SC ENCE

SMART
Teacher’s

3
Guide
 Contents

Their Life Processes

Living Things and
Preface ii

Scheme-of-Work 2

Chapter 1: Living Things and Their Life Processess

• Lesson Plans 4
• Textbook Wraparound 19
• Workbook Wraparound 43

Chapter 2: Sorting Living things

• Lesson Plans
• Textbook Wraparound
• Workbook Wraparound

Chapter 3: Fit for Life

• Lesson Plans
• Textbook Wraparound
• Workbook Wraparound

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

• Lesson Plans
• Textbook Wraparound
• Workbook Wraparound

Chapter 5: Materials All Around Us

• Lesson Plans
• Textbook Wraparound
• Workbook Wraparound

Chapter 6: Pushes and Pulls

• Lesson Plans
• Textbook Wraparound
• Workbook Wraparound

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 Ii
 Preface
To enable teachers to deliver engaging and effective Science lessons, we provide
teachers with an array of resources for complete teaching support.

Every chapter of the Teacher’s Guide contains the following:

1. Scheme-of-Work
Scheme of Work
Provides planning support Chapter 1: Living
Things and Their Life
(Theme: Biology) Processes
to teachers —­­ contains a Total teaching time: 12 perio
ds (6 hours)

breakdown of teaching Section in

Textbook
Teaching
Time Specific Instructional Objec CIPP Learning Objectives

time, Specific Instructional

tives
Skills
Content Scientific Enquiry
What Are the 6 periods
Life Processes Pupils should: Process Skills Vocabulary
21st Century Skills
Objectives, CIPP Learning
(3 hours) - know that humans and Know life processes R
in Humans animals Collect evidence in a
undergo life processes common to humans
and Other variety of contexts to Analysing
- know that life process and animals include Apply technology effective
Animals? es include answer questions or Classifying ly Energy
nutrition (water and Textbook pages

Objectives, skills that will be

movement, respiration, test ideas. Be self-directed learners
sensitivity, food), movement, Communicating Excretion
nutrition, excretion, reprodu Communicate clearly
ction and growth and Extinct Workbook Activit
growth Make generalisations Comparing
reproduction (3Bl1) Interact effectively with
- Be able to describe the and begin to identify Observing others Fruit
various life

taught in the chapter, a list

processes in humans and Make judgements and URL 1.1 — 1.7
animals simple patterns in decisions Growth
results. Reason effectively
Life process
Think creatively
Movement

of new vocabulary, and Nutrition

Reproduction

resources available for the

Respiration
Respond
What Are the 4 periods Pupils should: Seed
Life Processes (2 hours) - know that plants undergo

chapter.
in Plants? life Collect evidence in a Sensitivity
processes variety of contexts to Analysing
- know that life processes Be self-directed learners
in plants answer questions or Observing Chlorophyll
include movement, respirat Make judgements and Textbook pages 11
ion, test ideas. decisions Fern
sensitivity, nutrition, excretio Reason effectively
n, Flowering plant Workbook Activities
reproduction and growth
Think creatively
Moss
Use systems thinking URL 1.8 — 1.12
Non-flowering plant
How Can We 2 periods Pupils should: Spore
Tell Living (1 hour) - understand and explain Describe differences Stomata
Things From that the Relate evidence from
difference between living between living and
Non-living things real world context to Analysing
and non-living things lies non-living things Enviromental literacy
Things? in the life answer questions or Communicating
processes that living things using knowledge of Make judgements and Textbook pages 17
undergo test ideas. decisions
which non-living things life processes (3Bl3) Comparing
cannot, giving Reason effectively
real life example Workbook Activities 7
Think creatively
Workbook Worksheet
ee

URSL 1.13

2. Lesson Plans
The lesson plans consist of an Overview and Lesson Notes.
• The Overview allows teacher to see at-a-glance the number of lessons, specific 2 Scheme of Work

© 2012 Alston Publishin

g House Pte Ltd

instructional objectives and skills coverage that will be touched on in the lessons.
© 2012 Alston Publishin
g House Pte Ltd
Science SMART Teache
r’s Guide

• The Lesson Notes provide a detailed guide for teaching each chapter.
Background information and
21st Century Skills are also
highlighted to give teachers a
sses

ns
and

Main Lesson Pla

Their Life Proce

Resources
complete picture of the concepts
Living Thing s

s
Lesson Plan
Lesson 1.1 Lesson Notes 1, and

s
BSCS 5E
ation: Pupils learn
Background Inform their environment in Grade
t about animals
2.
and plants in Grade
being taught.
Life Processe
and
about living things 1
s and Their d Textbook page
the plant helpe
Living Thing
Chapter 1

Chapter open
er Ari has given to
Chapter 1:
discuss if the milk ns) need to keep
ourselves
in the opener to animals (i.e. huma
Use the scene
Total number of
periodsperiods: 12 Engage:
Pupils are given it grow. Talk abou
alive leading to
t what plants and
life proce sses.
The lesson notes follow
Lesson PlansOther Animals? (6 periods)
an interesting you think so?

Overview of esse the BSCS 5E Inquiry

idea to think Ask pupils: f the milk? Why do
grew because o normal houseplant.
)
about k the plant really bigger than a
Number of • Do you thin
s in Humans and
Life Proc 21st Century Skills Periods (Answer: Yes, becau
se the plant is need food, water
and air. You
What Are the Process Skills (Answer: Plants

approach by
to su rvive? er.)
CIPP Scientific • What do p
lants need
get their food in
this chapt
ctional 2 how plants air.)
Specific Instru Enquiry Skills will learn abou
t Food, water and
Lesson Objectives Communicate rvive? (Answer:
Communicating mans need to su

introducing each of the

Collect evidence
in a clearly • What do hu
xts to Comparing survive, but a
Pupils should: variety of conte Interact effectively Explain that: food and water to iving
1.1 ns and or nd humans need these are non-l
(page 5) - know that huma life answer questions Observing with others s such as plants a not need food and water –
• Living thing
animals undergo
5Es (Engage, Explore,
toy does
test ideas. Reason effectively plastic plant or
stuffe d
processes gs un dergo .
processes Think creatively things. ly living thin
- know that life , trition is a l ife process that on
include movement • Eating or nu

Explain, Elaborate,
.
respiration, sensi
tivity, lso a life process processes as well.
• Growth is a about other life
nutrition, excre
tion, they will learn .
growth
4 in this chapter, non-living things
reproduction and Apply technology Tell pupils that living things from

Evaluate) into a lesson at

Analysing be able to tell
effectively Then, they will life; Creative thinki
ng
Make ng to real
and Classifying d gies: Relati
1.2 Pupils should: generalisations Be self-directe Teaching Strate
ibe the Communicating
- be able to descr sses in fy
Think creatively rowth.Water
appropriate junctures.
begin to identi learners
(page 7) in 21st Century Skill: d milk on plant g pupils to
various life proce simple patterns Comparing Make judgement
s fects of water an . Ask
humans and anim
als iment with the ef one with water
results. and decisions Project Idea: Exper two weeks, one with milk and isited later in
Observing Elaborate: for which will berev
two similar plants ing questions
Reason effectively Pupils develop ctions for the follow
note down their predi
deeper
the chapter. althie r?
understanding appe ars he
1. Which plant ? BSCS 5E
from help plants grow milk? Lesson Notes
ds) Number of 2. Does milk r our plants with page 2
in Plants? (4 perio e normally wate
challenging • Textb ookens if living
What happ Resources
Life Processes 21st Century Skills Periods 3. Why don’t w things do not excrete? (
Answer: They will not be
ideas that
What are the Process Skills remove waste materials
Will I Learn? from their body and will able to
CIPP Scientific er.
Explain: fall sick and eventually die.
extend Chapter?, What this chapt Explain that:
Their Life Processes

ey will be like for

)
ctional What’s In This
Living Things and

4 journ Differences
Specific Instru Enquiry Skills Be self-directe
d ptual learn ing may wish to •
pupils what their
Excretion is
Lesson conce out loud. You between two the process in which the body ge
Objectives Analysing learners understanding Emphasise to of the mind map by reading concepts are as carbon dioxide and
water, by passing them
ts rid of waste materials, such
in a Trace the path
Collect evidence environment. out of their bodies into the
Observing Make judgement
s and skills Teaching Tip: clearly
Pupils should: variety of conte
xts to as you speak. explained to • Defecating is not cons
1.3 undergo or and decisions draw the map living. re not.
idered excr
undigested food not absorbed etion because the body is merely getting rid of
- know that plants answer questions
dispel any
(page 10) be living or non- ings a
, but non-living thmisconceptions Backgroun
by the body.
life processes Reason effectively • Things can y out life process
test ideas. s are able to carr
d Information: Food
ook page 3 is digested in the mouth, stomach and small
processes in • Living thing Textb
- know that life
intestine. Undigested
Think creatively
food is passed out of the
movement, Other Anim als? since the body. This is defecation. Note
plants include
undigested food is not produced that
sensi tivity, Use systems thinki
ng
Proce sses in Humans and Project
in the body, it is not excretion.
respiration, Life Your Skills. Idea:
What Are the
Keep a garden snail in
tion, tell activity in Build ions listed in theexcretes any waste. a container and observe
out the show-and- pets. You may use the quest
if the snail
nutrition, excre Explore:
growth Activity: Carry about what21st Century Skill:
reproduction and Pupils learn share about their shared, ask the class to think Reason effectively
to use inquiry Have a few pupils have
d. After pupils
ds) through a activity to get starte Reproduction
Number of
in Plants? (4 perio 21st Century Skills
learnt.
Life Processes
they have Ask pupils:
y do? Textbook page 10
Periods hands-on e things the• Why do an
What are the CIPP Scientific
Process Skills
activity and Ask pupils: e in common? W
hat are some of th
eat, run, sleepdie.)
imals need to produce young? (
Answer: To replace the animals
Specific Instru
ctional
Enquiry Skills y 2 teacher-led s do the pets hav , exercise, rest, shelter etc. Pets that
Enviromental literac • What need
Lesson need food, water
Explain that:
Objectives Analysing s discussion (Answer: Pets s share
Make judgement n babie • Reproduction is the pr
Relate evidence (Answer: Yes, huma pupils mayreproduce,
ocess of producing new animals.
etc.) same needs?
first
Communicating
If animals do not
Pupils should: from real world and decisions babies have the er this question, do
their kind will die off and
become extinct.
1.4 and explain • Do human Note: To answ s, eg How
• Some anim als reproduce by laying
- understand context to answ
er Comparing Reason effectively needs as pets.) y about themselve er: I need eggs while others give birth to the
many of the same questions listed in the activit
alive. Animals can also
(page 14) produce one young or many ir young
that the differe
nce
questions or test get tired? (Answ Tell pupils young at a time.
things Think creatively need to answer
the
you do when you when I’m s ick. that they will learn more about how different
between living ideas. ourself? What do ent, see a doctor Chapter 2. animals reproduce in
things lies you take care of y an en vironm
and non-living eals, live in a cle Evaluate:
to have regular m
Project Idea: You may g
proce sses that Pupils recap et pupils to research on how and
in the life .) become extinct; and the why the Dodo bird
rgo I yawn/go to sleep what they have consequences of extinction URL 1.7
living things unde
of a species.
learnt and Recap on the seven life
things processes and their definitions.
which non-living assess their the seven life processes
using the acronym MRS
Help pupils to remember
real life grasp of Movement, Respiration NERG, which represents Workbook page 4
cannot, giving learning
, Sensitivity, Nutrition, Excretion,
5Reproduction, Growth. Activity 3: The Toy
examples Teaching
Strategy: e Grad e3 Test
outcomes Guid
Memory aids
RT Teacher’s
Science SMA
URLS 1.5, 1.6
Ltd
Publish ing House Pte
© 2012 Alston Internet link for Lesson
Pte Ltd
1.2
Publishing House
© 2012 Alston URL 1.1: Trailer clip for
the movie Castaway (Optional t

All URLs used in

http://www.youtube.co o play this video as introduction an
m/watch?v=PJvosb4UCLs d lead-in to Workbook Activity 1)
s URL 1.2: Video of grizzly
Lesson Plan bear catching salmon (Optional
4 lead-in to Workbook Ac to play this video to show

the lessons are

tivity 2) how and why animals move
http://www.youtube.co as
m/watch?v=0NcJ_63z-mA
URL 1.3: Video of lioness
hunting zebra (Optional
to play this video to show

Teaching tips, teaching strategies,

Workbook Activity 2)

consolidated at the
how and why animals move
http://www.youtube.co as lead-in to
m/watch?v=INcW26-iyqU&feature
=related
URL 1.4: Video of flamingoes
fleeing from predators

suggested activities and project

end of each lesson for

http://www.youtube.co
m/watch?v=1NClMD5IR0o&featu
re=fvsr
URL 1.5: MRS NERG and the sev
en life proc
http://www.oum.ox.ac.uk/thezon esses (corresponds with Internet Link 1.1 in Textbook)

ideas are included to make

e/animals/life/index.htm
URL 1.6: Glogster®: You
may get pupils to use this
http://www.glogster.co
m
website to come up with
posters for MRS NERG. easy reference.
lessons more fun and lively.
URL 1.7: More information abou
t the Dodo
http://en.wikipedia.org/wiki/Dodo

© 2012 Alston Publishing

House Pte Ltd
Science SMART Teacher’s
Guide Grade 3
9

II
ii Preface © 2012 Alston Publishing House Pte Ltd
 Biology
Biology
Living Things
Living Life Processes
Their Life
and Their
Things and Processes CChhaapptteerr
Activity
Background 1

3. Textbook
Refer to Lesson 2.1 for more
Reproduction
Growth What Are the Life Processes
Sensitivity

Chapter 1

Their Life Processes

information.

Living Things and

When living things grow, they get Ama ing
bigger, taller and heavier. Living
Facts! Reproduction
Nutrition allowsisliving things toin grow. When a living
a process which a young is in Plants?
What would you do when something scares you?
Use the cartoon here to introduce
things take in food and water Humans usually produce produced
thing grows,from
it becomes
its parents.
largerAllin living
size. Itthings
also increases
will die Imagine that you unexpectedly saw a cockroach.
to grow. The growth of a living
only one young, or baby, at one
in weight,
day. Ifthat
a kindis, itofbecomes
animal did
heavier.
not reproduce, there Now you have learnt about the life processes of
Would you scream or jump? the concept of life processes in
a time. However, sometimes plants. You may ask pupils:
thing continues from young till full two or more babies are would be no more of its kind left. When this happens, humans and other animals. Do you think plants
undergo the same life processes? Let’s find out!

Wraparound
maturity. born at the same time. Two we say that animal has become extinct. • In the cartoon, what life
babies born together to
the same mother are called
processes does the plant
twins. Twins When an animal reproduces, a young is born. The My mother tells me to show?
can look young will grow to look like its parent. eat my food so that I will
different or grow. Do plants need food • How are these life
I water my plants so
Link identical.
that they will grow and water to grow too? processes similar or
Some animals produce tall and strong! different in plants and
Pupils will learn more about
animals?

Features include:
r Mo a single young at a time.
weight in Grade 6 Chapter 5: ve

Disco

re
Mass & Weight. Pupils will also

!
Some animals produce
learn more about how some living many young at a time.
If you find it hard to
things change in their appearance remember the different life
as they grow in Grade 4 Chapter Key Inquiry

• Background
processes, Mrs Nerg can
1: Life Cycles of Animals. help you! You see, the
letters in the name
MRS NERG stand for
Ama
the seveningdifferent life
Facts!
processes. Just take the first
Try blowing at ants. Do you notice that they scurry
A baby horse, also known as a
foal, grows into an adult horse. away from you? Question
Background Do plants undergo the same life
Biology
All living things must processes as animals?

Chapter 1
reproduce

• Teaching Tips
The blue
letter of each life process in order to ensure
whale is the continuity of
you have learnt, and you their kind. If a species
largest
will findanimal
her! reproduce, they will
do not Ama ing Reproduction
on Earth. It can Some animals become Facts!
Reproduction is
extinct. In order for
Meetup
grow
out more
MrstoNerg and find
30 metres
about
reproduce by
reproduce, a male
living things to Humans usually produce
only one young, or produced from its
a process in which
a young is W
long. It is also onetheof the laying eggs. and a female parents. All living
in
baby, at

• Key Inquiry Questions

Plants make up another group of living things. must usually mate. a time. However, sometimes one day. If a kind things
seven life processes
‘greediest’ animals. Blueat
However, two or more babies of animal did not reprodu will die
Internet
whales feedLink
on1.1.small sea there are organism are would be no more of its ce, there
s (usually born at the same
time. Two kind left. When this hap Now
creatures called krill. An adult asexual), like amoeba we say that animal
Unlike humans and other animals, plants cannot , that are babies born together
to has become extinct. pens,
hum
blue whale eats about 3600 kg able to reproduce the same mother
of krill a day! move from one place to another. Finding and eating without a male twins. Twins
are called
und
and female. When an animal reprod
Activity Some animals food is not important for plants because they can can look

• Common Misconception
>> Workbook Living things are sensitive to changes around them. young will grow to uces, a young is born.
reproduce by make their own food. different or
look like its parent. The
Activity 3: The Toy Test A child grows into an adult.
giving birth to They respond to these changes. When a living thing identical.

Cross Link! young alive. responds, there is a change in its action or behaviour.
You will find out how some
However, plants undergo life processes just like Link ve
r Mo
Some animals produce
A living thing may also change in appearance as it humans and other animals. Let’s take a look at the

Disco

re
living things change in a single young at
a time.

• Activity

!
appearance in Grade 4
grows. Can you think of any animals like that? life processes in plants. Pupils will learn more
Chapter 1: The Life Cycles about how
of Animals. different types of living If you find it hard
to Some animals produce
things remember the different
reproduce in Chapter life many young at a
10
6 2, Sorting
117 processes, Mrs Nerg time.
Living Things. can
help you! You see,
the
letters in the name

• Link
MRS NERG stand for
the seven different
life
processes. Just take
the first
Vocabulary letter of each life
you have learnt, and
process
you
Project Idea Reproduction — ree-pruh
-duhk-
will find her!

• 21st Century Skills

shuhn Meet Mrs Nerg and Some animals
find
Refer to Lesson 1.2 for more information Extinct — ik-stingk
t
out more about the reproduce by
seven life processes laying eggs.
at
Internet Link 1.1.
Using the internet and/or the aid of library resources, ask pupils to research
on the growth of a few living things of their choice. You can get pupils to Plants m

• Vocabulary
present to the class through PowerPoints, or through posters. Pupils should Get pupils to comple
be able to conclude that difference species of living things grow to maturity te >> Workbook Activity Unlike h
Activity 3 in the Work move fro
at different rates. book. Activity 3: The Toy Some animals
Test food is n
reproduce by
giving birth to make the

• Project Idea
young alive.

However
21st Century Skills humans a
Resources
10
life proce
Apply technology effectively; Be self-directed learners

s 3 — 10 Activity
Refer to Lesson 1.2 for mo
ties 1 — 3 re information
1. Ask pupils why
living things need
that if a living thing to produce young.
do not reproduce, Highlight
and become extinct. their kind will eventua to them
lly die off
24
2 4 Textbook Wraparound © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Science SMART
2. Help Teacher’s Guide Grade 3
pupils recap 29
29
on the
the acronym MRS NERG. seven life processes and their definition
You may refer your pupils with
for more informat to the following U
ion: RL
http://www.oum.ox.ac.uk
You may get pupils /thezone/animals
to use Glogster® /life/index.htm
with posters on MRS at this internet website
NERG: to come up
http://www.glogster.com
.

Project Idea
Research on the D
odo bird and find out how
More information
at this: http://en.wikiped the species became extinct.
ia.org/wiki/Dodo
28
28 Textbook Wrapar
ound
1 — 16
© 2012 Alston Publishing
House Pte Ltd

s4—6

— 21
4. Workbook Wraparound Living
LivingThings
Thingsand
andTheir
TheirLife
LifeProcesses
Processes

Features include:
Chapter 1

Name:
Name: Class:
Class: Date:
Date:

Their Life Processes

8
7—8

Living Things and

Day
Day 77
Activity
Activity A Diversity
A of Things
Diversity of Things
ets 1 — 3

• Before Carrying Out This Activity...

Process skills:Communicating,
Processskills: Communicating, Classifying,
Classifying, Comparing
Comparing How are
How living things
are living things
differentnt from
differe from
ng things?
non-living
non-livi things?
Day
Day 10
10 Instructions:
Instructions:
Visit
Visit the
the zoo
zoo or
or your
your school
school garden,
garden, or or take
take aa walk
walk around
around
your
your neighbourhood.
neighbourhood. Take
Take note
note of
of the
the different
different things
things you
you see.
see.

• Skills Overview a.
a. Which
Which life
life processes

Growth,
processes did

Growth, sensitivity
did you
you observe

sensitivity (Other
observe in

(Other acceptable
in the
the potted

acceptable answer:
potted plant?
plant?

answer: Movement)
Movement)
a.
a. In
In the
saw.
the box
box below,
saw. They
below, write
They may
picture
picture of
may be
of each
write down
be living
down eight
living things
each thing.
thing.
things or
eight different
different things
or non-living
things you
non-living things.
you
things. Draw
Draw aa

• Tips for Teachers b.

b. Which
Which life

No
life processes

No life
processes did

life processes
did you

processes were
you observe
observe in

were observed.
observed.
in the
the plastic
plastic plant?
plant?

• Further Explanation c.c. What

What does
does this
this tell
tell you
you about
about the
the difference
difference between
between real
real plants
plants
Chapter 1

A week later, the and

and plastic
plastic plants?
plants?
two plants looked

• Marking Scheme
like this:
Living Things (Pupils
(Pupils should
should write
write down
down living
living things
things such
such as
as tree,
tree, tiger,
tiger, rabbit
rabbit
Real
Real plants
plants can
can undergo lifeand
undergo life processes
processes but
but plastic
Their Life plastic plants
Processeplants cannot.
cannot.
s etc,
etc, as
as well
well as
as non-living
non-living things
things such
such as
as bench,
bench, cage,
cage, spade
spade etc.)
etc.)
Name:

2
(Other
(Other acceptable
acceptable answer:
answer: Real
Real plants
plants can
can grow
grow and
and respond
respond
Class:to
to changes
changes inin their
their
Worksheet Date:
Monkey Business!
surroundings
surroundings but
but plastic
plastic plants
plants cannot.)
cannot.)
The pictures below
show a wind-up monkey,
a monkey and a monkey
tree.

Marking Scheme Plant A

Plant B
c. A comparison b. Which plant did
must Rita place in her garden
be made between ?
Plant Plant A [1 mark] Wind-up monkey
A and Plant B in order Monkey
for 12
12 Chapter
Chapter11
Monkey tree
13
13
two marks to be awarde Use the words below
e Grade 3 d.
3 Hence, the first mark
is
c. Plant B had grown
taller than Plant A.
Why do you think each word once,
to fill in the gaps in
the sentences. You
grew taller? more than once or may use
awarded when the Plant B not at all.
pupil [2 marks]
explains that Plant Plant B was trying grow move from place
B grew to find light, so the to place reproduce
taller because it was stem grew much longer.
[1 mark] make food
trying
to find sunlight. The
second
Plant A had lots of
light, so it did not need
to grow as tall. [1 mark]
Skills a. Give ONE way in
Overview which the toy monkey Before Carrying Out This Activity...
mark is awarded similar. and the monkey
when the d. Give ONE other This experiment requires pupils to observe and compare the changes in a are Make arrangements for pupils to visit the zoo as an excursion. The school
pupil explains why [1
Plant B Plant A.
way in which Plant B loo
ks different from living thing and The toy monkey
a non-living thing
andover period of time. Their observations mark]
the amonkey garden or the surrounding neighbourhood are other options.
grew taller than Plant that life processes canbut notmove from place to
A. b. Give are TWO
observed in the potted plant in the plastic place
. Ensure that pupils bring along writing and drawing materials and a
The leaves of Plant [1 mark] lead them toways
plant should differen in which
infer the difference
the between
toy monkey real plants and clipboard if possible.
e. One mark is awarde B are lighter in colour t. and the monkey
than Plant A. plastic plants. are
d [2 marks]
when pupils mentio e. Rita then put Plant (i) The monkey can
n the A by her bedroom
grow
concept of sensitiv had bent towards window. After one Pupils are exposed to the 21st Century Skills of reasoning effectively
but the and
toy monkey cannot.
ity, and the window. Why week, it making judgements(ii) The monkey
and decisions
the other mark is did this happen? can based on experimental evidence.
reproduce
awarded [2 marks] but the toy monkey
cannot. Tips for Teachers
when pupils are able Plants are sensitive to their surroundin c. Give TWO ways
to gs. [1 mark] Plant A in which the monkey Pupils should be supervised when visiting the zoo or the surrounding
relate this concep grew towards the different. and the monkey
tree are
t to the light from the Sun. neighbourhood.
plant growing toward [1 mark]
[2 marks]
s the (i) The monkey Also, ensure that pupils are equipped for bad weather, such as by wearing
Sun. cannot make food
can. but the monkey hats or carrying umbrellas.
16 Chapter 1 tree
(ii) The monkey can move from place
to place Instruct pupils to find a mix of living and non-living things, ie not all living
but the monkey tree
cannot. things or all non-living things.
17

Further Expla
nation
b. Plant A looks healthier
than Plant B. Pupils
sunlight to make food, have learnt that plants
and that they will
54grow weak without Workbookneed Wraparound © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 55
They should thus
be able sunlight.
Plant B did not. Therefor to infer that Plant A received sunlight,
e, Rita must have while
placed Plant A in
c. Since only Plant A her garden.
received sunlight
healthy growth from , Plant B’s growth is clearl
making food using y not
themselves, what sunlight. Pupils must
could be then
tall? Pupils have learnt th a possible reason for Plant B growing ask
at plants grow towards su so
that Plant B grew nlight. They can in
taller because it was fer
placed in darknes looking for sunlight,
s. Plant since it was
tall as Plant B because A, on the other hand, did not need
it was exposed to to grow as
plenty of sunlight.
d. Other possible
answers include:
the stem of Plant B Plant B has fewer
is thinner than the leaves than Plant
stem of Plant A. A;
e. It is not enough
to answer that the
that does not explain plant grew towards
why the plant grew the Sun, because
complete answer towards the Sun.
must first mention A
surroundings. that plants are sensitive more
to their

58 Workbook Wrapar
ound

© 2012 Alston Publishing

House Pte Ltd
Living Thi
ngs and The
ir Life Pro
cesses
Name:

5. Additional Online Support Exam Practi Class:

Date:

Living Thi
ce
ngs and The
ir Life Pro Tom set up two
cesses

Extra resources include:

Name: aquariums, X
equal amoun and Y. First, he
Fun and ts of water. filled two sim
Class: the fishes in He then placed ilar tanks with
Games Find the Hid Date: both tanks with five fishes in
den Message! an air pump the same am each tank. He

• Consolidation Worksheets
in Tank X. ount of food. fed
Cross out the He also placed
Living Thin
gs and The boxes as inst
ir Life Proc
esses that form a ructed. You
sentence. will be left with

• Exam Practice
Name:
eight words
Consolidatio Class:
n Workshee Date: A
ts B
C

• Fun & Games

1 ANIMALS D
What Are NEED Tank X
the Life Pr 2 GROWTH
and Othe oc
r Animals? esses in Humans
NUTRITION EXCRETION Tank Y What did Tom
WATER The next day place in
MOVEMENT Tank X but not
3 MO AND
, he observed Y? What was in Tank
VEMENT were swimm that the fish
SENSITIVITY ing near the es miss
4 FOOD surface of the in Tank Y the water in Tank ing in
Y
Complete the STAY TO a) Why were water. the fishes need that
life processe
s RESPIRATIO the fishes in ed?
the correct
sentences. The each picture on the left N ALIVE the water? Tank Y swimm
first one has shows. Then REPRODUCTIO ing near the
been done match them
Instructi
for you. to N surface of
ons:
M ovement k] [1 mar
Column A Cro
Living things ss out every b) Tom change
do this so that
Row they will box that doe
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extinct. 1 Cro ss out every s not contain d the water
R box that con the letter ‘A’. fishes from in both tanks
Column D Cro tain s Tank Y. The and remove
Animals nee only near the sur rem d thre
face of the wat aining two fishes stopped e of the
d to eat food ss out every one vowel.
box where the
water to surv Row
ive. 2 and Cross out eve fourth letter er. Why wer swimming
S ry box that con is an ‘R’. e they able to
Animals do this Column B Cro tains the lett do so?
to look for ss out every er ‘O’.
shelter, and
Rowpe4fromfood and box that con [1 mark]
to esca Cro ss out every
danger. tain s the letter ‘S’
box that contains twic e.
N A living thing
both the lette c) What doe
heavier over
gets bigger
and rs ‘I’ and ‘O’. s this tell you abo
a.timeWr
. ite dow ut a characteri
n the senten stic of living
ce that can things?
respthe
E Living things eight words be made from
around them ond to changes left.
. [1 mar k]
The process
by which nutr d) Name thre
R taken in by anim ients e variables tha
als are conv experiment t Tom kept the
to energy. b. Wh at two erted a fair one. same to ma
words describ ke his
crossed out? e the activiti
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by whic
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materials prod h waste
are removed
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uced by the
L
body
P

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 iii
 Scheme-of-Work
Chapter 1: Living Things and Their Life Processes
(Theme: Biology)
Total teaching time: 12 periods (6 hours)
CIPP Learning Objectives
Section in Teaching
Specific Instructional Objectives
Textbook Time
Content Scientific Enquiry

What Are the 6 periods Pupils should: Know life processes Collect evidence in a
Life Processes (3 hours) - know that humans and animals common to humans variety of contexts to
in Humans undergo life processes and animals include answer questions or
and Other - know that life processes include nutrition (water and test ideas.
Animals? movement, respiration, sensitivity, food), movement,
nutrition, excretion, reproduction and growth and Make generalisations
growth reproduction (3Bl1) and begin to identify
- Be able to describe the various life simple patterns in
processes in humans and animals results.

What Are the 4 periods Pupils should: Collect evidence in a

Life Processes (2 hours) - know that plants undergo life variety of contexts to
in Plants? processes answer questions or
- know that life processes in plants test ideas.
include movement, respiration,
sensitivity, nutrition, excretion,
reproduction and growth

How Can We 2 periods Pupils should: Describe differences Relate evidence from
Tell Living (1 hour) - understand and explain that the between living and real world context to
Things From difference between living things non-living things answer questions or
Non-living and non-living things lies in the life using knowledge of test ideas.
Things? processes that living things undergo life processes (3Bl3)
which non-living things cannot, giving
real life example

2 Scheme of Work © 2012 Alston Publishing House Pte Ltd

 Skills
Vocabulary Resources
Process Skills 21 Century Skills
st

Analysing Apply technology effectively Energy Textbook pages 3 — 10

Classifying Be self-directed learners Excretion
Workbook Activities 1 — 3
Communicating Communicate clearly Extinct
Comparing Interact effectively with others Fruit URLs 1.1 — 1.7
Observing Make judgements and decisions Growth
Reason effectively Life process
Think creatively Movement
Nutrition
Reproduction
Respiration
Respond
Seed
Sensitivity

Analysing Be self-directed learners Chlorophyll Textbook pages 11 — 16

Observing Make judgements and decisions Fern
Workbook Activities 4 — 6
Reason effectively Flowering plant
Think creatively Moss URLs 1.8 — 1.12
Use systems thinking Non-flowering plant
Spore
Stomata

Analysing Enviromental literacy Textbook pages 17 — 21

Communicating Make judgements and decisions
Workbook Activities 7 — 8
Comparing Reason effectively
Think creatively Workbook Worksheets 1 — 3

URLs 1.13

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 3
 Lesson Plans
Chapter 1

Chapter 1: Living Things and Their Life Processes

Total number of periods: 12 periods

Overview of Lesson Plans

What Are the Life Processes in Humans and Other Animals? (6 periods)
Lesson Specific Instructional CIPP Scientific Process Skills 21st Century Skills Number of
Objectives Enquiry Skills Periods

1.1 Pupils should: Collect evidence in a Communicating Communicate 2

(page 5) - know that humans and variety of contexts to Comparing clearly
animals undergo life answer questions or Interact effectively
Observing
processes test ideas. with others
- know that life processes
Reason effectively
include movement,
respiration, sensitivity, Think creatively
nutrition, excretion,
reproduction and growth

1.2 Pupils should: Make Analysing Apply technology 4

(page 7) - be able to describe the generalisations and Classifying effectively
various life processes in begin to identify Be self-directed
Communicating
humans and animals simple patterns in learners
results. Comparing
Make judgements
Observing
and decisions
Reason effectively

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

Lesson Specific Instructional CIPP Scientific Process Skills 21st Century Skills Number of
Objectives Enquiry Skills Periods

1.3 Pupils should: Collect evidence in a Analysing Be self-directed 4

(page 10) - know that plants undergo
life processes
- know that life processes in
plants include movement,
respiration, sensitivity,
nutrition, excretion,
reproduction and growth
variety of contexts to learners
Observing
answer questions or Make judgements
test ideas. and decisions
Reason effectively
Think creatively
Use systems thinking

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

Lesson Specific Instructional CIPP Scientific Process Skills 21st Century Skills Number of
Objectives Enquiry Skills Periods

1.4 Pupils should: Relate evidence Analysing Enviromental literacy 2

(page 14) - understand and explain from real world Communicating Make judgements
that the difference context to answer and decisions
Comparing
between living things questions or test Reason effectively
and non-living things lies ideas.
Think creatively
in the life processes that
living things undergo
which non-living things
cannot, giving real life
examples

4 Lesson Plans © 2012 Alston Publishing House Pte Ltd

Main Lesson Plans
Lesson 1.1

Their Life Processes

Living Things and
BSCS 5E Lesson Notes Resources
Background Information: Pupils learnt about animals and plants in Grade 1, and
about living things and their environment in Grade 2.
Chapter opener
Engage: Use the scene in the opener to discuss if the milk Ari has given to the plant helped Textbook page 1
Pupils are given it grow. Talk about what plants and animals (i.e. humans) need to keep ourselves
an interesting alive leading to life processes.
idea to think
Ask pupils:
about
• Do you think the plant really grew because of the milk? Why do you think so?
(Answer: Yes, because the plant is bigger than a normal houseplant.)
• What do plants need to survive? (Answer: Plants need food, water and air. You
will learn about how plants get their food in this chapter.)
• What do humans need to survive? (Answer: Food, water and air.)
Explain that:
• Living things such as plants and humans need food and water to survive, but a
plastic plant or stuffed toy does not need food and water – these are non-living
things.
• Eating or nutrition is a life process that only living things undergo.
• Growth is also a life process.
Tell pupils that in this chapter, they will learn about other life processes as well.
Then, they will be able to tell living things from non-living things.
Teaching Strategies: Relating to real life; Creative thinking
21st Century Skill: Think creatively
Elaborate: Project Idea: Experiment with the effects of water and milk on plant growth.Water
Pupils develop two similar plants for two weeks, one with milk and one with water. Ask pupils to
deeper note down their predictions for the following questions which will berevisited later in
understanding the chapter.
from 1. Which plant appears healthier?
challenging 2. Does milk help plants grow?
ideas that 3. Why don’t we normally water our plants with milk?
extend
conceptual What’s In This Chapter?, What Will I Learn? Textbook page 2
understanding Emphasise to pupils what their learning journey will be like for this chapter.
and skills
Teaching Tip: Trace the path of the mind map by reading out loud. You may wish to
draw the map as you speak.
• Things can be living or non-living.
• Living things are able to carry out life process, but non-living things are not.

What Are the Life Processes in Humans and Other Animals? Textbook page 3
Explore: Activity: Carry out the show-and-tell activity in Build Your Skills.
Pupils learn Have a few pupils share about their pets. You may use the questions listed in the
to use inquiry activity to get started. After pupils have shared, ask the class to think about what
through a they have learnt.
hands-on Ask pupils:
activity and
• What needs do the pets have in common? What are some of the things they do?
teacher-led
(Answer: Pets need food, water, exercise, rest, shelter etc. Pets eat, run, sleep
discussion
etc.)
• Do human babies have the same needs? (Answer: Yes, human babies share
many of the same needs as pets.) Note: To answer this question, pupils may first
need to answer the questions listed in the activity about themselves, eg How do
you take care of yourself? What do you do when you get tired? (Answer: I need
to have regular meals, live in a clean environment, see a doctor when I’m sick.
I yawn/go to sleep.)

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 5
 BSCS 5E Lesson Notes Resources
Chapter 1

Explain: Explain that: Textbook page 4

Conclusions • Some of the things that pets do, such as moving and eating, are called life
can be drawn processes. Life processes are important as they keep living things alive.
from previous
• Life processes include movement, respiration, sensitivity, nutrition, excretion,
learning to
reproduction and growth.
explain key
concepts • All living things, including humans, carry out life processes. Most of the life
processes of living things are similar.
Tell pupils that in the sections that follow, they will explore more of each of the life
processes.
Teaching Tip: Before the show-and-tell, check what pet each pupil is bringing.
Make sure they do not bring dangerous pets or pets that may be difficult to control.
You may also wish to select just a few pupils to bring their pets for show-and-tell, to
keep the activity short. Give the pupils a few minutes each to share about their pets
and have them prepare what they want to share beforehand. Use this opportunity
to let pupils practise their communication skills.
Teaching Strategy: Show-and-tell
Process Skills: Observing, Comparing, Communicating
21st Century Skills: Interact effectively with others; Reason effectively;
Communicate clearly

6 Lesson Plans © 2012 Alston Publishing House Pte Ltd

 Textbook

1 Their
Chapter

Wraparound
Living Things and

Their Life Processes

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

Objective:
To see if watering plants with milk
helps plants to grow.
Well Ari, if you haven’t been
Materials:
drinking your milk, what have
you been doing with it? Similar pots of plants; 1ℓ of milk;
2ℓ of water

Instructions:
Water one plant with water, and
the other plant with milk once a
day for two weeks. Ensure the size
and type of plant, the location of
the plants etc are kept the same.

Ask students to observe the

difference in the way the plants
grow and predict the answers to
the key inquiry questions below.

You may get pupils to wear gloves

his milk to the plant!
Naughty Ari has been giving when handling the plants.

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

Key Inquiry
Questions
1. Which plant appears
healthier?
2. Does milk help plants grow?
3. Why don’t we normally water
our plants with milk?
Background
Pupils should have learnt about animals and plants in Grade 1, and about
living things and their environment in Grade 2.
21st Century Skills
The world around us is made up of many things. There are 2 main groups Pupils have to think creatively to
— living and non-living. Examples of living things include cats, dogs, apple answer the inquiry questions.
trees, and us human beings. Non-living things include our pencil cases,
books, robots, cars, tables and chairs.

What is different and common among them? The cats, dogs, apple trees,
and human beings are different in appearance. However, what is common
among them is that they are able to carry out life processes. They are able
to do things that the pencil case, books, robots, cars, tables and chairs
cannot do.

In this chapter, students will be taught to identify the life processes of

animals and plants, as well as to tell the differences between living and
non-living things.

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 19
 Biology

What’s In This Chapter?

Chapter 1

Emphasise to pupils what their

learning journey will be like for
this chapter. e Things ca
nb nb
ca e

Living Non-living

to
le t

ab rry
ab y ou

ca
le ou
t

to t
Life no arr
c
processes

What Will I Learn?

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

20
20 Textbook Wraparound © 2012 Alston Publishing House Pte Ltd
SC ENCE
SMART
Teacher’s
Guide 3
Science SMART series is developed to cover comprehensively the learning outcomes of the latest
Cambridge Primary curriculum framework.

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

Science SMART also develops pupils’ exam confidence. Exam-style questions are provided at the end of
every chapter, with hints and helping questions to guide pupils’ thought processes. This prepares pupils
well for the Cambridge Primary Checkpoint tests.

Science SMART Grade 3 comprises the following components:

• Textbook Grade 3
• Workbook Grade 3
• Teacher’s Guide Grade 3 — Contains Scheme-of-Work, lesson plans, wraparound teacher’s notes for
Textbook and Workbook, with additional information and tips on conducting and delivering effective
Science lessons.
• Additional worksheets for consolidation, fun & games, and exam practice are available online.

ISBN 978-981-4321-68-6
ISBN-10 981-4321-68-0

Empowering Minds • Improving Lives