Outline – Science Training Program

Day 1
Topics: Communication Skills, Maintaining Student Discipline &
Classroom Management

Content Time
Tilawat 09:00 – 09:05
Pre-test 09:05 – 09:35
Ice Breaking & Training Norms 09:35 – 10:20
Excitement & Agitation 10:20 – 10:50
Communication Skills 10:50 – 12:10
Maintaining Student Discipline 12:10 – 01:00
Lunch & Prayer Break 01:00 – 01:45
Classroom Management 01:45 – 02:45
Recap of the day 02:45 – 03:00

Day 2
Topics: Importance of Teaching Science, Environment and
Ecosystem, Electricity and Magnetism

Content Time
Tilawat 09:00 – 09:05
Review of previous day learning 09:05 – 09:25
Barriers in Learning Science 09:25 – 10:25
Importance of Teaching Science 10:25 – 11:00
Environment and Ecosystem 11:00 – 01:00
Lunch & Prayer Break 01:00 – 01:45
Electricity and Magnetism 01:45 – 02:45
Recap of the day 02:45 – 03:00
 Outline – Science Training Program

Day 3
Topics: Greenhouse Effect and Global Warming, Lesson Plan,
Curriculum

Content Time
Tilawat 09:00 – 09:05
Review of previous day learning 09:05 – 09:25
Greenhouse Effect and Global Warming 09:25 – 11:15
Lesson Plan 11:15 – 01:00
Lunch & Prayer Break 01:00 – 01:45
Curriculum 01:45 – 02:45
Recap of the day 02:45 – 03:00

Day 4
Topics: Low Cost / No Cost Materials, Micro Teaching, Force &
Motion

Content Time
Tilawat 09:00 – 09:05
Review of previous day learning 09:05 – 09:25
Low Cost / No Cost Materials 09:25 – 10:25
Micro Teaching 10:25 – 11:25
Force & Motion 11:25 – 01:00
Lunch & Prayer Break 01:00 – 01:45
Post Test 01:45 – 02:15
Evaluation Form 02:15 – 02:45
Closing of training session 02:45 – 03:00
 Outline – Science Training Program

Day 1
Topics: Communication Skills, Maintaining Student Discipline &
Classroom Management

Ice Breaker

The trainer will introduce by saying the name, experience (in years) as a science teacher and
will answer the given question, if you could be any fruit, what would it be and why?

The participants will introduce themselves in the same way:

 Saying their names, experience (in years) as a science teacher
 Answer to the question: if you could be any fruit what would it be and why?
Continue the activity until all the participants have introduced themselves.

Activity 1 - Training Norms

Each participant will write a norm on board and at the end will make a chart of norms which
will be displayed in front and will be followed for whole training secession.

Activity 2 - Excitement & Agitation

Trainer will distribute two sticky notes to each participant.

 Ask the participants to write one excitement and one fear for this workshop on two
separate slips of paper/ sticky notes.
 Ask the participants to come and stick them on a display chart showing two columns:
“Excitement and ‘Fear”
 Select the most common ones (at least five from each column) and discuss them with
the whole group of participants.
 Outline – Science Training Program

Communication Skills

Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to
work at it, you can rapidly improve the quality of every part of your life.
(Brian Tracy)

Introduction to Communication Skills

 Definition and importance of communication skills
 Benefits of effective communication in personal and professional contexts

Verbal Communication Skills

 Clear and concise speech and language
 Active listening and empathetic responses
 Effective questioning and feedback techniques

Nonverbal Communication Skills

 Body language and gestures
 Facial expressions and eye contact
 Tone of voice and vocal cues

Written Communication Skills

 Clarity and organization in written communication
 Grammar, spelling, and punctuation
 Adapting writing style for different purposes and audiences

Listening Skills
 Active listening techniques
 Understanding and interpreting verbal and nonverbal cues
 Reflective and empathetic listening
 Outline – Science Training Program

Presentation and Public Speaking Skills

 Effective preparation and organization
 Engaging the audience and maintaining their attention
 Visual aids and public speaking techniques

Digital Communication Skills

 Email etiquette and professional writing
 Online collaboration and virtual communication
 Effective use of digital platforms and tools

Communication in Professional Situations

 Professional communication in the workplace
 Effective team communication and collaboration
 Presenting ideas and information to colleagues and superiors

Conclusion
 Recap of key communication skills and strategies
 Emphasizing the ongoing development and practice of effective communication
 Importance of communication skills for personal and professional success.

Activity 3 – Lack of Communication

Balloon Activity
 Outline – Science Training Program

Activity 4 – Verbal Communication

Read this sentence loudly:

“I am the king of the world”

Read with emotion

“I love Pakistan very much”

Read with sad intonation

“I am so sad today”

Read with excitement

“Wow, what a beautiful car”
 Outline – Science Training Program

Maintaining Student Discipline

Introduction to Maintaining Student Discipline

 Importance of maintaining discipline in the classroom
 Impact of effective discipline on student learning and classroom environment

Establishing Clear Expectations and Rules

 Setting clear and explicit behavior expectations
 Collaborating with students to establish classroom rules and norms
 Communicating expectations consistently and reinforcing them regularly

Creating a Positive and Respectful Classroom Culture

 Building positive relationships with students
 Promoting a sense of belonging and inclusion
 Encouraging mutual respect and empathy among students

Proactive Classroom Management Strategies

 Establishing routines and procedures
 Utilizing effective instructional strategies to engage students
 Providing opportunities for active learning and student involvement

Positive Behavior Reinforcement

 Acknowledging and reinforcing positive behavior
 Utilizing rewards and incentives to encourage desired behavior
 Celebrating individual and collective achievements

Effective Communication and Classroom Leadership

 Using clear and direct communication with students
 Active listening and empathetic understanding of student concerns
 Providing constructive feedback and guidance to students

Collaborating with Parents and Guardians

 Establishing open lines of communication with parents/guardians
 Involving parents/guardians in addressing disciplinary issues
 Seeking their support in reinforcing expected behavior at home

Professional Development and Support

 Engaging in ongoing professional development related to classroom management and
discipline
 Seeking guidance and support from colleagues and mentors
 Reflecting on personal practice and continuously improving strategies

Dealing with Challenging Behaviors and Special Circumstances

 Developing strategies to address challenging behaviors
 Providing additional support and accommodations for students with special needs
 Collaborating with support staff and resources as needed
 Outline – Science Training Program

Conclusion
 Recap of key strategies for maintaining student discipline
 Emphasizing the importance of a positive and respectful classroom culture
 Continued commitment to creating an environment conducive to student success and
well-being.

Activity 5
Participants to write few lines how to maintain classroom discipline and discussion on it.

Classroom Management

Introduction to Classroom Management

 Definition and importance of classroom management
 Key goals and objectives of effective classroom management

Establishing a Positive Learning Environment

 Creating a welcoming and inclusive classroom culture
 Establishing clear expectations and rules
 Fostering positive relationships among students

Effective Classroom Organization

 Physical layout and arrangement of the classroom
 Optimizing resources and materials for efficient use
 Creating procedures for transitions and routines
 Outline – Science Training Program

Behavior Management Strategies

 Proactive approaches to preventing behavioral issues
 Reinforcement and rewards for positive behavior
 Addressing and managing disruptive behavior
 Implementing consequences and disciplinary measures

Engaging Instructional Strategies

 Incorporating active learning and student engagement techniques
 Varied instructional methods to cater to diverse learning styles
 Differentiating instruction to meet individual student needs

Effective Communication with Students

 Clear and consistent communication of expectations and instructions
 Active listening and empathetic responses to student concerns
 Providing constructive feedback and praise

Collaboration with Parents and Guardians

 Establishing effective lines of communication with families
 Involving parents in their child's education and progress
 Addressing and resolving parent concerns or conflicts

Managing Classroom Technology

 Integrating technology tools and resources for enhanced learning
 Establishing rules and guidelines for responsible technology use
 Troubleshooting and addressing technology-related issues

Addressing Special Needs and Individual Differences

 Accommodating students with diverse learning needs
 Differentiating instruction and providing additional support
 Collaboration with special education and support staff

Reflective Practices and Continuous Improvement

 Regular self-assessment and evaluation of classroom management strategies
 Seeking feedback from colleagues, mentors, and students
 Professional development opportunities to enhance classroom management skills

Conclusion
 Recap of key points in effective classroom management
 Emphasizing the importance of ongoing reflection and adaptation
 Positive impact of effective classroom management on student learning and success
 Outline – Science Training Program

Activity 6
Five groups of participants will be created and each group will develop a class management plan.
Discuss how each aspect contributes to creating a positive and well-managed classroom environment.
Make adjustments or revisions as necessary based on the group's input and discussion.
 Outline – Science Training Program

Day 2
Topics: Importance of Teaching Science, Environment and
Ecosystem, Electricity and Magnetism

Barriers in Learning Science

Activity 1
 Ask the participants to work in trios and think about the barriers in learning science.
 Encourage them to share their views with their partners.
 Ask them to share it with the whole class.
 The trainee to write down their responses on the board/chart papers.

Barriers in learning of science may be these

 Negative attitude towards science
 Science anxiety
 Lack of motivation
 Ineffective method of teaching
 Absence of stimulating environment
 Absence of support
 Limited problem-solving skills
 Language barrier (as medium of instruction is English)

Distribution of chart paper and markers to each trio will be carried out.
 Participants to choose any two barriers from the above list and think of ways to
overcome these barriers?
 Ask the participants to write their suggestions on the chart paper and display it on the
wall/board.
 Instruct them to go around for gallery walk and read all of them.
 Ask them to put a star on the suggestion they like.
 Ask a few volunteers to share their understanding with the whole class.
 Outline – Science Training Program

Importance of Teaching Science

Activity 2

What comes in your mind when you think/ listen word science?
Write your responses on sticky notes.

These responses may be:

 Science Increases our Fundamental Knowledge.
 New Technology.
 Creates New Applications.
 Science allows us to Share Ideas.
 Helps us Understand Our World Even Better.
 Importance to School Students.
 Learning Science: The Benefits.

Share with the other participants.

Discus in class and conclude on board.

Introduction to the Importance of Teaching Science

 Definition and scope of science education
 Significance of science education in society

Enhancing Scientific Literacy

 Developing critical thinking and problem-solving skills
 Fostering a scientific mindset and inquiry-based learning
 Promoting evidence-based reasoning and decision-making

Nurturing Curiosity and Wonder

 Encouraging natural curiosity and exploration
 Stimulating interest in the natural world and scientific phenomena
 Inspiring a lifelong love for learning and discovery

Understanding the Natural World

 Exploring the laws and principles that govern the universe
 Understanding the interconnectedness of the natural world
 Promoting environmental awareness and sustainability

Fostering Innovation and Technological Advancements

 Providing the foundation for technological advancements
 Nurturing creativity and innovation in scientific fields
 Preparing students for careers in science, technology, engineering, and mathematics
(STEM)
 Outline – Science Training Program

Addressing Societal Issues and Challenges

 Developing scientific literacy to address global challenges (e.g., climate change,
pandemics)
 Encouraging informed decision-making on scientific issues (e.g., vaccines, GMOs)
 Promoting ethical considerations and responsible use of scientific advancements

Enhancing Problem-Solving Skills

 Applying the scientific method to solve real-world problems
 Developing analytical and critical thinking skills
 Cultivating resilience and adaptability in the face of challenges

Bridging Science and Everyday Life

 Connecting scientific concepts to real-life applications
 Engaging students in hands-on experiments and investigations
 Encouraging scientific thinking in daily decision-making and problem-solving

Conclusion
 Recap of the importance of teaching science
 Emphasizing the role of science education in empowering individuals and society
 Encouraging a lifelong appreciation for science and its impact on the world.

Activity 3

 Show pictures of living and nonliving things to students.

 Ask the students to tell the names of living and nonliving things in the pictures.
 Write the students response on board in separate columns with labelling.
 Biotic and Abiotic components.
 Outline – Science Training Program

Activity 4
How do you think that biotic and abiotic factors interact with each other?

Electricity and Magnetism

Introduction to Electricity and Magnetism

 A. Definition and significance of electricity and magnetism
 B. Historical development and key discoveries in the field

Electric Charges and Forces

 Nature of electric charges (positive and negative)
 Electric fields and their properties

Electric Circuits and Current

 Introduction to electric circuits and circuit elements

Magnetism and Magnetic Fields
 Magnetic fields produced by electric currents

Applications of Electricity and Magnetism

 Electric motors and generators
 Electromagnetic devices (e.g., speakers, MRI machines)
 Electrical power generation and transmission

Conclusion
 Recap of key concepts in electricity and magnetism
 Emphasizing the importance of electricity and magnetism in various fields
 Encouraging further exploration and study of electricity and magnetism.
 Outline – Science Training Program

Activity 5
Comb and Paper Pieces
 Outline – Science Training Program

Day 3
Topics: Greenhouse Effect and Global Warming, Lesson Plan,
Curriculum

Greenhouse Effect and Global Warming

Introduction to the Greenhouse Effect and Global Warming

 Definition and explanation of the greenhouse effect
 Causes and contributors to global warming
 Importance of understanding and addressing global warming

The Greenhouse Effect

 A. Understanding the Earth's natural greenhouse effect
 B. Role of greenhouse gases in trapping heat in the atmosphere
 C. Examples of greenhouse gases (carbon dioxide, methane, etc.)

Human Activities and Enhanced Greenhouse Effect

 A. Increased greenhouse gas emissions due to human activities
 B. Sources of greenhouse gas emissions (burning fossil fuels, deforestation, industrial
processes, etc.)
 C. Impact of human activities on the balance of greenhouse gases in the atmosphere

Consequences of Global Warming

 A. Rising global temperatures and heatwaves
 B. Melting of glaciers and polar ice caps
 C. Sea level rise and coastal flooding
 D. Changes in weather patterns and increased extreme weather events
 Outline – Science Training Program

Climate Change and Environmental Impact

 A. Impact on ecosystems, biodiversity, and species distribution
 B. Disruption of agricultural systems and food security
 C. Negative effects on human health and well-being

Mitigation and Adaptation Strategies

 Reducing greenhouse gas emissions
o Transitioning to renewable and clean energy sources
o Improving energy efficiency in various sectors
o Promoting sustainable transportation and land use
 Carbon sequestration and storage methods
 Climate change adaptation measures
o Building resilience in infrastructure and communities
o Implementing sustainable land and water management practices
o
Conclusion
 A. Recap of the greenhouse effect and global warming
 B. Emphasizing the urgency of addressing global warming and its impacts
 C. Call to action for collective efforts to mitigate climate change and promote
sustainability.

Activity 1
Candle Pollution

 Light a candle and let it burn for a few seconds.

 Hold the glass jar or beaker above the flame so that the glass touches the top of the
flame.
 After soot has covered most of the surface, set it upside down to cool. Repeat as many
times as you want jars to show to students. (Tip: Warn students that the glass will get
hot.)
 Outline – Science Training Program

LESSON PLAN
Introduction
 What is Lesson Plan?

Lesson Overview:
 Grade/Level: [Grade or level of students]
 Subject: [Subject or topic of the lesson]
 Duration: [Length of time for the lesson]

Learning Objectives:
 Objective 1: [Specific and measurable objective]
 Objective 2: [Specific and measurable objective]
 Objective 3: [Specific and measurable objective]

Prerequisites:
 Prior knowledge: [Knowledge or skills students should have before the lesson]
 Materials: [List of materials or resources needed]

Instructional Procedures:
 Introduction:
 Engaging activity or hook to capture students' attention
 Connection to prior knowledge or real-life experiences

Lesson Development:
 Presentation of new content or skills
 Explanation and demonstration
 Guided practice and interactive activities
 Opportunities for student participation and questioning
 Use of visuals, technology, or manipulatives

Independent Practice:
 Individual or group activities for students to apply what they have learned
 Practice exercises, worksheets, or hands-on tasks
 Differentiated activities to accommodate various learning styles or abilities

Assessment:
 Formative assessment strategies to check for understanding during the lesson
 Summative assessment task to evaluate students' mastery of the learning objectives
 Rubrics or criteria for assessment

Closure:
 Recap of key points or concepts covered in the lesson
 Summarizing activity or discussion to reinforce understanding
 Connection to future lessons or extension activities
 Outline – Science Training Program

Differentiation:
 Adaptations or modifications for students with diverse learning needs
 Extension activities for students who have mastered the content quickly
 Support strategies for students who may need additional assistance

Materials/Resources:
 List of materials, resources, and technology needed for the lesson
 References or sources of information used in planning the lesson

Reflection and Evaluation:

 Self-reflection on the effectiveness of the lesson
 Feedback from students or colleagues
 Potential improvements or modifications for future teaching

Follow-up Activities:
 Suggestions for additional practice or reinforcement of the concepts
 Ideas for integrating the lesson's content into other subjects or real-life situations

Conclusion:
 Overall summary of the lesson plan
 Reiteration of the main learning objectives and their relevance to students
 Encouragement for continued learning and application of the lesson's content.

Activity 2
Allocate one of the following topics to each group.
 Learning outcomes
 Development of introduction
 Development (main body of the lesson)
 Plan to check for understanding
 Develop a conclusion/Sum-up/Wrap-up
 Assessment (Formative assessment)

Distribution of chart papers and colored markers to each group.

 Ask them to make a two minute presentation on the charts on the given topic. May
add more information to make the presentation comprehensive.
 Ask each group to present their work.
 Encourage participants to give feedback to each other.
 Facilitate a brief whole-class discussion to recap the key points from each topic and
address any remaining questions or concerns.
 Encourage participants to actively participate in the activity.
 Outline – Science Training Program

Curriculum

Introduction to Curriculum
 A. Definition and purpose of a curriculum
 B. Importance of curriculum in education

Curriculum Development Process

 A. Needs assessment and analysis
 B. Setting learning objectives and outcomes
 C. Designing learning experiences and activities
 D. Selecting and organizing content
 E. Assessment and evaluation strategies
 F. Continuous improvement and revision

Types of Curriculum
 A. Subject-Centered Curriculum
 B. Learner-Centered Curriculum
 C. Problem-Based Curriculum
 D. Interdisciplinary Curriculum
 E. Spiral Curriculum
 F. Core Curriculum

Curriculum Alignment
 A. Alignment with Standards and Educational Goals
 B. Vertical and Horizontal Alignment
 C. Ensuring Coherence and Progression
 D. Alignment with Assessments and Instructional Materials

Curriculum Implementation
 A. Lesson Planning and Delivery
 B. Classroom Management and Differentiation
 C. Monitoring and Adjusting Instruction
 D. Professional Development and Support

Assessment and Evaluation in the Curriculum

 A. Formative Assessment Strategies
 B. Summative Assessment Strategies
 E. Using Assessment Data for Instructional Improvement

Cultural Relevance and Inclusion in the Curriculum

 A. Addressing Diverse Learners' Needs
 B. Incorporating Multicultural Perspectives and Resources
 C. Culturally Responsive Teaching Practices
 Outline – Science Training Program

Integrating 21st Century Skills in the Curriculum

 A. Critical Thinking and Problem-Solving
 B. Collaboration and Communication
 C. Creativity and Innovation
 D. Digital Literacy and Technology Integration
 E. Global Awareness and Civic Responsibility

Conclusion
 A. Recap of key concepts in curriculum development and implementation
 B. Emphasizing the importance of a well-designed and responsive curriculum
 C. Continuous improvement and alignment with evolving educational needs.

Activity 3
Discussion and input of the participants.
 Outline – Science Training Program

Day 4

Topics: Low Cost / No Cost Materials, Micro Teaching, Force &

Motion

Low Cost / No Cost Materials

Introduction to Low Cost/No Cost Materials

 Definition and significance of low cost/no cost materials
 Benefits of utilizing these materials in educational situations

Identifying Low Cost/No Cost Materials

 Everyday objects and materials readily available
 Repurposing and recycling materials
 Free or inexpensive resources online

Classroom Applications of Low Cost/No Cost Materials

 Arts and crafts projects
 Science experiments and investigations
 Math manipulatives and learning aids
 Language and literacy activities

Examples of Low Cost/No Cost Materials

 Paper, cardboard, and recycled materials
 Natural materials (leaves, rocks, sticks)
 Household items (bottles, cans, and buttons)
 Digital resources and open educational materials

Creative Uses and DIY Ideas

 Innovative ways to repurpose materials
 Engaging students in designing and creating their own materials
 Collaborative projects and team-based activities
 Outline – Science Training Program

Adapting Low Cost/No Cost Materials for Different Subjects

 Incorporating low cost/no cost materials into various subjects (e.g., science, math,
language arts)
 Tailoring activities to meet specific learning objectives

Promoting Sustainability and Environmental Consciousness

 Encouraging responsible consumption and waste reduction
 Connecting the use of low cost/no cost materials to sustainability education
 Empowering students to think creatively and resourcefully

Evaluation and Reflection

 Assessing the effectiveness and impact of low cost/no cost materials on student
learning
 Seeking feedback from students and colleagues
 Reflecting on lessons learned and making improvements for future use

Conclusion
 Recap of the benefits and applications of low cost/no cost materials
 Encouragement to explore and utilize these resources in educational situations
 Emphasizing the importance of creativity, resourcefulness, and sustainability in
education.

Activity 1
Make a project from available low cost / no cost material
 Outline – Science Training Program

Micro Teaching

Introduction to Micro Teaching

 Definition and purpose of micro teaching
 Importance of micro teaching in teacher training and development

Objectives of Micro Teaching

 Building teaching skills and pedagogical techniques
 Providing opportunities for practice and feedback
 Enhancing classroom management and instructional strategies

Preparing for Micro Teaching

 Selection of a specific topic or lesson to teach
 Developing clear learning objectives for the micro lesson
 Planning and organizing instructional materials and resources

Micro Teaching Components

A. Introduction Phase
 Gaining students' attention and creating a positive learning environment
 Stating the objectives and relevance of the micro lesson

B. Instructional Phase
 Presenting the content in a clear and structured manner
 Using appropriate teaching strategies and techniques
 Engaging students through questioning, discussions, or activities

C. Practice and Application Phase

 Providing opportunities for students to practice and apply the new knowledge or skills
 Offering guidance and feedback to students during practice
 Outline – Science Training Program

D. Feedback and Reflection Phase

 Seeking feedback from peers, mentors, or observers
 Reflecting on the strengths and areas for improvement in the micro lesson
 Analyzing student responses and adjusting instructional strategies as needed

Strategies for Effective Micro Teaching

 Time management and pacing of the micro lesson
 Use of instructional aids and technology
 Active student engagement and participation
 Clear and concise communication

Observations and Feedback

 Active observation by peers, mentors, or supervisors
 Structured feedback and constructive criticism
 Discussion and reflection on the observed strengths and areas for improvement

Benefits and Limitations of Micro Teaching

 Benefits of targeted skill development and practice
 Limitations in simulating real classroom dynamics and challenges
 Importance of combining micro teaching with other teaching experiences

Integration of Micro Teaching in Teacher Training Programs

 Incorporating micro teaching in teacher education courses
 Providing ongoing support and mentoring for micro teaching experiences
 Linking micro teaching to broader teaching competencies and professional
development

Conclusion
 Recap of key concepts and components of micro teaching
 Emphasizing the value of micro teaching in developing effective teaching skills
 Encouragement for continued practice and reflection in the teaching profession.–
 Outline – Science Training Program

Activity 3
Assign the following SLOs for each group and direct them to be prepared for micro- teaching
sessions.

SLOs Grade 4 SLOs Grade 5

a. Identify major organs of our body
b. Different states of matter
c. Kinds of animals on the basis of food
they take
d. Function of different structures or
organs of plants
e. Role of living things at each link in a
simple food chain
f. Describe force and motion with
example
g. Identify major parts or organs of living
things
h. Properties of matter
i. Observe and recognize some common
symptoms of illness
j. Identify sources of energy
k. Properties of matter
l. Students will be able to know about the
function of organs in our body
m. Importance of maintaining good health
n. Compare characteristics that
distinguishes major group of living
things
o. Distinguish different groups of living
things
p. Relate structure of plants their function
q. Identify gravity as a force
r. The role of living things at each link in
a simple food chain
s. Recognize the simple machine
t. Common food sources included in a
balanced diet
u. Knowledge about machine
v. Intensity of sound
w. Describe food chain and analyze their
structure
a. Describe the classification of living,
organisms and its importance
b. Define pollination and describe its types
c. Explain the effects of burning fossil fuels
and releasing greenhouse gasses
d. Highlight the role of microorganisms in
decomposition and useful effects
e. Describe and design an electric circuit and
explain its component
f. Investigate that light travels in a straight
line
g. Recognize some common diseases of each
group caused by microorganisms
h. Describe the structure of seed
i. Classify the vertebrates into five groups
on the basis of their characteristics
j. Identify changes in materials that make
new materials with different properties
k. Identify the main groups of
microorganisms and give examples for
each
l. Describe and demonstrate how sound is
produced by a vibrating body
m. Identify and differentiate between
transparent, opaque and translucent
objects.
n. Classify vertebrates into five groups
o. Differentiate between conductors and
insulators
p. Examine and describe the structure
of flower
q. Explain the effects of water, air and
land pollution
r. Explain different types of magnet
s. Explain the main causes of water, air
and land pollution
 Outline – Science Training Program

Force & Motion

Introduction to Force and Motion
 Definition of force and motion
 Examples of force and motion in everyday life

Understanding Forces
 Definition of force as a push or a pull
 Identifying examples of forces in different situations
 Exploring the strength and direction of forces

Types of Forces
 Gravity: Exploring the force that pulls objects toward the Earth
 Friction: Understanding the force that resists motion when objects rub against each
other
 Magnetism: Introduction to the force of attraction or repulsion between magnets

Motion and Speed

 Understanding motion as a change in position
 Differentiating between fast and slow motion
 Introduction to speed as the measure of how fast or slow something moves

Simple Machines and Work

 Introduction to simple machines (e.g., lever, pulley, inclined plane)
 Understanding how simple machines make work easier by reducing the force needed
or changing the direction of force
 Exploring examples of simple machines in daily life

Applying Force and Motion

 Exploring force and motion in sports and games
 Understanding how force and motion are used in the design and operation of toys and
playground equipment
 Investigating how force and motion are used in transportation (e.g., cars, bicycles)

Conclusion
 Recap of key concepts in force and motion for grade 3 students
 Emphasizing the relevance and applications of force and motion in everyday life
 Encouraging further exploration and curiosity about the world of force and motion.
 Outline – Science Training Program

Activity 4
Which force (push or pull) will be applied to change the shape of the following objects?
 Plastic bottles
 Paper clips
 Paper
 Toothpaste
 Rubber bands
 Play dough