The main aim of teaching Science in Grade 3 is to enable learners to develop inquisitiveness for the environment and their surroundings. The curriculum includes activities to allow learners to develop creative thinking skills and evaluate their choices concerning the elements of the environment.
- The learner develops foundational knowledge about the environment through observation of the surroundings.
- The learner recognizes the ways in which plants and animals have adapted over time.
- The learner identifies the components of the earth.
- The learner consciously and sub-consciously develops an appreciation for the environment.
- The learner makes links between the different features of the environment.
- The learner begins to form opinions on the actions of humans and its consequence on the environment.
- The learner consciously and sub-consciously develops an interest in the importance of Science in daily life.
- The learner understands the basics of processes causing climate change.
- The learner understands the need and importance of a healthy environment.
- The learner consciously and sub-consciously develops an appreciation for different elements of nature and their contribution to maintaining a sound ecosystem.
- The learner begins to use scientific vocabulary to explain simple observations and experiences.
- The learner generates questions based on given information.
- The learner researches topics and formulates relatable questions.
- The learner innovates physical activities that showcases the use of energy, force, and motion.
- The learner inferences, identifies and creates patterns based on their scientific inquiries.
- The learner develops a sense of responsibility, care, and respect for the environment.
- The learner begins to sensitize about one’s society.
- The learner develops an appreciation for social and ecological diversity.
Concept - The learner is able to:
- Categorize the renewable and non-renewable resource;
- Develop an understanding of the concept of ‘3rs’;
- Interpret and draw conclusions out of simple information.
Confidence - The learner is able to:
- Develop awareness about immediate surroundings through their own experiences;
- Characterize a healthy environment;
- Identify one’s role in maintaining a healthy environment.
Clarity - The learner is able to:
- Form perspectives regarding major environmental issues;
- Develop an awareness of various social issues;
- Analyze food chain dynamics through observations made in the surroundings.
Application - The learner is able to:
- Develop an awareness of the impact of human actions on the quality of air, water, and land;
- Identify the role of self in minimizing the impact of human actions on the quality of air, water, and land;
- Apply the conventions of measurement – accuracy, position, orientation, and repetition.
Innovation - The learner is able to:
- create drawings, designs, motifs, models, top, front, side views of objects, simple maps, etc;
- make links between the different features of the environment and the specific needs of living things;
- investigate the processes of physical and chemical changes in nature.
Compassion - The learner is able to:
- Develop an appreciation for diversity;
- Engage in discussions to minimize the impact of human activity on the environment;
- Empathize with other living beings.