large piece of green cloth/fabric or other
or perspective would be on this action.
impact the survival of plants and material on a table to represent the trees in the
Should the residents continue to allow this
animals. rainforest. Scatter about 50–100 green paper
action to continue? What would the
squares (to represent praying mantises)
stakeholders likely to say and why? What
• Predict what might happen in a actions should be taken against the
randomly across the fabric. In groups of 3–5,
community have learners gather around the table and stand
residents who continue this act?
o where some plants and with their backs to the fabric. Explain to
animals are scarce. Stakeholders: learners that they represent birds that feed on
o if there are too many of the praying mantises. Tell them not to turn around
- Village captain/mayor/NDC yet. When you give the signal, learners will turn
same plants and animals.
chairman around quickly and grab as many bugs as they
• Classify factors that contribute to - Environmental Health Officer can within five seconds. When you say stop,
environmental changes as natural learners must turn back around.
- Farmers
and human made.
- Community Health Worker, for • After learners feed, have them count how many
• Communicate experimental results example, Medex, nurses. praying mantises are left on the fabric.
by drawing diagrams and writing
statements and reports. - Three residents. • Replace the green fabric with the brown fabric
Values • Present completed cloze passage on the and scatter the green paper squares across the
fabric again. Explain to learners that the brown
• Display sensitivity and offer impact of changes in environmental
assistance to peers who may have conditions on the survival of plants and fabric represents the rain forest after all the trees
physical or learning challenges when animals. For example, have been cut down. Have learners repeat the
conducting practical and group feeding simulation.
work. Use the following words to complete the
passage: • After learners feed, have them count how many
• Express the desire to find out the
impact of environmental changes on disease; endangered; food; capybara praying mantises are left on the table this time.
organisms by exploring and (Capybara); organism; threatened;
conducting investigations. • Engage learners in group discussion of the
thrive; nest
results of the experiment.
• Ask questions about what would Changes in an environment affect its living
happen to the organisms living in a - What impact did changing the fabric colour
habitat if the temperature or water things. A change that affects one type of have on the number of green squares left on
distribution or other factors change. ____________________can eventually the table? (It made the mantises more
affect other populations. For example,
jaguars eat _______________. Mice and visible to be eaten/ picked up).
• Willingly record observations and snakes live in the _______________ that - How does this model illustrate the impact
findings from environmental the Capybara builds. If a/an that cutting down trees have on the praying
changes investigations in a given
format. ________________ destroyed the mantis population? (This can quickly
Capybara, all these animals would be reduce the mantis population, since their
• Use observations from investigations affected. homes will be destroyed, predators can
to draw a conclusion or verify a easily catch them, etc.)
prediction. Changes affect different populations in
- What factors might be even more critical to
different ways. If all the Capybara die out,
mantis survival than lack of camouflage?
• Demonstrate awareness of the need the grasses they feed on will grow and
to care for and protect the (Availability of food; shelter)
_______. However, the eagles that feed on
environment and organisms. - If trees were cut down would all the praying
the Capybara would lose a source of
mantis die? (No, some may migrate to new
• Work respectfully with others while __________. There may be fewer eagles in
and similar habitat/some may adapt to the
exploring environmental changes the future. Eagles could become a/ an
and its effects on plants and animals. changed habitat.)
_______________ organism. If, one day,
- What features might help some of the
there were only a few eagles living, the
• Make a conscious effort as a animal would be _______.
remaining mantises survive in a treeless
concerned citizen to mitigate environment? (Example: a brownish
damages to the environment that are coloring - camouflage.)
natural and prevent those that are of
human’s making. • Vocabulary: Cut and Paste
Have learners cut and paste the following
• Have learners explain to their families and
• Compare the pros and cons of words to describe new vocabulary terms:
learners from other grades why it is so
promoting tourism in our hinterland important to preserve the tropical rain forest.
when the ecosystem may be Ask them to brainstorm things they as a family
impacted by increased human traffic. environmental changes, adaptation,
can do to help. (NB. To encourage learners to
erosion, floods, drought, camouflage
follow through, have them submit their
brainstormed list signed by all members
The changes to the conditions in the
participating in the activity.) Ask learners to
environment because of natural or human
consider whether tourism in the rainforest may
causes is called
alter the habitat for plants and animals.
A way of blending into the environment or • Clear cutting of the rainforest affects the habitat
hiding something by covering or colouring for plants and animals but also provides
it so that it looks like its surroundings is employment ($) for locals. Conduct a debate or
called role play where the children act out the parts of
various stakeholders that may benefit or lose
with such a venture.
The natural or human activities that cause
water to cover the land is called
• Have learners work in groups to investigate how
Prolong sunshine and shortage of rainfall floods affect plants. For example,
over a period will result in - Write a prediction for what will happen to
plants if they get too much water.
Special skills which help animals to - Label three identical plants A, B and C. Add
survive and do everything it needs to do in the following volume of water to each plant:
its surroundings is called an ✓ Plant A: 60 mL water once a week.
✓ Plant B: 60 mL of water daily.
• Complete observation sheets with drawings ✓ Plant C: 120 mL of water daily.
and words to identify the effects of drought - Predict which plant will grow the tallest
and floods on cactus plants and grass and record the prediction.
plants. For example, - Monitor the plants daily. Measure how tall
Effects of Environmental they grow. Record how they look with words
Plants conditions and pictures.
Drought Flood - Analyse data: How did the plants change
over time? Which do you think is the
Cactus healthiest?
Grass - Conclude: What happens to some plants
when there is a flood?
- Extension: Could your plant recover from a
• Persuasive Writing: Save the flood? Stop watering Plant C for a week.
Turtles/Jaguars/Mangroves… How does the plant change?
Choose an endangered organism you care
about. Research to find out why this • Have learners work in small groups to
animal/plant is in trouble. Write a investigate how environmental changes affect
paragraph to convince readers that this plants. For example,
animal/plant should be saved.
- Ask learners “What happens to cactus and
grass plants when their environment gets
• Present completed engineering design more or less rain than usual?” Have
sheet. learners write a prediction. Let them start
• Display a model of the solution to the with “If the amount of water a plant gets
problem identified at a mini exhibition. changes, then . . . .”
Rubric: Appropriate design, use of - Allow learners to test their
materials from the environment, Hypothesis/prediction: Fill two aluminum
Explanation of the design of the bats’ or
monkeys’ home and how it solves the pans with the same amount of soil. Label
problem. one pan FLOOD and the other pan
DROUGHT.
- Plant one of each kind of plant in each pan.
- Water plants in the FLOOD pan daily using
the same volume of water. Do not water
plants in the DROUGHT pan.
- Record Data. Monitor the growth of each
plant. Draw and record the growth of each
plant over two weeks.
- Communicate: What happened to the plants
in the FLOOD pan? What happened to the
plants in the DROUGHT pan?
- Which plants could survive during a
drought?
- Which could survive during a flood?
- Why did the environmental changes affect
the plants differently?
• Allow learners to investigate how plants

respond to temperature changes. For example,
- Place one fern plant in a shaded spot inside

the classroom. Place another fern plant in a
place where temperatures are at least 5–10
degrees Celsius lower than the classroom
temperature. Water each plant with the
same amount of water.
- Observe the plants every day for the next
few days. What do you notice?
- Draw conclusions: How did the temperature
change affect the plant that was placed in
the cold? Would a fern plant survive if the
climate suddenly turned very cold?
• Engage learners in engineer design activities.

Have learners define a problem resulting from
environmental changes. Allow them to design a
solution to the problem. Allow learners to use
the engineer design process to solve the
problem identified. For example,
Possible problems to be solved:
o Mr. Benn’s ceiling is infested with bats

which disturbs him at nights. He wants to
keep them away from his ceiling but also
wants to ensure that they are safe and
comfortable in a new environment.
Group 1: Design a solution to help Mr.

Benn keep the bats out of his ceiling
without harming them. For example.
- Install a bulb to light at nights in the
ceiling
- Cover all openings to the ceiling with
sponge or mesh
– Sprinkle cinnamon in the area
– Tie moth/naphthalene balls in cloth and
place them in the ceiling
– Spray water often in the ceiling
Have learners talk about how the ceiling
environment has changed and by which factor
(human).
Group 2: Design a solution to help Mr.

Benn ensure that the bats are safe and
comfortable. For example, design a home
with the right conditions for the bats to
survive. The home must be close to water
and food (fruit trees/insects). It must have
beams/bars for them to hold and hang and
keep them safe from predators during the
day. It must be warm and dry as well.
Have learners talk about the conditions of the

newly designed bats’ environment.
o After cutting down trees to clear land for

mining, one worker of the mining company
found two baby monkeys among the thick
branches of the felled trees and gave them
to a local zoo keeper. Design a solution to
help the zoo keeper to create an
environment similar to the one they lost. For
example, the environment must consist of
fruit trees for them to swing and play and
find fruits. It must be close to water and safe
from predators.
Have learners talk about the conditions of the

newly designed monkeys’ environment.
• Have learners share their solution design with

peers during a mini exhibition.
• Have learners investigate what causes living
things to become endangered/ threatened.
- Choose a plant or animal that lives in
Guyana that is classified as threatened or
endangered; for example, mangrove,
corrida, leatherback turtle, harpy eagle,
jaguar, and tapir.
- Use research materials to find out when the
organism became threatened or
endangered. Find out what caused the
organism to become threatened or
endangered, such as deforestation/habitat
loss, pollution, mining or hunting.
- Communicate: Make a map showing where
your organism lives in Guyana.
- Have learners share the information
gathered with classmates. Allow them to
compare their organisms with those other
learners chose. Did the causes they found
also affect the organisms their classmates
chose?

• The environment is everything around us. All our surroundings including the air, soil, water, plants, and animals make up the environment.
• Human and natural activities cause the conditions in the environment to change over time. These changes in the environment affect the lives
of plants and animals.
• Drought, floods, and increased temperatures are some natural factors that cause changes to the environment.
• Human factors that contribute to environmental changes include deforestation, pollution, and land clearing for infrastructure.
• Literacy: Vocabulary, listening, speaking, reading book "The Great Kapok Tree: A Tale of the Amazon Rain Forest" by Lynne Cherry.
Writing paragraph on endangered species; writing simple lab reports; research and compile information on threatened species in
Guyana.
• Mathematics: Measurement: measure volume of water; measure the heights of plants; represent data on tables and graphs.
• Social Studies: Place: Effects of natural disasters on an ecosystem. The need for individuals to cooperate and take the necessary steps to
preserve the environment.
• HFLE: Managing the environment – Threats to sustainable development. Grade 3 HFLE curriculum, p. 32
• TVET: Design and create appropriate homes for specific organisms.
"The Great Kapok Tree: A Tale of the Amazon Rain Forest" by Lynne Cherry, green print fabric/cloth or other suitable material, brown fabric, 100
one-inch squares of green construction paper, video: Evolution of Camouflage video:
https://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.camouflage/evolution-of-camouflage/, 3 identical plants, graduated
cylinder/measuring cups, water, ruler, two small fern plants, thermometer, aluminum pans/other suitable container to grow plants, 2 cactus plants, 2
grass plants, watering can/suitable container to water plants.
behavior of the physical and natural world through observation and experiment
Strand (Topic): Inheritance and Variations of Traits: Life Cycles and Traits
Essential Learning Outcomes (ELO-1): Develop models to describe that organisms have unique and diverse life cycles but all have in common
birth, growth, reproduction and death.
Specific Curriculum Outcomes (SCO) Inclusive Assessment Strategies (IAS) Inclusive Learning Strategies (ILS)
Learners are expected to: • Learner observation: Listen to learners and • Engage learners in field trip around the
Knowledge assess them as they discuss the following in community, kitchen garden, botanical
small groups. For example, garden, zoo, farm, nearby forest or other
• Demonstrate an understanding that 1. Why is reproduction important? What suitable place to observe caterpillars and
reproduction is how living things would happen if organisms stop butterflies, tadpoles and frogs, chicks and
(organisms) continue their species reproducing? (Reproduction ensures the chickens, ducklings and duck, seedling
through time – by having young. survival of species otherwise they will and mature plant, or the young and parent
be extinct.)
of other organisms residing in and around
• Recognize that each species of 2. State the stages that are common in the
the area. Allow learners to record
organism has a distinct life cycle but all life cycle of all organisms? (Egg/ seed,
juvenile (immature plant or animal) and observations by writing or drawing in their
have birth, growth, reproduction and science journal. Have learners share their
death in common. reproducing adult.)
3. Why do you think life cycles are observations with their peers.
important? (In order to ensure the
continuation of species.) • Allow learners to work in small groups (2
• Identify the stages in the life cycles of
plants and animals. – 4) to create a chart with a list of plants
• Present completed worksheet with the life and animals observed on the field trip.
cycles of organisms NB. Learners can draw, Have learners display chart and mount
• Give examples of organisms that colour, or cut and paste pictures and label to same around the class. Point out that some
undergo complete and incomplete identify the stages: of the organisms on the chart are actually
metamorphosis. the same thing. For example, mangoes
Butterflies start life as tiny eggs laid on top of actually came from a mango tree. A
leaves. The butterfly lays them on leaves they caterpillar is another form of the butterfly.
• Describe patterns in the life cycles of like to eat. When the egg hatches, out comes the Have learners volunteer to find other
plants and animals. larva, or caterpillar. They eat and eat. As they
matching pairs from the charts (such as
grow, they shed their skin or exoskeleton. When
the caterpillar has grown to its full size, it tadpole and frog, chick and chicken,
cocoons as a chrysalis. This is called the pupa duckling and duck, calf and cow etc.)
• Demonstrate an understanding of the stage. When the caterpillar is done forming
use of the terms life cycle, growth, inside the pupa, a butterfly will emerge. At first
reproduction, metamorphosis, larva, its wings are folded, but within hours they pump • Explain to learners that the matching items
pupa, hatching, life stage, cocoon, and blood into them and are ready to fly. are really different stages of the same
chrysalis. plant or animal. Example a mango tree
grows from a seed, then it produces
mangoes. A frog lays eggs; they hatch into
Skills
tadpoles, then grow into frogs. Relate this
• Observe the life cycles of plants and
to their own growth from a baby through
animals.
to adulthood. Ask them how their
features/characteristics have changed
• Investigate the repeating patterns in
animal and plant growth. based on their memory or pictures from
when they were a baby. (For example,
• Use knowledge of life cycles to create height, weight, hair length, strength, etc.)
a model or drawing of the life cycle of
a selected organism.
• Draw or display a chart on the board of a
complete life cycle of a selected organism.
• Classify organisms based on the NB. Pick an organism that relates well to
number of stages in their life cycles the field trip. In cases where learners are
(complete and incomplete not able to find matching pairs, simplify
metamorphosis) the assignment by bringing in pictures of
different life cycle stages (for example a
mango and a mango tree, or a tadpole and
• Compare and contrast the life cycles of frog) that learners can look through and
different organisms (plants and find a matching pair.
animals).
• Provide learners with pictures of the

• Predict phenomenon based on patterns • Place these pictures in the correct order
for their life cycle. different stages of the development of an
identified among life cycles. For
organism. Allow learners to work in
example, prediction could include – if
groups to cut out, arrange and paste
there are no birds, deaths will continue
and eventually there will be no more of pictures on cardboard to show the order in
that type of organism. which an organism grows and develops.
Have learners display their completed
cycle to the class and explain the cycle
• Communicate experimental results and they created.
research information about life cycles
by drawing and identifying key
vocabulary. • Have learners explore the life cycle of a
plant. Allow learners to plant a bean seed
and observe its growth over a period of
• Analyse and interpret data from two weeks. NB. Ensure that learners water
experiments and research about life the bean seed and place it where it can
cycles to make sense of phenomena
receive sunlight. Allow learners to
using logical reasoning.
document the growth of the bean seed
starting from the first day the seed is
• Measure, record and graph the growth • Complete cloze passages to help describe planted. Have learners report their
of plants over a given period. life cycles of organisms. observations to the rest of the class at the
end of the 2 weeks.
Use these words to complete the following
Values passage: Watch video of bean plant growth
adult cones eggs https://www.youtube.com/watch?v=w7
• Display sensitivity and offer assistance fruit germinate pollination 7zPAtVTuI (3:10 min)
to peers who may have physical or reproduce wind • Engage learners in watching videos
learning challenges when conducting showing insect life cycle:
practical and group work. Plants go through stages known as a life cycle. https://www.bing.com/videos/search?vi
Plants _________________ from seeds and ew=detail&mid=9A8F6B4277EDE696
• Express the desire to gather grow into ________________ plants. Then the F08B9A8F6B4277EDE696F08B&shtp
information and find answers about life plants reproduce. When plants die, they return =GetUrl&shid=10640a73-60b6-4626-
cycles by researching, exploring and nutrients to the soil that new plants use. 854c- (15.49 mins)
conducting simple experiments. Flowers help flowering plants
___________________. Flowers produce pollen • Reading poems and books about life
and ___________________. Animals and cycles:
• Record willingly observations based on ____________________ move pollen to eggs.
life cycles of plants and animals in a This movement is called ___________________. - From Caterpillar to Butterfly by
given format. After a flower is pollinated, a seed forms and is Deborah Heiligman, Bari
protected by a _________________ that grows Weissman (Illustrator),
around it. Conifers make seeds in ____________ https://www.amazon.com/Caterpillar-
• Work willingly with others in instead of flowers. Wind blows pollen from small Butterfly-Lets-Read-Find-Out-
exploring and investigating life cycles. male cones to large female cones. The large Science/dp/0062381830#reader
cones grow seeds. - Animal Life Cycles, Growing and
changing
• Participate in show-and-tell activities, • Present anchor charts with https://www.amazon.com/Animal-Life-
bringing a plant or an animal from drawings/pictures and words to show Cycles-Growing-
home and sharing a story or organisms that go through complete and Changing/dp/0778723127#reader
information gathered about its life incomplete metamorphosis, for example,
cycle.
• Suggest and demonstrate willingly how

to care for plants and animals during
the various stages of their life cycles.
• Demonstrate a concern that pollution

can seriously impact the life cycle of
many plants and animals.
• Present a life cycle glossary through Retrieved from:

matching words with description, for https://www.bing.com/images/search?view=de
example, tailV2&ccid=+hPTupQD&id=FFD4330E537A
CD14AB8F6C20363147B7406B0446&thid=O
Match the correct letter with its description. IP.-
a. adult b. egg
c. hatching d. larva • Generate class discussion about life
e. life cycle f. life stage cycles. For example, what do all life
g. metamorphosis h. pupa cycles have in common? (Egg/seed,
young and reproducing adult.)
1. ______ a structure containing food and
• Which process allows organisms to
nutrients that young animals need in order to
grow produce offspring? (Reproduction) Why is
it important for organisms to produce
2. ______ the stages through which animals offspring? (To ensure the survival of
grow, change, reproduce, and die species otherwise they will be extinct.)
3. ______ the process by which an animal breaks • Have learners use the following work
out of an egg sheet to create an example of a life cycle
picture of any plant or animal or their
4. ______ a young insect that has just hatched
choice.
5. ______ the stage of an animal’s life cycle
when it reproduces
6. ______ the stage in which an insect is

changing into an adult
7. ______ a process by which an organism’s

body changes form
8. ______ a step in the life cycle of an organism

• Have learners hang their life cycle picture
around the class. Have learners pair up
with someone who chooses a different
category of organism (for example, if
learner 1 chose an animal, have them pair
• Present completed graphic organizer to
up with learner 2 who drew a plant life
compare the life cycle of different
cycle). Have each learner explain the
organisms:
drawing he/she made to his or her partner,
then listen as the partner takes a turn at
explaining. This strategy is meant to
highlight the differences between plant
and animal life cycles. NB: This activity
could also be done just with animal cycles.
Have the class focus on two different life
cycles, (for example, frogs and butterflies)
then divide learners in pairs to compare
the two different animals.
• Present completed observation sheet for
bean plant, for example,
• Water pollution can cause many

problems with the life cycles of plants
and animals. One example is the use of
arsenic in gold mining in Guyana.
Consider the following report on an
environmental disaster in Guyana.
“A breach of a waste tailings pond in August 1995 at
a mine site owned by Omai Gold Mines
Ltd. (OGML) allowed an estimated 3.5 million cubic
meters (120 million gallons) of toxic effluent
containing cyanide and copper as well as other
heavy metals into the Omai and Essequibo rivers.
The spill was the fourth cyanide accident at the
facility in 1995. Many of the 50,000 residents
upstream, fish, boat, bathe and drink water from the
river. Much of the biota in the Omai River was feared
to have been killed, but it was hoped that the sheer
volume of water flowing into the Essequibo during
the wet season might rapidly dilute the poison.
However, Amerindians, traders and miners living
along the riverbank reported not only dead fish but
also wild hogs floating belly-up and made complaints
about skin rashes and blistering from using river
water endured for two months after the accident. The
government issued warnings to all residents
downriver of the mine to cease using the river for
washing, drinking and fishing.”
Retrieved from:
www.worstpolluted.org/reports/file/10worst2.pdf
What can we do to prevent these accidents?
• The oil industry holds great promise for

many countries with identified reserves.
But with the potential prosperity comes a
responsibility to protect animals against
spills. Have children watch a movie
about oil spills and the impact it can have
on waterfowl and other species.
See: Oil spill in Trinidad
(https://www.youtube.com/watch?v=l63g
25RvstU (3:27 min)
• A life cycle is a series of stages a living thing goes through during its life. All plants and animals go through life cycles. It is helpful to use
diagrams to show the stages, which often include starting as a seed, egg, or live birth, then growing up and reproducing. Life cycles repeat
again and again.
• The growth of animals and plants follows a pattern. Most plants grow from a seed, mature, and produce seeds. More plants will grow from
the seeds that were produced and the cycle continues. Animals produce offspring that grow, mature, and produce more offspring. Most
animals have a very simple life cycle which follows a pattern. The simple life cycle includes infant, youth, and adult. Some animals have a
metamorphic life cycle which follows the pattern of egg, larva, pupa, and adult. Some examples of animals that have a metamorphic life
cycle are butterflies and frogs.
• Most animals including fish, mammals, reptiles and birds have very simple life cycles:
- they are born (either alive from their mother or hatched from eggs)
- they grow up
- These animals have three stages – before birth, young and adult. The young are typically similar to the parent, just smaller. The young
slowly “grow” to become adults.
• Amphibians, like frogs and newts, have a slightly more complicated life cycle. They undergo a metamorphosis (a big change):
- they are born (either alive from their mother or hatched from eggs)
- they spend their childhood under water, breathing with gills
- they grow into adults and move to the land, breathing with lungs
Animals that Undergo a Complete Metamorphosis:

• Insects
These insects have four stages in their life cycle:
- egg: unborn stage.
- larva: young stage – this is when most of the feeding is done. (they usually look like worms)
- pupa: inactive (no feeding) stage between larva and adult stages. (usually well camouflaged)
- adult: final, breeding stage. (they usually grow wings)
Animals that Undergo an Incomplete Metamorphosis:

• About 10% of insects go through an incomplete metamorphosis.
They do not have a pupal form – these include dragonflies, grasshoppers and cockroaches.
These insects have three stages in their life cycle:
- egg: unborn stage.
- nymph: young stage – this is when most of the feeding is done.
- adult: final, breeding stage – including wings.
• Literacy: Vocabulary – building word list and decoding new words relating to life cycles; listening to peers as they share information about
life cycles; speaking, reading books, poems on Life Cycles.
• Mathematics: measurement – measure the height of plants as they grow, Geometry – Patterns: identify and recognize patterns in life cycles,
complete patterns based on observations.
• Social Studies: Diversity- In the life cycles of planta and animals. Identity - Some organisms are identified by their stages of development;
each stage has its own identity. Weather and climate to determine which weather conditions are best suited for animal growth and
development and for plant growth and germination. Dangers of pollution to life cycles of plants and animals
• Expressive Arts: Make flip charts/books/anchor charts/scrap books with organisms and their life cycles.
Use of multisensory activities and materials to assist all learners.

Videos about life cycles:
https://www.bing.com/videos/search?view=detail&mid=9A8F6B4277EDE696F08B9A8F6B4277EDE696F08B&shtp=GetUrl&shid=10640a73-60b6-
4626-854c- (15.49 mins)
Books about animals: From Caterpillar to Butterfly, Animal Life Cycles: Growing and Changing; Poems: The Tadpole; Pictures of baby and adult
animals, pictures of different stages of life cycles of organisms, bean seeds; graphic organizer – compare and contrast, coloured papers, cardboards,
markers, crayons, anchor charts with life cycles and list of organisms that go through different cycles, science journal.
Purpose of the subject: The study of science necessarily encompasses knowledge, processes and values. A scientifically literate person will foster an
attitude of caring for our world as responsible citizen. Their decision making will be enhanced by a systematic study of the structure and the behavior
of the physical and natural world through observation and experiment.
Strand (Topic): Inheritance and Variation of traits: Life Cycles and Traits
Essential Learning Outcome (ELO-2): Analyse and interpret data to provide evidence that plants and animals have traits inherited from
parents and that variation of these traits exists in a group of similar organisms.
Grade Level Expectation: Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas:
Pupils are expected to: • Answer strategic questions based on the • Read the story or watch the video
Knowledge story “The Ugly Duckling.” For example, https://www.youtube.com/watch?v=Tyrmc
- Do you think the duckling was ugly? D8Yml0
• Recognise that offspring get their Why do you say so? • (9:43mins)
traits from their parents. - What may have caused the duckling to be (See inclusive resources and materials for
different from the other siblings? electronic/read aloud book- 7:03 mins).
• Identify the similarities and - Do you look exactly like your brother/ “The Ugly Duckling” and have class
differences among offspring, parents sister? Why is that so? discussion by asking questions such as:
and siblings. Why the other ducks did not like the Ugly
• Complete worksheet to match traits in Duckling?
• Understand that some offspring are parents and their offspring. (He did not look like them, he was ugly.)
different from their parents (for Should we dislike someone if he / she
example, butterfly, mosquito). Name: _______________________ doesn’t look like us? Why?
Grade: __________________ (No, we are all different in many ways.)
• Demonstrate an understanding that Traits Homework What did the Ugly Duckling look like?
variation in traits can exist in a group (Answer must be related to the traits of the
of similar organisms. Name five traits of this bird, a Toucan duckling)
Why was the Ugly Duckling not able to fit
• Understand that desirable traits of into the group with the other siblings?
parents can be combined to yield (His feathers beak and feet were different
offspring with better chances of from the others and he was bigger as well.
survival and certain desirable traits. He was a baby swan.)
Why was it able to fit into the group of
swans? (As he grew, his traits looked more
like swans, white feathers, orange beak and
• Demonstrate an understanding of the feet, long neck, etc.)
terms trait, inheritance, offspring, Was the egg from which he came, laid by
siblings, etc. the mother duck?
Skills • Have students observe the pictures of the

Ugly Duckling and the other ducks and
• Observe, compare and contrast traits compare the traits. Then have students
of offspring, parents and siblings. observe pictures with the Ugly Duckling
and the swans and compare the traits.
• Communicate orally and in writing 1.____________________________
the similarities and differences 2. ___________________________
between offspring and their parents 3. ___________________________
and siblings. 4. ___________________________
5.___________________________
• Classify organisms according to
their traits.
Guess three traits of the toucan above that will
be found in a young toucan.
Values 1.____________________________
2. ___________________________
• Develop appreciation for Science by 3. ___________________________
(Have children guess and then compare with a • Have students observe pictures of organisms
sharing observations of traits of
baby toucan.) and their offspring and have Group-based
organisms.
discussion on similar and different traits and
why, (pictures of offspring that look like
• Participate willingly in activities to • Complete worksheet to match parents to
their parents; for example, dogs, cats,
observe traits of organisms. their offspring.
insects and plants).
Design worksheet with different breeds of
• Display sensitivity to and offer cattle or dogs/cats and their offspring, for
assistance to peers who may have students to match.
physical or learning challenges. Worksheet with various parent organisms
and their offspring.
• Exhibit tolerance for different races
that necessarily have varied inherited • Have students predict what trait an
physical traits, (for example, skin offspring will have if:
color, hair color, physical attributes). - Their dog/cat mates with their neighbor’s
dog/cat.
Draw and color to show:
- their animal and the neighbor’s animal.
- the offspring of the two animals
• Participate in guessing game to identify

the offspring based on traits identified,
traits of parents and or siblings.
• Think-Pair-Share: students will discuss

that offspring obtain traits from their
parents, offspring have similar and
different traits to their parents and siblings
• Allow students to place some seeds to
and variation in traits exists in groups of
germinate or obtain some seedlings.
similar organisms.
Observe and compare the traits of the
seedling and parent plant. Then the seedling
• Complete chart to compare and contrast and the other seedlings.
traits of offspring, their parents and
siblings. (Charts can be used for plants
• Take students on a field trip to an animal
and animals including insects).
farm and/or vegetable farm. Let students
observe the groups of animals and vegetable
plants on the farm. Then compare the traits
of the animals and/or plants.
N.B Highlight the similarities and

differences among the offspring, parent and
siblings. Focus discussions on similar and
different traits between offspring and parent
and sibling and that differences exist
between organisms of the same group.
Have students play guessing game to

identify offspring of parents based on traits
observed or described. Each learner should
draw a picture of themselves and a picture
of their parents and label links between
them and their parents indicating which
traits they think they may have inherited
from each parent.
They could take pictures (including digital
pictures in phones and tablets) of their
parents and project these pictures on screen
as they discuss with the class the traits they
inherited.
• When farmers want stronger horses, they

will select parent horses that are the biggest
and most muscular. This is called selective
breeding/genetic engineering.
• Have learners (from different ethnic or - What are some other examples in genetic
geographic backgrounds) identify 3 engineering where parental traits are used to
differences in physical traits that their improve an animal or a plant? (For example,
peers may have. Ask them why there plants that can survive with less water, seeds
exists different traits across the world? that resist disease, cows that can give more
(For example, different parents, different milk, donkeys that can walk further and
climates, different lifestyles, etc.) endure hot weather, cattle that yield more
meat, etc.).
Watch video on 10 most interesting cross-bred
species (see:
https://www.youtube.com/watch?v=ylQz7ytMQM
U (10:55 min)
• Offspring inherit genetic traits from their parents.
• Offspring have similar and different traits to their parents and siblings. resulting in variation in groups of similar organisms.
• The offspring of insects (larvae) do not look like the parent.
• Offspring has other traits as a result of environmental conditions.
• The traits of offspring are important for their survival.

• Literacy: Reading and discussing the story “The Ugly Duckling”. Writing a descriptive paragraph on “My animal friend”.
• Mathematics: Sets - grouping organisms based on their traits.
• Social Studies: Relationship and identity: identify traits of their family members and compare with their traits.
• HFLE: Self and Interpersonal Relationship - Myself, building family relationships. Grade 3 HFLE Curriculum P. 9
• Expressive Arts: Creativity - designing portrait of offspring based on traits of parent.
(Retrieved from:
https://www.bing.com/images/search?view=detailV2&ccid=%2F0wRr6hS&id=32D8BBB08D275C31C6D4FBF7F9188DA889D899B9&thid=OIP.
_0wRr6hSD9UzaMROxkrlAAHaE7&mediaurl=http%3A%2F%2Fmedia-cache-)
Video, story “The Ugly Duckling”, pictures, seeds, seedlings, adult plant, crayons/paint, paper, etc.
Story book: The Ugly Duckling – https://www.youtube.com/watch?v=TyrmcD8Yml0 (7:03 mins)

Strand (Topic): Inheritance and Variation of Traits: Life cycles and Traits.
Essential Learning Outcomes (ELO-3): Use evidence to support the explanation that traits can be influenced by the environment.
Pupils are expected to:
• Engage learners (small groups) in
Knowledge • Small groups present their organizer profile study to identify and discuss
based on comparing and contrasting the how environmental factors influence
• Demonstrate an understanding that physical traits of the identical twins the physical traits of organisms.
inherited traits of organisms can be before and after living in separate Profile 1- Before twins lived in
influenced by environmental factors regions. For example, separate regions
such as temperature, nutrients, air,
water, natural disasters, etc.
• Identify environmental factors which

influence inherited traits of organisms.

use of the terms: traits, offspring,
• Answer strategic questions. For example.
inherited traits, environment, and
- What trait(s) were different between the
environmental factors.
brothers after they lived in different
regions?
• Describe how environmental factors Ans.: Height, weight and complexion.
influence inherited traits of organisms.
- Were these traits different between the
Skills boys before they lived in different
regions?
• Investigate the effect of environmental Ans.: Only their heights were different. - Compare and contrast the physical
factors on inherited traits of organisms. - Give a reason for the changes in traits traits shown in the first profiles of the
between the boys: identical twin.
• Compare and contrast traits of (i) Weight
organisms before and after their (ii) Height Profile 2- After twins lived in separate
interactions with environmental factors. (iii) Complexion regions
(For example. less food, engaged in more
• Plan and design a strategy based on activities in the sun, etc.)
evidence that traits of organisms can be - What other factors of the environment
influenced by the environment, to influence the change in traits in
rescue and care for an abandon puppy. organisms?
Ans.: exercise, temperature, air, sunlight,
• Effectively communicate results of etc.
investigations to peers and teacher.
• Present journal entry of findings of the
Values investigations.
• Work respectfully with others while in For example.
groups in examining plants of the same
species grown with sufficient water
and others with inadequate water.
• Display sensitivity and offer assistance

to peers who may have physical or
learning challenges when conducting
practical and group work.
- Compare and contrast the physical
• Develop a curiosity of how the traits shown in the second profiles of
environment can influence traits of the identical twin.
organisms
. • Have learners investigate in small
• Develop an awareness of possible groups, how environment affects the
preconceptions/misconception, • Identify groups to make presentations of physical traits of plants of the same
for example. their findings and conclusions. species. Have at least two groups
- Tall trees grow well with sufficient Rubric: Accuracy of information; present investigate the same factor.
water and stunted with inadequate evidence (potted plants); compare and - Teacher must prepare/grow potted
water. contrast the two plants; state conclusion; plants (bean, tomato or other) about
- A pet cat or dog or a human that is creativity; etc. the same height (10-15 cm), in the
given too much food and little exercise same type of soil, etc.
may become over weight and develop • Make a list/anchor chart of the - Each group must be given 2 potted
illnesses. plants. Label the pots 1 and 2.
environmental factors which may affect
Learners must draw/describe,
the physical traits of organisms.
• Express a desire to find answers by measure and record the heights of the
exploring and conducting simple • Present a cause and chart to describe how plants.
experiment to prove that the environmental factors affect traits of
environment can influence of organisms. For example, Investigating how the amount of water
organisms. affects traits of plants
- Have two groups place both plants
• Exhibit tolerance for different races in the same area (to receive adequate
that necessarily have varied inherited sunlight). To one plant add 50 ml of
physical traits (for example, skin color, water daily and to the other plant add
hair color, physical attributes). 10 ml of water daily for 5 days.
. Draw/describe, measure and record
the heights of the plants.
Investigating how the amount of

sunlight affects traits of plants
- Have two other groups place one
plant in the shade and the other to
receive maximum sunlight for 5 days.
Add 50 ml of water to each plant
daily.
• Present a chart to differentiate the traits Draw/describe, measure and record
of the same type of animals in different the heights of the plants.
environment. For example,
Investigating how the amount of air
affects traits of plants.
- Have two other groups place both
plants in an area to receive adequate
sunlight. Have learners cover one
plant with a slightly perforated
transparent plastic bag for 5 days.
Add 50 ml of water each day.
Draw/describe, measure and record
the heights of the plants.
NB. The two groups (investigating the same

factor) can combine to compare and discuss
their findings.
Have the learners of one group take time to
observe the plants of the other groups.
• Investigate through picture study, how
temperature affects traits of animals.
• Which of the following cows would be Each group can be given a different
better suited for a temperate country such picture to study
as Scotland, brown or white? Give a
reason for your choice.
Highland Cow
• In pairs learners present completed

engineering design worksheet
• Make oral presentation on solution
design to care for an abandon puppy.
Rubric: present drawing of puppy before
and after solution; state the
environmental factor for the bases of the
solution; describe solution design;
creativity, etc.
• Complete and present a cloze passage

based on identified vocabulary.
Characteristics of organisms are called

___________. They are most times __________ or
passed on from parents to ___________. The
physical characteristics of organisms can be changed
by ________________ factors such as air,
temperature and nutrients.
• Compare and contrast traits of the
animals due to temperature difference
- Give reasons for the difference in
traits. For example, African deserts are
hotter than Asian deserts and so the
African elephant is usually larger,
wrinkled and has larger ears to release
more body heat.
• Have learners work in pairs to use the

engineering design process to plan and
design a solution to rescue and care
for a puppy that was abandoned for a
long time.
(Retrieved from:
https://www.bing.com/images/search?view=d
etailV2&ccid=2fbackD2&id=CAA6271AF8)
Useful Content Knowledge for the Teacher about the Outcome: ( Connected back to the Principles of Assessment)
• Traits are our physical characteristics, like our hair or eyes, or colour, etc.
• Every living thing has traits that make it unique.
• Most traits are passed down from parents to offspring(s).
• However, they can also come from our grandparents or even our great grandparents.
• Some traits are also influenced by the environment.
• Parents pass their physical characteristic or traits to their offspring.
• Offspring are the children of animals and plants (that includes humans too).
• When baby animals are formed, some of the traits from both parents are combined to create a unique baby.
• Sometimes traits can skip a generation.
• We are born with the information that will determine our traits.
• However, different factors in living things’ environment can influence their traits.
• If a person is born with the potential to grow very tall, but he/she doesn’t get proper nutrition, it is unlikely that he/she will be tall.
• Environmental factors that affect traits of organisms include air, temperature, water, nutrients, disasters, etc.

• Language: Communicate with diverse partners about findings of investigations. Listening to others with care, speaking one at a time
about the topic. Picture study. Comparing and contrasting organisms.
• Social Studies; Living things are diverse and have identity due to traits that are inherited but may be changed by the environment.
Place – the place where an organism lives influences its physical traits.
• Mathematics: Measurement - use standard and non-standard units, graphs.
• Art: Creating art project depicting inheritance and variation of traits.
• TVET: Scientists and engineers can modify/select traits they want to see in organisms

Pictures of animals (same type) in different environment, potted plants, transparent plastic bags, paper, crayons, markers, etc.
Strand (Topic): Inheritance and Variation of Traits: Life Cycles and Traits
Essential Learning Outcomes (ELO-4): Use evidence to construct an explanation for how the variations in characteristics among individuals of
the same species may provide advantages in surviving, finding mates, and reproducing.
Pupils are expected to: • Make and present a journal entry based • Have learners listen to or read the story-
on the traits used by the iguana to it ‘The Hunt’ (See inclusive resources and
Knowledge materials for this story).
escape Danny and his father. Have learners think, pair and share their
• Identify traits or adaptations of given ideas about the story.
organisms Questions:
- Why were Danny and his father unable
• Determine how an identified trait or to see the iguana at first?
adaptation helps an organism survive, (The iguana camouflaged/had the same
find mate and produce offspring colour as the leaves of the tree.)
(reproduce). - What did the iguana do that made it
difficult for Danny and his father to catch
• Describe how the differences in an it? (The iguana swiftly sprang from one
identified trait among individuals can branch to another.)
cause some to survive better than - Why couldn’t Danny’s father hold on to
others, find mates and reproduce. the iguana?
(The iguana broke its tail and escaped.)
• Demonstrate an understanding of the - What would happen to its tail? (Its tail
use of the terms: adaptation, defense, will grow back.)
survive, reproduction, variation, etc. - How was the iguana able to escape and
disappear from them?
Skills (It swam away and hid among the grass
on the other side of the stream.)
- Why was it important for the iguana to
• Observe variations in traits used for defend itself and escape from Danny and
defense in plants and animals, for his father?
example, a personal pet or animals in (So it can survive/live longer, etc.
Why does it need to live long? To
the neighborhood. produce and take care of offspring.
• Oral and written presentations based on - Are there other animals that use the
• Compare and contrast traits used for picture study to identify similar traits same or similar traits like the iguana to
defense of organisms of the same used by organisms for defense. defend themselves?
species in order to better survive, find Two learners from each group will (Yes, lizards and newt).
mate and reproduce. display their chart with pictures and • Prepare envelopes/paper bags/small
information. For example, boxes with pictures of organisms. Real
• Investigate to determine how organisms leaves and stems can be used.
defend themselves from predators in - Place 2-3 pictures (or parts of plant) of
order to survive, find mate and organisms with the same/similar traits
produce offspring (reproduce). that are used for defense/survival.
Have learners work in groups of 4-6 to:
• Communicate effectively, orally and - identify traits among the organisms
in writing to peers in relation to traits - compare and contrast similar traits
- identify the organism(s) that has a better
used by organisms to defend chance to survive, find a mate and
themselves. produce offspring.
Have learners paste pictures and write
• Analyse pictures and videos to ideas/answers on large sheet (chart).
Examples of pictures for an envelope/paper bag.
identify traits and describe how
organisms use these traits to defend
themselves for survival.
Values
• Display and offer assistance to peers
who may have physical or learning
challenges when conducting
investigations.
• Work respectfully with others in
exploring how variations in
characteristics among the same species
provide advantages for survival
Rubric: Complete chart with relevant
• Be an active participant with sharing information, accuracy of information, creativity,
and working with peers during group
discussions. speak loudly and clearly for peer to hear.
• Express enjoyment from observing

pictures and watching videos of • Turn and talk to share with a partner, the
organisms use traits for defense.
drawings of their organisms of choice
• Show concern for organisms in the and what trait(s) they use to defend
environment by not damaging or themselves for survival. For example.
harming them so that they can survive
and reproduce. spikes in fins of snook as compared with
those on the large patwa.
Rubric: (See peer assessment checklist)
• Complete and present Fryer 4 square

model with given vocabulary. For
example,
Have learners work individually to identify and

draw their choice of two animals or plants with
similar traits.
The learner must state orally or in writing, the
trait(s) of the organism that is used for defense
and how the animals use the trait(s).
• Watch a video to discuss how other

animals around the world defend
• Complete 3 2 1 Exit Ticket based on themselves for survival.
video and picture study. https://www.youtube.com/watch?time_continue=4
&v=wNqiclBUxdY (5:32 mins)
3 2 1 Exit Ticket Template
3 Things I learned today… • Learners should ask their parents or
2 Things I found interesting elders about plants that should not be
touched because of the potential for
1 Question I still have…
blisters or rashes, (for example, stinging
nettle, poison oak). The learners may find
• Complete the 1st butterfly by drawing and pictures of these on the internet or access
colouring patterns as a trait it can use to photographs with a smartphone to show
survive longer in a flower garden, than their peers what to avoid during a show
the 2nd butterfly. and tell activity.
Stinging Nettle
Many caterpillars that are bright in colour are
• Teachers must stress the need for
quite poisonous. For example:
organisms to defend themselves in order
to live longer (survive), find a mate, and
produce offspring. These factors will
foster the continuations of life cycles in
nature.
• Some animals have adapted to have

bright colors to attract a mate for
producing offspring. Many male birds are
brightly colored to attract their female
mate which ensures their survival as a
species; for example, the famous cock-
Native to South America, this strange-looking of-the-rock of Guyana. Have learners
bug is the larval form of the giant silkworm research the names of other brightly
moth, and is considered to be one of the most colored male birds.
dangerous caterpillars in the world. These
caterpillars whose formal name is lonomia
obliqua, are responsible for hundreds of human
casualties, and can cause a lot of problems for
anyone who actually survives after having
contact with one. Whenever someone comes into
contact with this caterpillar's hair-like bristles,
they are immediately injected with a dose of
dangerous toxins. A single touch can trigger a
slew of symptoms in humans including
vomiting, severe abdominal pain, and total
kidney failure. If you visit Brazil and see one of
these be careful not to touch it.
Caterpillars are usually tasty for birds and small

rodents. Do you think those animals know that
the caterpillar makes you sick? Perhaps the
caterpillar has evolved with bright colors to
signal a warning? Have learners research other
animals that have adapted to display bright
colors to warn predators of the danger of eating
them.
(retrieved from:
https://www.ranker.com/list/caterpillars-that-
can-kill-you/eric-vega )
• A trait is how an organism behaves or looks.
• All animals have at least one specific trait that helps defend it from predators; for example, horns, shark teeth, claws and beaks, and teeth and
talons.
• Differences in traits between individuals can cause some to survive better than others. For example, some plants have longer or shorter thorns
than others
• An adaptation is a trait that helps an organism stay alive in its environment; for example, thorns. stings, horns, shells, etc.
• Defense is the type of adaptation that helps animals protect themselves from predators. For example, turtles have hard shells to hide their
heads and feet from predators; some plants have a mat of hairs to protect them from being eaten by small animals and stings to prevent any
type of predator.
- Literacy: Vocabulary, listening, speaking, reading and comprehension.
- HFLE: expressing respect for others when working in groups
- Social Studies: Diversity and identity - Organisms of similar species have varying adaptations of the same trait that helps them to defend
themselves for survival, finding mates and producing offspring. The trait among the species can be more effective for some as compared to
others.
- TVET: Soldiers’ war gears are made for them to camouflage with green/dry bushes and with the ground they rest on.
- HFLE: Self and Interpersonal relationships – Diversity: We are different but equal. Demonstrate a respectful attitude toward persons who are
different. HFLE curriculum, Grade 3, p. 14.
- Expressive Arts: Drawing and colouring organisms.
Sketch pad, paper, markers, crayons, pictures, videos, stories, specimen of plant leaves /stems of the similar species, etc.
Story: The Hunt
Danny and his father like hunting in the back dam. They always like to prepare a lovely dish with their catch and invite friends to eat.
One Saturday, while hunting, Danny noticed that the branches of a medium sized tree were moving up and down as if animal was springing from
them. He quietly showed his father who told him that it might be an iguana. They looked carefully but didn’t see anything. Suddenly, Danny saw
the iguana; it sprang from a branch that was close to them. Danny and his father have never caught an iguana. His father decided to chase after the
iguana and Danny joined the chase too. They both climbed the tree with long sticks to hit and hopefully prevent the iguana from moving. The
iguana swiftly sprang from one branch to another, but Danny and his father did not give up the chase.
Wacks! Wacks! They hit with their sticks as they carefully moved among the branches to catch the iguana. Wacks! Danny’s stick hit the iguana.
It dropped on a branch next to his father who quickly grabbed its tail. “Woo-whoo!” Danny shouted in celebration. “Oh no!” Danny’s father cried.
The iguana wiggled and sprang to a branch, leaving a piece of his tail behind. The iguana sprang to the branches which hung over the narrow
stream. It dived into the stream and swam to the other side and disappeared into the green grass. Danny and his father, breathing heavily, watched
in disappointment.
Strand (Topic): Weather and climate.
Essential Learning Outcomes (ELO-1): Represent data in tables and graphical displays to describe typical weather conditions expected during
a particular season.
• Present a completed weather report for • Going into the school yard to observe,
Pupils are expected to: and record weather conditions for five
the 5 days observation. days. (NB. Learners will complete this
Knowledge. task at the same time each day). For
• Demonstrate an understanding of the • Create a journal entry with drawings of example,
components and processes involved in the different weather observed.
the water cycle. (a) Look up in the sky. What do you
notice? Is it sunny, or cloudy?
• Identify and describe weather patterns
at a particular time in a given place. • Think-Pair-Share based on responses to
questions on video; for example,
• Recognise that weather results from an 1. What is weather?
interaction between sun, air, water and 2. What are four weather conditions • How does this weather compare with
the earth. discussed in the video? other communities in Guyana?
3. What element(s) influence each Teacher should set up a collaborative
– phone-based exchange with one other
• Identify the elements that would affect weather condition? (cloudy clouds)
school in the country and have
weather. children exchange rainfall and
- clouds • Oral presentation on weather conditions. temperature data via texting or other
- temperature, (Rubric: accuracy of information, online capabilities depending on the
description of weather, activities, context.
- moisture/humidity,
- atmospheric pressure creativity) • Teachers should make reference to and
- wind speed and direction and visit (if possible) the Guyana weather
website to discuss all the information
- precipitation that is available. (see:
http://hydromet.gov.gy/)
• Identify instruments used to measure
the elements of weather. • Brainstorm what learners know about
the different types of weather. (NB.
Give each group a different weather
• Demonstrate an understanding of how condition to discuss and present ideas
to use: • Present completed worksheet on weather to class based on weather, description,
(a) a thermometer to measure the instruments. For example, activities, clothing, effects.)
degree of hotness and coldness of
the environment.
(b) a wind vane to measure wind • Have learners conduct a survey within
direction. their community to find out how
(c) a rain gauge to measure the amount different weather conditions affect the
of rain fall. activities that that they do. Example:
• Explain how precipitation occurs and On rainy days, the family takes part in
differentiate among the various types. fewer outdoor activities; farmers plant
crops. Have learners study pictures or
• Describe how the four types of weather watch videos on the elements of
in Guyana affect activities of people. weather to stimulate and generate
(For example, too much rain will cause question.
flooding and prevent harvesting of (a) What weather vocabulary did you
certain crops such as rice and hear during the video?
vegetables, prevent sports activities (b) What types of weather were seen?
from occurring and clothes take a (c) What is weather?
longer time to dry. https://www.youtube.com/watch?v=0
Yk4xm1res8 (6.51 mins) N.B focus
• Demonstrate an understanding that air discussion on weather. The entire
pollution caused by factory smoke can • Show and Tell: display instrument video can be used to build vocabulary
lead to acid rain which affects soils and created, state its function and explain on weather.
agriculture. how it is used.
• Display pictures of weather
• Demonstrate an understanding of the instruments and discuss their names
use of the terms, temperature, • Analyse data from graphs to answer and functions. (see assessment)
thermometer, wind vane, rain gauge, questions about weather.
wind, weather, precipitation, rain, • Have learners work in groups to make
clouds, evaporation, hail, sleet, snow, wind vane/rain gauge/thermometer.
meteorologist, meteorology.
• Use instruments made to investigate
weather conditions for 5 days. N.B.
Data from the rain gauge will be
collected at the end of each school
day.
Skills Average Temperature for 5 days Primary Microscience Manual pp. 9-
• Observe, record and predict weather 32 10
31
Temoerature (0C)
patterns of a particular place over a 30 Activity 1.6 – Making and using a
period. 29 wind vane.
28
27 Modify activity 1.6, table 4.5 column
• Communicate effectively results of 26 4 to collect data for temperature.
weather experiments. 25
24
23
• Have learners represent data from
• Construct tables and bar graphs using
data collected from investigations. tables on bar graphs and pictographs.
• Analyse tables and bar graphs and Days • Analyse data from graphs and make
make predictions based on average predictions about weather patterns for
temperature, humidity, wind speed and given days.
precipitations in a particular area. Use 1. Which day was the hottest/coldest?
technology to access weather data 2. What was the temperature on Monday?
online or through communication with 3. Which two days were the temperature the • Read poem (see inclusive resource
neighboring communities. same? and materials) or watch video which
4. Which day was it most likely rainy? explains how precipitation is formed
and use the jigsaw group strategy for
5. Which day did the canteen sell the most
Values learners to discuss (evaporation,
icicles? Why?
• When conducting practical and group condensation and precipitation.)
6. By how many o C did the temperature on Video: The water cycle - How rain is
work, display sensitivity and offer Monday exceed the temperature on
assistance to peers who may have formed. https://binged.it/2YUhfFU
Friday? (2:43 mins.)
physical or learning challenges.
Questions:
• Design a weather chart to show two types - What is the main source of energy in
• Work respectfully with others in
of weather (occurring at the same time) the water cycle? (the sun)
exploring and investigating the
weather. you prefer to have during …....... - Which process of the water cycle
(For example, your field trip to a farm, involves the addition/removal of heat
your kite flying competition, etc.) energy? (addition of heat –
• Develop a curiosity on how the air,
evaporation; removal of heat –
temperature, moisture, wind speed and
direction and precipitation make up the • Strategic Questioning. For example, condensation)
- What is the main source of energy in - Apart from rain, what other types of
weather in a particular place and time.
the water cycle? precipitation exist? (hail, sleet, snow)
Where do they occur? (countries in
• Exhibit a curiosity to understand, - What process causes water vapour to
move towards the sky? the temperate regions: USA, Canada)
observe, question and explore the usage
of weather instruments. - How are clouds formed? • Teacher explains how wind changes in
- Why doesn’t water droplets stay in the the weather. It changes the
• Collaborate to create a model of an clouds? temperature of the atmosphere, assist
instrument that can be used to measure - Why does precipitation occur? in forming of clouds and take them to
or predict the weather. another place. The direction of the
- Apart from rain, what other types of wind also affects our weather. For
• Develop an awareness of possible precipitation exist? Where do they
example, the wind from the north
preconceptions/misconceptions of how occur? How are they caused?
tends to bring cold weather and from
various elements affect precipitation. - How will increased temperature of the
atmosphere affect the water cycle? the south warm weather. When the
For example, (a) When it is really
direction of the wind changes, so does
humid there is a higher chance it will
rain. the weather.
(b) How sometimes it rains when it’s • Have two groups use at least three points
cloudy and sometimes it doesn’t? to support or refute claims based on • Investigating the water cycle.
• Demonstrate a concern for water weather/water cycle.
conservation as well as protection of 1. Have learners in small groups
our clean water sources. Eather’s friend in another region told him that collect a bowl of water, a plate
he likes to drink water from the creek. Eather with a sponge and propettes.
was shocked and told his friend that he must Before experiment, learners
only drink rainwater like him. squeeze the sponge to see that
. Eather (Group A) and his friend (Group B). there is no water in it. Learners
Rubric: Three supporting points, accuracy of make predications in their science
information, speak loudly and clearly for peers journals about what will happen
to understand, etc. when they add water to the
sponge. Learners take turns to
• Create an anchor chart to depict the pour water on sponge with
water cycle. pipettes. Learners then record how
many full pipettes it takes until the
• Make a journal entry with an annotated sponge is saturated and stop
drawing of the water cycle. holding water. (Teacher explains
the term saturation). Learners
• Complete 3 2 1 Exit Ticket for share their predictions and
discussions on how wind and humidity observations with the class.
affect weather.
• Teacher discusses the relationship
between humidity in the air and
precipitation i.e. air can hold moisture
without raining up to a certain
amount, until there is too much
moisture and it begins to rain. When it
is really humid, there is a higher
chance it will rain.
3 2 1 Exit Ticket • What form of water falls from the
3 Things I learned today… sky? Teacher mounts a large labelled
2 Things I found interesting diagram of a water cycle on chalk
board and reflects on its stages.
1 Question I still have…
2. Primary Microscience Manual

Activity 2.12- The water cycle. p.
• Teacher use observation checklist to 60.
assess learners during the small group
activities. For example, • Use the ‘concentric circle’
arrangement (see inclusive resources
and materials below) to discuss how
the four types of weather in Guyana
affect activities of people. Questions:
- Why is rainy weather good/bad for

us? (Rains provide us with water for
different uses; for example, cooking,
washing. Excess rainfall may also
cause flooding in low-lying areas and
affect some transportation services in
the hinterland.
- What are some of the things we do/
cannot do during rainy weather?
(During a rainy weather we plant
crops, for example, rice, sugarcane;
dig drains, wash houses and concrete)
- How do we prepare for a rainy
weather? (Persons dig drains, repair
roofs, gather rain gears, etc.)
Two experiments to establish that water in the
• Complete crossword puzzle in pairs. gas state (vapor) can be returned to the liquid
state by cooling (modeling the water cycle)
1. On top of a boiling container of water,

(where bubbles of water as a gas are
visibly produced) place a glass slide or
watch glass and observe the water
droplets on the underside as the vapor
cools.
2. Watch the video “How to make rain”
See:
https://www.youtube.com/watch?v=9k
RkQ9tyq3U (2:42 min) or
https://www.youtube.com/watch?v=3v
98madaW1M (1:39 min)
Also see the Primary Microscience
Manual for:
Activity 2.7 - Where does the water
come from? pp. 50-51
Activity 2.12 - The water cycle. p. 60
• In parts of the world, scientists are
using a technique called “seeding” to
help water droplets form in the clouds
and therefore encourage rainfall. This
strategy could be important
technology to develop for countries
that experience extreme drought
thereby affecting agriculture and the
ability to feed the population. See
more information on seeding here:
http://www.physics.org/article-
questions.asp?id=98
• Have learners investigate ways in
which their communities collect
rainwater for drinking and irrigation.
They should be asked to draw pictures
to show the different ways they
harvest water and explain how these
methods work.
• Have learners research the dangers of

unclean water and how it has, in the
past, led to widespread disease.
See:
https://www.who.int/water_sanitation_health/
diseases-risks/diseases/diarrhoea/en/ and
http://factsanddetails.com/world/cat57/sub381
/item2148.html
• Use the following to show how

factory smoke can cause acid rain.
https://www.youtube.com/watch?v=1PDjVDI
rFec (1:58 min)

• Weather is the state/appearance of the atmosphere over a short period of time in a particular place. It results from the interactions between
the sun, the air, water, and the earth.
• Weather involves heat or cold, wetness or dryness, calm or storm, and clearness or cloudiness. Meteorologists use specific tools to help
them measure the weather.
• Temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.
• Water that falls from the sky is known as precipitation.
• Some types of precipitations are liquid (rain) and some are solid (snow, hail and sleet).
• Wind can be very strong or it can be a gentle breeze. All winds are created when warm air rises and expands while cooler air flows in to
replace it.
• Winds stir and mix in the atmosphere and pulls up moisture, as they blow over the earth, forming clouds and carrying them away. Winds
and clouds bring weather as they stir around the world.
• Winds are results of different temperature on earth due to unequal heating of the earth’s surface by the sun. The sun heats up the earth
making water evaporate.
• The direction of the wind also affects our weather. Wind from the north tends to bring cold weather and from the south - warm weather.
• When the direction of the wind changes, so does the weather.
• The weather conditions prevail in an area in general or over a long period.
• Temperature is how hot or cold something is. A thermometer is an instrument used to measure temperature.
• A rain gauge is an instrument used to measure rain fall.
• A wind vane or a windsock is used to tell the direction in which the wind is blowing and is especially useful for airports and sailors.

• Language: Participate in discussions with diverse partners about a topic. Listening to others with care, speaking one at a time about
the topic, comprehension, and crossword puzzle.
• Social Studies: Place - Weather can be different in many places in Guyana and around the world. Needs and Wants - Human activities
require different types of weather. For example, playing cricket or football requires cool sunny weather. Planting requires both sunny
and rainy weather at different times.
• Mathematics: Measurement, number concept, graphs, Venn diagrams.
• TVET: Engineering - Design man-made inventions that are influenced by the different types of weather, for example, raincoat,
umbrella, sunglasses, etc.
• Art: Creating anchor charts to compare and contrast the elements of weather.
• HFLE: Managing the environment: Polluting our rivers and streams. HFLE Curriculum, Grade 3, p. 33

Small paper cups, straws, packing tape, pencil, large paper cups, fans, anemometer, wind vane, sponge, pipettes, plastic plates, pipe cleaners, rulers,
work sheets, videos, a large labelled diagram of a water cycle, Primary Microscience Kit and Manual, pictures, etc.
Video: The Magic School Bus – Wet all over. (The Water Cycle). https://binged.it/2YZiwvk (25:54 mins.)
Pictures: Types of weather in Guyana
Diagram of a water cycle
The Concentric Circle – for discussions. Retrieved from:

https://www.bing.com/images/search?view=detailV2&ccid=9T%2F7kXmF&id=12FDF47FA910A6EC8BDD89D962FD39BE50CE7FA5&thid=OIP
.9T_7kXmFANUY2ejv_iXunAHaFj&mediaurl=https%3A%2F%2Fimage.slidesharecdn.com%2Freadytogowebinar-150514141220-lva1-
Poem retrieved from: https://sciencepoems.net/water-cycle-science-poem/
The water cycle retrieved from:
https://www.bing.com/images/search?view=detailV2&ccid=puuEZvZ7&id=4D2A2BD484A6F122727BA3C7E1D93C18106F3FEF&thid=OIP.puuE
ZvZ7fAAw407fhWwkPQHaFj&mediaurl=https%3A%2F%2Fs-media-cache-
This group activity has learners arrange themselves in an inside circle and an outside circle, the inside facing out, forming pairs. Pairs discuss
their answers to a question, then rotate for the next question, forming a new partnership (for the rotation, the learners in the inner or outer circle
can be instructed by the teacher to move 1, 2 or 3 partners to the right or left). This activity gives the learners a chance to have lots of one-on-
one discussions with many of their classmates and helps them quickly feel more confident in the class.
The possibilities for questions in this kind of arrangement are endless; be sure to use more open-ended questions that can get learners talking,
rather than those that simply ask for a yes or no answer.
Purpose of the subject: The study of science necessarily encompasses knowledge, processes and values. A scientifically literate person will foster
an attitude of caring for our world as responsible citizen. Their decision making will be enhanced by a systematic study of the structure and
behaviour of the physical and natural world through observation and experiment.
Strand (Topic): Weather and Climate
Essential Learning Outcome (ELO-2): Obtain and combine information to describe climates in different regions of the world.
Grade Level Expectation: Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas:
Pupils are expected to:
Knowledge
• Present completed T-chart or anchor chart Tell students that they should imagine that they
• Differentiate between weather and to distinguish between weather and climate. were travel agents and were therefore responsible
climate To be assessed by Rubric: Highlights what for giving clients accurate information about
weather in various parts of the world. This activity
is weather and climate, states at least three requires that they learn about weather and why we
• Demonstrate an understanding that differences between weather and climate see different temperature/climate zones.
climate is different in various and weather is for a short time and climate
regions of the world is for a long time. For example, • Have students observe pictures of
different climates and ask questions,
• Name and locate the climatic For example,
zones/regions of the world
• Demonstrate an understanding of
the terms: climate, weather, climatic
zone/ region, climate change, polar,
temperate, tropical, latitude, etc.
• Describe the effects of climate

change in a region.
Skills • Create a: - What do you notice about these
- Postcard to depict the different climates pictures? (They show different
• Investigate weather conditions in around the world. N.B Learners could weather conditions/)
the location in which they live and choose one climatic condition to display - Can you identify a region or part of
other cities or locations around the on their postcard. Include country and the world with the condition seen in
world. climatic zone. Write friend’s name, any of these pictures? (1st picture.-
address, compose letter/poem. North pole (Russia/ Norway) and
• Predict the climate of countries South Pole (Antarctica) 2nd picture (
based on their location. France/ UK) . 3rd picture.- Caribbean/
- Storybook of the different climatic Guyana)
• Communicate orally and in writing zones or regions illustrating the climate - Do you think that these conditions
the climate of different regions of in the regions. will change the next day or week?
the world. - Climate map to identify the climatic Why? (The conditions may exist for
zones/regions. Learners could include months, For example. in the arctic
• Create a climate map to show the pictures of the different climates and use region, north pole, there are usually 9
climate in different regions of the different colours on a map template to months of winter and 3 months of
world. highlight the regions For example. blue summer))
or white for the polar region. For - What do you know about the weather
• Compare and contrast climatic example. conditions we experience in this part
zones. of the world? (In this part of the
• Demonstrate an ability to plan for world, it is hot/ sunny sometimes and
the clothing you would require in a rainy at other times.)
different climate. --Do the weather conditions occur in
patterns? What weather patterns are
Values observed in Guyana, the Caribbean,
etc.? (In Guyana there are usually 3
• Develop appreciation for Science
months rainy weather and 3 months
by recognising how climate affects
sunny weather all year.)
our daily lives.
Retrieved from: - What name is given to weather
https://www.bing.com/images/search?view=detailV conditions that occur in patterns over
• Willingly participate in activity to
2&ccid=mwkrIxiQ&id=F484BDFDC05FC93E0D9 a very long period (thousands of
identify the climate of different
5769FA4BAC5602351A970&thid=OIP.mwkrIxiQ years) in a particular region?
regions of the world.
W50kP2kZgtAHZgHaFj&mediaurl= (Climate)
• Recognise the effects of climate
• Watch and discuss video about climate
change in a region of the world and
zones
take the necessary actions to reduce
Video: https://youtu.be/ZouWWVyz9v8
the effects of climate change.
(5:50 mins.)
• When undertaking classroom - Discuss the conditions of each place
activities, display sensitivity to and - Create a model of a globe showing the seen and the possible reason for the
offer assistance to peers who may climatic zones. For example, conditions.
have physical or learning
challenges. • Watch next video to understand how
climatic zones are determined/created.
Video:
https://www.youtube.com/watch?v=C
1cUEXmDXgc (9:23 mins.)
or
• Use globe and torchlight to
demonstrate how heat from the sun
results in climatic zones.
- Demonstration and discussion must
focus on how the major lines of
- An anchor chart of the different climates latitude are used as indicators of
around the world. zones, For example,
To be assessed by a Rubric:
4 Points – Exceptionally accurate
3 Points – Adequately accurate
2 Points – Somewhat accurate
1 Point – insufficiently accurate
0 Points – not attempted
Scoring criteria 0-4

Identified the climatic zone 0 1 2 3 4
Identified the type of climate 0 1 2 3 4
Illustrate the type of climate 0 1 2 3 4
Creativity 0 1 2 3 3
How the heat from the sun results in
climatic zones
• Write a letter to your pen friend who lives
in another climatic zone or region, inviting
him or her to spend one week at your home.
Explain the climatic condition in your
region, say how it is different to the pen
friend’s region, and describe activities you
can participate in, in order to convince him
or her to visit. N.B The teacher could
choose the region that the learner lives in
and that of the pen friend. Learners could
read their letters aloud to the class. Retrieved from:
To be assessed by Rubric: https://www.bing.com/images/search?view=d
4 Points – Exceptionally accurate etailV2&ccid=4XdgcBv7&id=7651997D098
3 Points – Adequately accurate DEA793C0DBE485C690BF1651199AB&thi
2 Points – Somewhat accurate or
0 Points – not attempted

Identify climatic zone or region in 0 1 2 3 4
which learner lives
Describe climatic condition 0 1 2 3 4
Identify activities to participate in 0 1 2 3 4
Types of clothes to pack 0 1 2 3 4
Or
- Write a letter to a friend or relative

describing the climate of a country they
would love to visit.
Retrieved from:
https://www.bing.com/images/search?view=detailV2&
ccid=
When sunlight shines on the earth at a lower

angle (Sun closer to the horizon), the energy of
the sunlight is spread over a larger area, and is
therefore weaker than if the Sun is higher
overhead and the energy is concentrated on a
smaller area.
• Use checklist to observe learners during
small group discussion/Peer evaluation.
Retrieved from:
https://physics.weber.edu/schroeder/ua/SunAndSe
asons.html
• Use the following model to show why

the northern and southern hemispheres
having changing temperatures during
the year while the equatorial regions
maintain more consistent
temperatures.
• Brainstorm to determine what learners

remember about weather, then have
learners create a T-chart to compare
weather and climate.
• Use a map of the world or globe to

identify the climatic zones/regions as
well as some countries in each zone.
- Describe the climate of some
countries identified.
• Oral presentation - Identify countries on the For example, Guyana is in the tropical
map of the world or globe and describe the zone which has a climate that is hot
weather conditions and climate. To be and wet all year. The heat increases
assessed by Rubric: evaporation and results in increased
precipitation (rainfall).
4 Points – Exceptionally accurate • USA & Canada are in the temperate
3 Points – Adequately accurate zone and have a climate with hot and
2 Points – Somewhat accurate cold seasons.
0 Points – not attempted • Learners participate in small group
activity, where they are given the
name of a country and asked to locate
that country on the globe/map of the
world. Then, take turns in predicting
the weather condition and climate.
Locate country on globe/map of the 0 1 2 3 4
world • Have learners participate in Jig-saw
Identify climatic zone/ region in 0 1 2 3 4 group discussion on how increased
which country is located
and decreased temperatures of the
Describe the climate of the country 0 1 2 3 4
atmosphere affect the climate in the
Predict the weather condition 0 1 2 3 4 major zones. 2 learners in the base
groups can discuss each zone
• Use the Fryer 4-square model to assess new There is evidence that the earth overall has
vocabulary. For example. higher temperatures. This has been referred to
as “global warming” and is caused by
something called the greenhouse effect. (The
• Compare and contrast climatic zones. For greenhouse effect is defined as when the Earth's
example. atmosphere becomes thick with gases and
substances which trap the sun's radiation, making
the Earth warmer.)
Play a game called “Pack my Bag”. Children Use the following simulation to show children
describe to their peers what clothing they would how that happens by increasing the clouds
pack in a suitcase to visit another part of the world. and watching what happens to the reflected
Their peers have to guess which climatic zone they energy from the sun.
are likely to be going to. See:
https://phet.colorado.edu/en/simulation/legacy
Using the free programme “Bloom” (see: /greenhouse
https://bloomlibrary.org/landing) have children
work together collecting online pictures to create a Discuss with children what citizens can do to
book and story about travel to different temperate prevent global warming. (For example, burn
zones, clothing, food, weather etc.) less fossil fuels, produce less gas/smoke from
burning in cars and factories)
• Weather is the state/ appearance of the atmosphere in a particular location over a short period of time.
• Climate is the average weather of a place over a long period of time. Climate is influenced by temperature, precipitation, humidity and
pressure.
• Climate can be used to predict what the weather will be in a given location during a particular season, but short-term observations of
weather cannot be used to draw conclusions about climate.
• The major factors that affect climate are: Latitude, Altitude (height of region), Terrain/Topography, Oceans and water bodies and Earth’s
tilt.
• Different regions of the Earth has different climate. These regions are called climatic zones/regions.
• Latitude affects climate by influencing the intensity of the sun in a region. The angle and duration of the sun's energy determine surface
temperature so that higher latitudes receive less heat, but lower latitudes closer to the equator receive significantly more heat.
• Based on latitude, the Earth is divided into three general climate zones: artic zones, tropic zones and temperate zones. The arctic zones tend to be snow
- and ice - covered year-round though they often receive no more precipitation than deserts. The tropic zone, on both sides of the equator, receives the
most sunlight and generally experiences warm weather and seasonal rainfall. The temperate zone, between the arctic and tropical zones, has the most
diversity of weather.
The climatic zones:
- Polar - very cold and dry all year

- Temperate - cold winters and mild summers
- Tropical/ Torrid/Hot Zone - hot and wet all year

• Language Arts: Writing - learners write letters describing the climate of the location in which they live. Reading – read the letters written
for the class.
• Mathematics: Graphs- representing weather conditions of locations investigated on bar graphs, pictographs, pie chats etc.
• Expressive Arts: Creativity- designing post cards, storybooks, anchor charts, maps etc.
• Social studies: Place- determining the weather and climate of a place. Identifying how climate affects the activities of people living in a
particular place. Protecting our climate by reducing the causes of global warming.
• TVET: Homes and clothing are designed for people in the various zones to live comfortably.
Cardboards, maps, crayons, markers, globe, flashlight, scientific journals, library book, internet access, newspapers, television and radio to listen
to weather forecasts, Styrofoam balls, strings, paste, map of the world/ globe, etc.
Strand (Topic): Weather and Climate
Essential Learning Outcomes (ELO-3): Make a claim about the merit of a design solution that reduces the impacts of a weather– related hazard.
begin by recognising patterns and formulating answers to questions about the world around them. By the end of fifth grade, learners are able to
Learners are expected to: • Present completed anchor charts to show the • Read the following story for learners.
impact of severe weather on people’s lives (Teacher can also record audio of the story
Knowledge For example, and play it for the learners to listen).
It was a sunny day. Bingo, the dog, was
• Demonstrate an understanding of the Weather Patterns Effects listening to the chirping birds as he relaxed
term severe weather and identify how in his kennel next to the mango tree in the
severe weather impacts people’s lives. Excessive rain Flooding, backyard. Suddenly, dark clouds moved
damage roof across the sky and covered the sun. The
• Describe how people can modify their Heat wave tops, leaking place was pitch black. Thunder roared and
homes and other structures in the Hurricanes roofs lightning flashed. Rain began to fall and
community to reduce the impact of raindrops were heard hitting the ground.
severe weather. • Group Activity As the rain and thunder continued, a strong
Imagine you are in your cozy home on a wind was heard. The wind blew, bending
• Describe the features of the tools or cold, rainy day. You might be watching a the tree and blowing leaves and branches
objects that would solve the problem movie or eating a meal with your family off. Several boards on the kennel blew off.
based on scientific information, when, suddenly, you hear DRIP… DRIP… Bingo hid in his kennel for shelter from the
materials available and how it would be DRIP… Oh no! Your roof is leaking! storm. The storm stopped, the clouds
of benefit to people and the moved away to show the sun, birds chirped
environment. • Present completed engineering design again, and Bingo happily came out from
process worksheet with solution design. the remains of his kennel.
Skills
• Observe the functionality of models • Generate discussion from the story.
created. 1. What type of weather was it at the
beginning of the day?
• Investigate the effectiveness of 2. How did the weather change as the day
different design solutions to reduce the continued?
impact of severe weather. 3. How did Bingo and the other animals
feel when the weather changed?
• Use knowledge of shapes and 4. How did this weather affect Bingo the
properties of materials to design dog?
appropriate structures to reduce the 5. What other effects did the weather have
impacts of severe weather. on the surroundings?
6. If you were living in the house next to
• Classify weather patterns as severe and Bingo’s kennel, how would the change
not severe. in weather have affected you?
7. Have you ever heard that animals like
• Plan and design solutions to reduce the horses can sometimes sense the
impact of severe weather in the weather that is coming? Many people
community. believe this because they can sense a
change in atmospheric pressure-
something that has a great influence on
• Compare and contrast solutions
the weather.
designed to reduce the impact of severe
Design and construct a roof that will protect The atmosphere is made up of all the
weather in the community. a cardboard house from getting wet. gases above us up into the clouds.
Show and tell the formulated model of the These gases have particles that collide
• Formulate models to simulate how solution to the weather-related problem. together to cause something we call
solutions designed can reduce the Learners may explain how the solution pressure. Just like when we fill a
impact of severe weather in the design can reduce the impact of the weather- bicycle tire with air and it causes
community. related problem. The teacher may also pressure inside the tire. The
assess using a rubric: items of creativity, atmosphere’s pressure changes
Values appropriateness of materials and teamwork. frequently which affects how easy it is
for water to rise as a vapor from lakes
• Display sensitivity and offer assistance • Group Assessment of models: and streams. Therefore, atmospheric
to peers who may have physical or - How did you go about choosing your pressure impacts the water cycle. With
learning challenges when conducting low pressure systems, the water vapour
roofing material(s)?
practical and group work. can turn to liquid rain as it rises into the
- What characteristics of the available
materials were most important for cold clouds. With high atmospheric
• Work respectfully with others to share pressure, the water vapour cannot rise
ideas and materials for solution designs you?
so easily and therefore we tend to have
to combat the impact of severe - Did you use one roofing material or
better clear weather. When high and
weather. a variety of materials? Why?
low pressure systems meet, this causes
- What roof shapes did you consider turbulence, the result being high winds.
• Express enjoyment in participating in when building your roof? Often in weather forecasts the
demonstration show and tell and - After building and testing your first meteorologist talks of high and low
gallery walk in relation to solutions roof, did you find any areas of pressure systems - usually low means
designed to combat the impact of weakness in your design? If so, how bad weather/high means good weather
severe weather. did you go about improving these The teacher may want to role play this
areas? pressure idea and have children report
• Work with others willingly to share - What roof shape worked the best? daily the pressure systems they heard
ideas and materials to complete tasks. - What materials worked the best? about on the radio or television
- How is your roof different from the forecast.
roof on your house or roofs you’ve
seen in your community? Useful book: “What will the weather
be? by Linda DeWitt see:
-
https://www.amazon.com/Weather-
• Journal entry For example, classify the Lets-Read-Find-Out-Science-2015-08-
following weather patterns as severe and not 04/dp/B01FIXL3RC/ref=sr_1_fkmr0_1
severe. ?keywords=DeWitt%2C+L.+%282015
%29.+What+will+the+weather+be%3F
&qid=1559919387&s=gateway&sr=8-
1-fkmr0
An excellent resource for school

libraries on weather systems is: “The
Weather Book” by Jack Williams (see:
https://www.amazon.com/Weather-
Book-Easy-Understand-
Guide/dp/0679776656/ref=sr_1_1?crid
=3C2JBHL40W6E1&keywords=the+w
eather+book&qid=1559917973&s=boo
ks&sprefix=teh+weather+book%2Caps
%2C221&sr=1-1)
• Introduce and explain the term ‘severe

weather’ to learners as ‘very strong and
powerful weather’.
Severe weather Not – severe
• Allow learners to share their experiences
weather
with a severe weather event; for example,
heavy and continuous rainfall, floods or an
instance where weather affected their
plans. NB. For learners who have never
experienced severe weather, ask them to
share what they know about severe
weather and how they might react if they
• Strategic questioning: were to experience severe weather.
- What is meant by the term severe
weather? (Severe weather consists • Have learners complete the following
of harsh or dangerous weather chart:
conditions such as storms, droughts, Questions Your answers
etc.) What kind of weather
- How does a change in weather affect event have you
our daily activities? (Activities are experienced?
planned with weather in mind, they Describe where you
were and what was
can be changed or delayed as a result
happening outside.
of changes in weather.
What were your
- Explain how severe weather affects actions, thoughts and
our homes and environment. (Severe feelings during this
weather damages homes and the weather event?
environment, displaces organisms Describe how the
and results in the loss of lives.) weather affected your
- Why do you think new houses should plans for the day.
be built at least 36 inches (3ft) above
the ground? (According to building
codes in different areas, houses • Have learners work in small groups to
should be built above the ground to brainstorm weather:
avoid damages in the event of 1. What are some different types of
floods.) weather?
- Why is it important to use water 2. What do you think causes weather?
tanks and concrete reservoirs for 3. What are the effects of different kinds
storage of water in our homes and of weather?
communities? (Water tanks and
reservoirs act as storage devices for
water so that it is available in times
of need)
- Explain how trees would help to
reduce the impact of a weather-
related problem, for example, strong
winds. (Trees act as wind breaks that
reduce the intensity of the wind from
property, crops and landscape). • Allow learners to observe pictures of
- Why should houses be equipped with weather conditions and classify same as
drainpipes and why should these severe and not-severe.
pipes be at ground level or about 12
inches above the ground? Severe weather Not – severe
(Drainpipes help excess water to weather
leave the land and help reduce
flooding.)
• Host a gallery walk for learners to

display plan and model of solution
design to reduce the impact of weather-
related hazards. In pairs, complete and
present a Venn diagram of the • Have learners complete a table to show
similarities and differences between the weather patterns and its effects on the
their design and another design set out to environment and our homes, for example,
solve the same weather-related problem
as theirs. For example, Weather Patterns Effects
Excessive rain Flooding,
damage roof
tops, leaking
roofs
Heat wave
Hurricanes
• Present learners with the following

scenario:
Imagine you are in your cozy home on a
cold, rainy day. You might be watching a
movie or eating a meal with your family
when, suddenly, you hear DRIP… DRIP…
DRIP… Oh no! Your roof is leaking!
Children should observe pictures of houses on
stilts in Georgetown and other areas in the • Ask learners to consider the different
country and discuss the rationale for building shapes and materials used in the roofs they
above ground and the relationship to severe see in their community. Discuss how roof
weather/flooding. shapes need to change to suit different
weather patterns. For example, a flat roof
Children should brainstorm/investigate the is not a good choice for an area that
designs of homes that might resist severe receives a great deal of rain, because the
weather. How do we make roofs and buildings rain water will remain on the roof for
more resistant to storms in our own community? some time and can eventually seep into
Children could take pictures of the buildings in the house.
their community (cellphone) and bring them to
class for showing and discussion. • Introduce the design challenge “Design
See video on storm resistant design here: and construct a roof that will protect a
https://www.youtube.com/watch?v=oF_zBqY9a cardboard house from getting wet.” Here
GU (2:10 min) learners can draw a sketch of their roof
and identify materials that they will use.
• Allow learners to work in groups and
explain to each group that they need to
develop a roofing system for a house that
can prevent water from entering.
• Allow each group to build their roofs.

Some learners may choose to use one
material to make their roof, while others
will use a variety of materials. When
learners are satisfied with their roof, they
may test the roof for leakage by placing
the newly roofed house on a sheet of
newspaper. Then spray the roof with
water. Lift up the house and examine the
newspaper for moisture. Identify leaks in
the roof and redesign. Test again. Repeat.
• Activity variation:
- Instead of creating cardboard houses,
construct a roof for a plastic bin. Pour a
measured amount of water on the roof.
Then collect and measure any water
that leaked into the bin.
- Make the roof-building into a
competition. The winner is the person/
team that builds the most effective roof
out of the fewest materials.
- Assign a cost to building supplies and

give participants a budget. Participants
must work within their budget to
complete the activity.
• Present other scenarios to learners, for

example,
Due to excessive rainfall in your
community, the nearby waterways
overflow and flood the community,
destroying homes, farms and animals.
Design and construct a structure that will
protect the community from floods. Allow
learners to work in groups to complete this
activity.
• Allow learners to make a list of other

problems caused by severe weather in
their community and design possible
solutions to these problems, for example,
severe heat/heavy winds.

• Severe weather is any destructive weather phenomenon. The term is usually used to refer to severe thunderstorms and related storms, such as
tornados, hail, and downbursts. Unlike normal weather, severe weather does not happen as much. Most severe weather, like hurricanes and
severe thunderstorms, happen in the summer. Winter storms are also kinds of severe weather, and these happen in the winter.
• Severe weather affects our daily activities and the environment.
• Literacy: Vocabulary – building word list and decoding new words relating to weather, listening to peers as they share information about
design solutions, speaking, reading passage about weather hazard,
• Mathematics: Geometry – shapes of materials for the construction of models, angles – arranging materials at different angles to complete
designs; Measurement – measuring materials at required lengths for the construction of models.
• Social Studies: Weather and climate – the impact of weather on our daily activities and the environment.
• TVET: Creativity in designing solutions to combat the impact of severe weather. Awareness of solution designs in other parts of the country
and world. For example, replanting trees in the environment to act as wind breaks, building single story houses in hurricane areas.

Spray bottle (to test designs), scissors (several to share), Markers (enough to share), Large, shallow plastic storage container or other basins
(optional), Assorted roofing materials: 1 roll paper towels, leaves, Fabric scraps, aluminum foil squares, 3" x 3”, straws, popsicle sticks/other
suitable material, Other materials of your choosing, Several rolls of tape, Cardboard, newspaper, charts of weather patterns, pictures of weather
patterns.

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GUYANA NATIONAL CURRICULUM GUIDE

Eliminating Illiteracy, Modernising Education and Strengthening Tolerance

• Demonstrate an understanding that

• Demonstrate an understanding that

Allow learners to share findings of

Useful Content Knowledge for the Teacher about the Outcome:

• A force is a push or pull caused by objects interacting with each other.

See video: Unbalanced forces https://www.youtube.com/watch?v=NlN9e8tDwXg (5:51 mins.)

- Literacy: Vocabulary, listening, speaking, word building.

Inclusive Resources and Materials

Useful Content Knowledge for the Teacher about the Outcome:

Forces & Motion on Periodic Motion

Areas for Integration

• Reflect on investigations and

- What happens to the balloon when

- What is the negatively charged part of

- What name is given to the force that is

• Create anchor chart to present

Also see Primary Microscience Experiences

• Following the explanation and

• Allow learners to explore the strengths

• Place magnetic materials different

Also see Primary Microscience Experiences

• Conductor: A material through which charge moves easily

Areas for Integration

Inclusive Resources and Materials

If Deon’s pants are always falling off their hangers

• Display, oral presentation and

Scoring Criteria 0-4

• For gifted students, assist them to build

• Undertake a discussion with students

Area for integration

• Show respect for animal groupings Task 2:

Because the animals lived in a closed ecosystem,

- What do you understand by the

There were enough food for all.)

Inclusive Resources and Materials

• Explain how organisms use their

• Explain how organisms depend on each

• Learners in groups will discuss and

NB. This investigation can also be done by

• In groups of 3-4, learners can create

• Read book or watch video to discuss the

Answer strategic questions; for

• Teacher should ask learners to identify

Teacher can use two read aloud books

Salamander Room by Anne Mazer(see:

Farmer Joe’s Hot Day by Nancy Wilcox

Areas for Integration

Inclusive Resources and Materials

• Explain why different organisms Migration

• Demonstrate an understanding of the

• Allow learners to investigate how plants

- Place one fern plant in a shaded spot inside

• Engage learners in engineer design activities.

o Mr. Benn’s ceiling is infested with bats

Group 1: Design a solution to help Mr.

Group 2: Design a solution to help Mr.