SCIENCE_BASIC_THREE

FIRST TERM
WEEKLY NOTES

WEEK 1

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 1:
Strand: Living and
Non-Living
Things
Class: Basic Class Size:
3
Content B3.1.1.1 Show understanding of the physical features and life processes of living things and use
Standard: this understanding to classify them
Indicator: B3.[Link] Classify living things into plants and animals by their life processes
Performance Learners will be able to identify and differentiate between living and non-living things.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Living things, non-living things, characteristics, classification
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator begins by asking learners to look around the classroom Classroom environment
STARTER and identify things they see. Facilitator then asks learners to think
(5mins) about what makes something alive or not alive. Facilitator
introduces the lesson by saying: "Today, we will learn about living
 and non-living things and how to tell them apart."
PHASE 2: NEW Facilitator explains that living things have certain characteristics Pictures of living and non-
LEARNING that non-living things do not have. These include: growth, living things, notebooks,
(40mins) movement, reproduction, respiration, nutrition, excretion, and pencils, outdoor
sensitivity. Facilitator shows pictures of various objects (some environment
living, some non-living) and asks learners to identify which ones
they think are living and which are not. Facilitator guides learners
to understand that living things can grow, move on their own,
reproduce, breathe, eat, get rid of waste, and respond to their
environment. Facilitator then takes learners outside to observe
living and non-living things in the school environment. Learners
work in pairs to create a list of living and non-living things they
observe. Facilitator helps learners categorize their findings and
discusses why each item belongs in its category.
PHASE 3: Facilitator asks learners to share what they learned about living
REFLECTION and non-living things. Learners take turns explaining the
(15mins) characteristics of living things. Facilitator asks questions like:
"How can you tell if something is living or non-living?" "What are
some examples of living things you saw today?" "What are some
examples of non-living things?" Facilitator summarizes the key
points of the lesson and emphasizes that all living things share
certain characteristics that non-living things do not have.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 1:
Strand: Living and Non-
Living Things
 Class: Basic Class Size:
3
Content B3.1.1.1 Show understanding of the physical features and life processes of living things and use
Standard: this understanding to classify them
Indicator: B3.[Link] Classify living things into plants and animals by their life processes
Performance Learners will be able to identify and describe the physical features of living things.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Physical features, living things, plants, animals, characteristics
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners pictures of different living things Pictures of various living
STARTER and asks them to describe what they see. Facilitator asks: things
(5mins) "What do these living things look like? How are they similar?
How are they different?" Facilitator introduces the lesson by
saying: "Today, we will learn about the physical features of
living things."
PHASE 2: NEW Facilitator explains that physical features are the parts of Pictures of animals and plants,
LEARNING living things that we can see. Facilitator shows pictures of real plants, small animals (if
(40mins) different animals and plants and points out their physical available and safe), notebooks,
features. For animals: legs, wings, fins, eyes, ears, nose, pencils, magnifying glasses
mouth, skin, fur, feathers, scales, etc. For plants: roots, stems,
leaves, flowers, fruits, seeds, etc. Facilitator provides real
examples of plants and small animals (if available) for
learners to observe closely. Learners work in groups to
examine the physical features of different living things and
record their observations in their notebooks. Facilitator guides
learners to understand that different living things have
 different physical features that help them survive in their
environment. For example, fish have fins to swim, birds have
wings to fly, plants have leaves to make food, etc.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION physical features of living things. Learners take turns
(15mins) describing the physical features of different plants and
animals they observed. Facilitator asks questions like: "What
physical features do animals have that help them move?"
"What physical features do plants have that help them make
food?" "How are the physical features of plants different from
those of animals?" Facilitator summarizes the key points of
the lesson and emphasizes that physical features help living
things survive in their environment.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 1:
Strand: Living and Non-
Living Things
Class: Basic Class Size:
3
Content B3.1.1.1 Show understanding of the physical features and life processes of living things and use
Standard: this understanding to classify them
Indicator: B3.[Link] Classify living things into plants and animals by their life processes
Performance Learners will be able to identify and describe the life processes of living things.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Life processes, living things, growth, movement, reproduction, respiration, nutrition, excretion,
 sensitivity
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to think about what they did today
STARTER since waking up. Facilitator asks: "Did you eat breakfast? Did
(5mins) you breathe? Did you move around? Did you go to the toilet?"
Facilitator introduces the lesson by saying: "Today, we will
learn about the life processes that all living things do."
PHASE 2: NEW Facilitator explains that life processes are the things that all Pictures of living things
LEARNING living things do to stay alive. Facilitator introduces the seven demonstrating various life
(40mins) life processes: Movement (moving from place to place or processes, chart showing the
moving parts of the body), Respiration (breathing), Sensitivity seven life processes,
(responding to changes in the environment), Growth (getting notebooks, pencils
bigger), Reproduction (having babies or making seeds),
Excretion (getting rid of waste), and Nutrition (eating or
making food). Facilitator uses simple examples to explain
each life process. For example: Movement - animals walk,
swim, fly; plants move their leaves toward light. Respiration -
animals breathe in oxygen; plants take in carbon dioxide.
Sensitivity - animals run away from danger; plants grow
toward light. Growth - animals get taller; plants grow taller
and produce more leaves. Reproduction - animals have
babies; plants produce seeds. Excretion - animals go to the
toilet; plants get rid of waste through their leaves. Nutrition -
animals eat food; plants make their own food using sunlight.
Learners work in groups to match pictures of living things
with the life processes they demonstrate. Facilitator guides
learners to understand that all living things carry out these
 seven life processes.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION life processes of living things. Learners take turns explaining
(15mins) the different life processes and giving examples. Facilitator
asks questions like: "What life process do you use when you
eat?" "What life process do plants use to make food?" "Why
do all living things need to carry out these life processes?"
Facilitator summarizes the key points of the lesson and
emphasizes that all living things carry out the seven life
processes to stay alive.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 1:
Strand: Living and Non-
Living Things
Class: Basic Class Size:
3
Content B3.1.1.1 Show understanding of the physical features and life processes of living things and use
Standard: this understanding to classify them
Indicator: B3.[Link] Classify living things into plants and animals by their life processes
Performance Learners will be able to classify living things into plants and animals based on their life
Indicator: processes.
Reference: Basic 3 Science Curriculum Guide
Keywords: Classification, plants, animals, life processes, differences
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners pictures of different living things Pictures of various plants and
STARTER and asks them to group them into plants and animals. animals
(5mins) Facilitator asks: "How did you decide which ones are plants
and which ones are animals?" Facilitator introduces the lesson
by saying: "Today, we will learn how to classify living things
into plants and animals based on their life processes."
PHASE 2: NEW Facilitator explains that scientists classify living things into Pictures of various plants and
LEARNING groups to make them easier to study. The two main groups are animals, chart showing
(40mins) plants and animals. Facilitator discusses the differences differences between plants
between plants and animals based on their life processes: and animals, notebooks,
Nutrition - Plants make their own food using sunlight pencils
(photosynthesis), while animals eat other living things.
Movement - Animals can move from place to place, while
most plants stay in one place (though they can move parts of
their bodies). Respiration - Animals breathe in oxygen and
breathe out carbon dioxide, while plants take in carbon dioxide
and release oxygen. Growth - Both plants and animals grow,
but plants continue to grow throughout their lives, while
animals stop growing when they reach adulthood.
Reproduction - Plants produce seeds, while animals give birth
to live young or lay eggs. Sensitivity - Animals have well-
developed senses (sight, hearing, smell, taste, touch), while
plants respond to light, water, and touch in simpler ways.
Excretion - Animals get rid of waste through special organs,
while plants release waste through their leaves. Facilitator
shows learners pictures of different living things and guides
them to classify them as plants or animals based on these
differences. Learners work in groups to classify a set of
pictures of living things into plants and animals, giving reasons
for their classification based on the life processes.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION classifying living things into plants and animals. Learners take
(15mins) turns explaining the differences between plants and animals.
Facilitator asks questions like: "How do plants and animals
differ in how they get food?" "How do plants and animals
differ in how they move?" "Why is it useful to classify living
things into groups?" Facilitator summarizes the key points of
the lesson and emphasizes that plants and animals can be
classified based on their life processes.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 1: Living
Strand: and Non-Living Things
Class: Basic Class Size:
3
Content B3.1.1.1 Show understanding of the physical features and life processes of living things and use
Standard: this understanding to classify them
Indicator: B3.[Link] Classify living things into plants and animals by their life processes
Performance Learners will be able to demonstrate understanding of the characteristics of plants and animals
Indicator: through practical activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Plants, animals, characteristics, classification, practical activities
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they learned about
STARTER living things during the week. Facilitator asks: "What are
(5mins) some characteristics of plants? What are some
characteristics of animals?" Facilitator introduces the
lesson by saying: "Today, we will do some practical
activities to help us understand the characteristics of
plants and animals better."
PHASE 2: NEW Facilitator divides learners into groups and sets up Different types of plants, videos of
LEARNING different activity stations around the classroom. Station animals moving, picture cards of
(40mins) 1: Plant Observation - Learners examine different plants plants and animals, picture cards of
and identify their parts (roots, stems, leaves, flowers, living and non-living things,
fruits, seeds) and record their observations. Station 2: drawing materials, notebooks,
Animal Movement - Learners watch videos of different pencils
animals moving and describe how each animal moves
(walks, runs, swims, flies, hops, etc.). Station 3: Life
Processes Sorting - Learners sort picture cards into
plants and animals based on their life processes. Station
4: Living vs. Non-Living - Learners sort picture cards
into living and non-living things and explain their
reasoning. Station 5: Create a Living Thing - Learners
draw and label a plant or an animal, including its
physical features and the life processes it carries out.
Learners rotate through the stations, spending about 8
minutes at each station. Facilitator moves between
stations to guide and support learners.
PHASE 3: Facilitator asks learners to share what they learned from
REFLECTION the different activities. Learners take turns explaining
(15mins) their observations and what they discovered about plants
and animals. Facilitator asks questions like: "What
physical features did you observe on the plants?" "How
do different animals move?" "How did you decide if
 something was living or non-living?" Facilitator
summarizes the key points of the week's lessons and
emphasizes that understanding the characteristics of
living things helps us classify them into plants and
animals.

FIRST TERM
WEEKLY NOTES

WEEK 2

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Identify the uses of everyday materials and link the uses to their properties
Performance Learners will be able to identify different types of materials and their importance in daily life.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Materials, resources, human needs, types of materials
Core Critical Thinking and Problem Solving, Communication and Collaboration
 Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to look around the classroom and Classroom environment
STARTER identify different objects. Facilitator then asks: "What are
(5mins) these objects made of?" Facilitator introduces the lesson by
saying: "Today, we will learn about different types of
materials and why they are important in our daily lives."
PHASE 2: NEW Facilitator explains that materials are substances that things Examples of different materials
LEARNING are made from. Facilitator introduces different types of (wood, metal, plastic, glass,
(40mins) materials commonly found in our environment: wood, fabric, paper, rubber, stone),
metal, plastic, glass, fabric, paper, rubber, stone, etc. classroom objects, notebooks,
Facilitator shows examples of each type of material and pencils
discusses where they come from. For example: Wood
comes from trees, metal comes from rocks mined from the
earth, plastic is made from oil, glass is made from sand,
fabric comes from plants (cotton) or animals (wool), paper
comes from trees, rubber comes from rubber trees, stone
comes from the earth. Facilitator explains that materials are
important resources because they are used to make the
things we need and use every day. Facilitator leads a
discussion about how materials help meet our basic needs:
shelter (wood, metal, concrete for buildings), clothing
(fabric, leather), food (plants, animals), tools (metal, wood),
etc. Learners work in groups to identify objects in the
classroom and the materials they are made from. They then
discuss why those materials were chosen for those objects.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION materials. Learners take turns naming different types of
(15mins) materials and explaining where they come from. Facilitator
 asks questions like: "Why are materials important in our
daily lives?" "What materials are used to make your house?"
"What materials are used to make your clothes?" Facilitator
summarizes the key points of the lesson and emphasizes that
materials are important resources that help meet our basic
needs.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Identify the uses of everyday materials and link the uses to their properties
Performance Learners will be able to describe the properties of different materials and how these properties
Indicator: determine their uses.
Reference: Basic 3 Science Curriculum Guide
Keywords: Properties of materials, strength, flexibility, hardness, transparency, conductivity
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners different objects made of the same Different objects made of the
STARTER material (e.g., a wooden chair, a wooden table, a wooden same material (e.g., wooden
(5mins) pencil). Facilitator asks: "Why do we use wood to make objects)
these different things?" Facilitator introduces the lesson by
saying: "Today, we will learn about the properties of
 materials and how these properties determine what we use
the materials for."
PHASE 2: NEW Facilitator explains that properties are the characteristics of Different materials (wood,
LEARNING materials that make them useful for different purposes. metal, plastic, glass, fabric,
(40mins) Facilitator introduces and explains different properties of paper, rubber), flashlight, water,
materials: Strength - how much force a material can containers, notebooks, pencils
withstand before breaking (e.g., metal is strong, paper is
weak). Flexibility - how easily a material can bend without
breaking (e.g., rubber is flexible, glass is not). Hardness -
how difficult it is to scratch or dent a material (e.g., stone is
hard, plastic is soft). Transparency - whether light can pass
through a material (e.g., glass is transparent, wood is not).
Conductivity - how well a material can conduct heat or
electricity (e.g., metal conducts heat and electricity well,
wood does not). Waterproof - whether water can pass
through a material (e.g., plastic is waterproof, paper is not).
Facilitator demonstrates these properties using different
materials. For example: Bending a rubber band to show
flexibility, trying to scratch different materials to show
hardness, shining a light through different materials to show
transparency, etc. Learners work in groups to test different
materials for these properties and record their findings. They
then discuss how these properties make the materials suitable
for different uses.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION properties of materials. Learners take turns describing
(15mins) different properties and giving examples of materials that
have those properties. Facilitator asks questions like: "Why
do we use metal to make cooking pots?" "Why do we use
 glass to make windows?" "Why do we use rubber to make
erasers?" Facilitator summarizes the key points of the lesson
and emphasizes that the properties of materials determine
what we use them for.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Identify the uses of everyday materials and link the uses to their properties
Performance Learners will be able to identify the uses of everyday materials in their homes and community.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Everyday materials, uses, homes, community, properties
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to think about the materials used to build
STARTER their homes. Facilitator asks: "What materials are used to make the
(5mins) walls of your house? What materials are used to make the roof?"
Facilitator introduces the lesson by saying: "Today, we will learn
about the uses of everyday materials in our homes and
community."
PHASE 2: NEW Facilitator explains that materials are used in many different ways Pictures of different
LEARNING in our homes and community. Facilitator discusses the uses of objects in homes and
(40mins) different materials in homes: Wood - used for furniture, doors, community, notebooks,
window frames, etc. because it is strong and can be easily shaped. pencils
Metal - used for roofing, gates, utensils, etc. because it is strong
and durable. Plastic - used for containers, buckets, chairs, etc.
because it is lightweight and waterproof. Glass - used for windows,
mirrors, containers, etc. because it is transparent and can be easily
cleaned. Fabric - used for clothing, curtains, bedding, etc. because
it is flexible and comfortable. Paper - used for books, newspapers,
packaging, etc. because it is lightweight and can be written on.
Rubber - used for tires, shoes, erasers, etc. because it is flexible
and waterproof. Stone - used for building foundations, walls, etc.
because it is strong and durable. Facilitator shows pictures of
different objects in homes and community and asks learners to
identify the materials they are made from and why those materials
were chosen. Learners work in groups to create a list of objects in
their homes and the materials they are made from. They then
discuss why those materials are suitable for those objects based on
their properties.
PHASE 3: Facilitator asks learners to share what they learned about the uses
REFLECTION of everyday materials. Learners take turns naming different objects
(15mins) and the materials they are made from. Facilitator asks questions
like: "Why do we use wood to make furniture?" "Why do we use
metal to make cooking pots?" "Why do we use glass to make
windows?" Facilitator summarizes the key points of the lesson and
emphasizes that materials are chosen for specific uses based on
their properties.

Week Day: Day 4 Subject: Science

 Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Identify the uses of everyday materials and link the uses to their properties
Performance Learners will be able to link the properties of materials to their uses in everyday objects.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Properties, uses, materials, everyday objects, linking
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a pair of scissors and asks: "What Pair of scissors
STARTER material is this made of? Why do you think this material was
(5mins) chosen to make scissors?" Facilitator introduces the lesson by
saying: "Today, we will learn how to link the properties of
materials to their uses in everyday objects."
PHASE 2: NEW Facilitator explains that the properties of materials determine Everyday objects made of
LEARNING what they are used for. Facilitator discusses how specific different materials (cooking
(40mins) properties make materials suitable for specific uses: Strength - pot, raincoat, window, tire,
Materials that are strong are used for things that need to etc.), notebooks, pencils
support weight or withstand force (e.g., metal for bridges,
concrete for buildings). Flexibility - Materials that are flexible
are used for things that need to bend (e.g., rubber for tires,
fabric for clothing). Hardness - Materials that are hard are
used for things that need to resist scratching or denting (e.g.,
 stone for floors, metal for tools). Transparency - Materials that
are transparent are used for things that need to let light through
(e.g., glass for windows, plastic for containers). Conductivity -
Materials that conduct heat well are used for cooking pots,
while materials that do not conduct heat well are used for
handles (e.g., metal for pots, wood for handles). Waterproof -
Materials that are waterproof are used for things that need to
keep water out (e.g., plastic for raincoats, rubber for tires).
Facilitator shows learners different everyday objects and
guides them to identify the materials they are made from and
why those materials were chosen based on their properties.
For example: A cooking pot is made of metal because metal is
strong and conducts heat well. The handle is made of plastic
or wood because these materials do not conduct heat well. A
raincoat is made of plastic because plastic is waterproof. A
window is made of glass because glass is transparent. A tire is
made of rubber because rubber is flexible and waterproof.
Learners work in groups to examine different objects and
identify the materials they are made from and the properties
that make those materials suitable for those objects.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION linking the properties of materials to their uses. Learners take
(15mins) turns describing different objects, the materials they are made
from, and the properties that make those materials suitable.
Facilitator asks questions like: "Why are cooking pots made of
metal?" "Why are raincoats made of plastic?" "Why are
windows made of glass?" Facilitator summarizes the key
points of the lesson and emphasizes that the properties of
materials determine what they are used for.
 Week Day: Day 5 Subject: Science
Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Strand: Sub-Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Identify the uses of everyday materials and link the uses to their properties
Performance Learners will be able to demonstrate understanding of materials and their uses through practical
Indicator: activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Materials, uses, properties, practical activities, demonstration
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they learned about
STARTER materials during the week. Facilitator asks: "What are
(5mins) some properties of materials? How do these properties
determine what materials are used for?" Facilitator
introduces the lesson by saying: "Today, we will do
some practical activities to help us understand materials
and their uses better."
PHASE 2: NEW Facilitator divides learners into groups and sets up Different objects made of various
LEARNING different activity stations around the classroom. Station materials, materials for testing
(40mins) 1: Material Sorting - Learners sort different objects (wood, metal, plastic, glass, fabric,
based on the materials they are made from and record paper, rubber), water, containers,
 their findings. Station 2: Property Testing - Learners test flashlight, notebooks, pencils
different materials for properties like strength,
flexibility, hardness, transparency, and waterproofness
and record their results. Station 3: Material Matching -
Learners match different materials to objects based on
the properties required for those objects and explain
their reasoning. Station 4: Design Challenge - Learners
design an object (e.g., a raincoat, a cooking pot, a
window) and choose the best material for it based on the
properties required. Station 5: Material Hunt - Learners
look around the classroom and identify objects made of
different materials, then discuss why those materials
were chosen. Learners rotate through the stations,
spending about 8 minutes at each station. Facilitator
moves between stations to guide and support learners.
PHASE 3: Facilitator asks learners to share what they learned from
REFLECTION the different activities. Learners take turns explaining
(15mins) their observations and what they discovered about
materials and their properties. Facilitator asks questions
like: "What material did you find to be the strongest?
What material did you find to be the most flexible?"
"Why do we use certain materials for certain objects?"
"How do the properties of materials determine their
uses?" Facilitator summarizes the key points of the
week's lessons and emphasizes that materials are
important resources that help meet our basic needs, and
their properties determine what they are used for.
FIRST TERM
WEEKLY NOTES

WEEK 3

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Demonstrate understanding that an object is made of one or more materials
Performance Learners will be able to identify objects and the materials they are made from.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Objects, materials, composition, identification
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a pencil and asks: "What is this Pencil
STARTER object made of?" Facilitator guides learners to identify that
(5mins) a pencil is made of wood and graphite. Facilitator
introduces the lesson by saying: "Today, we will learn
about objects and the materials they are made from."
PHASE 2: NEW Facilitator explains that objects are things that we can see Various objects made of different
LEARNING and touch, and they are made from one or more materials. materials (book, chair, glass,
(40mins) Facilitator shows learners different objects and guides plastic bottle, metal spoon, fabric
them to identify the materials they are made from. For bag, rubber ball, stone),
example: A book is made of paper and sometimes notebooks, pencils
cardboard for the cover. A chair can be made of wood,
plastic, or metal. A drinking glass is made of glass. A
plastic bottle is made of plastic. A metal spoon is made of
metal. A fabric bag is made of fabric. A rubber ball is
made of rubber. A stone is made of stone. Facilitator
explains that some objects are made from only one
material (e.g., a glass cup is made only of glass), while
others are made from multiple materials (e.g., a pencil is
made of wood and graphite, a book is made of paper and
cardboard). Facilitator leads a discussion about why
certain materials are chosen for certain objects based on
their properties. For example: Glass is used for cups
because it is transparent and easy to clean. Wood is used
for pencils because it is lightweight and easy to shape.
Metal is used for spoons because it is strong and easy to
clean. Learners work in groups to examine different
objects and identify the materials they are made from.
They record their findings in their notebooks and discuss
why those materials were chosen for those objects.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION objects and the materials they are made from. Learners
(15mins) take turns naming different objects and the materials they
are made from. Facilitator asks questions like: "What
materials is a book made of?" "What materials is a chair
made of?" "Why are certain materials chosen for certain
objects?" Facilitator summarizes the key points of the
lesson and emphasizes that objects are made from one or
 more materials, and the choice of materials depends on the
properties required for the object.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Strand: Sub-Strand 2:
MATTER Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Demonstrate understanding that an object is made of one or more materials
Performance Learners will be able to identify objects made of one material and explain why those materials
Indicator: are suitable.
Reference: Basic 3 Science Curriculum Guide
Keywords: Single material objects, properties, suitability
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a glass cup and asks: "What Glass cup
STARTER is this object made of? Is it made of only one material
(5mins) or more than one material?" Facilitator introduces the
lesson by saying: "Today, we will learn about objects
that are made of only one material."
PHASE 2: NEW Facilitator explains that some objects are made of only Objects made of only one material
LEARNING one material. Facilitator shows learners examples of (glass cup, metal spoon, plastic ruler,
(40mins) objects made of only one material and discusses why wooden block, rubber eraser, stone
those materials are suitable for those objects: Glass cup paperweight, fabric handkerchief,
- made of glass because glass is transparent, easy to paper notebook), notebooks, pencils
clean, and does not absorb liquids. Metal spoon - made
of metal because metal is strong, durable, and easy to
clean. Plastic ruler - made of plastic because plastic is
lightweight, flexible, and can be easily marked with
measurements. Wooden block - made of wood because
wood is strong, easy to shape, and has a nice
appearance. Rubber eraser - made of rubber because
rubber is flexible and can remove pencil marks. Stone
paperweight - made of stone because stone is heavy
and can hold papers down. Fabric handkerchief - made
of fabric because fabric is soft, absorbent, and
comfortable to use. Paper notebook - made of paper
because paper is lightweight, easy to write on, and can
be easily bound together. Facilitator guides learners to
understand that the properties of the material make it
suitable for the object. For example, glass is
transparent, so it is suitable for cups and windows.
Metal is strong and durable, so it is suitable for spoons
and tools. Plastic is lightweight and flexible, so it is
suitable for rulers and containers. Wood is strong and
easy to shape, so it is suitable for furniture and pencils.
Rubber is flexible and can remove pencil marks, so it is
suitable for erasers. Stone is heavy, so it is suitable for
paperweights and building foundations. Fabric is soft
and absorbent, so it is suitable for clothing and
handkerchiefs. Paper is lightweight and easy to write
on, so it is suitable for books and notebooks. Learners
work in groups to examine different objects made of
only one material and identify why those materials are
 suitable for those objects based on their properties.
PHASE 3: Facilitator asks learners to share what they learned
REFLECTION about objects made of only one material. Learners take
(15mins) turns naming different objects, the materials they are
made from, and why those materials are suitable.
Facilitator asks questions like: "Why is a glass cup
made of glass?" "Why is a metal spoon made of
metal?" "Why is a rubber eraser made of rubber?"
Facilitator summarizes the key points of the lesson and
emphasizes that objects made of only one material are
designed that way because the properties of that
material make it suitable for the object's purpose.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Demonstrate understanding that an object is made of one or more materials
Performance Learners will be able to identify objects made of multiple materials and explain why those
Indicator: materials are suitable.
Reference: Basic 3 Science Curriculum Guide
Keywords: Multiple material objects, properties, suitability
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
 Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a pencil and asks: "What is this Pencil
STARTER object made of? Is it made of only one material or more than
(5mins) one material?" Facilitator introduces the lesson by saying:
"Today, we will learn about objects that are made of more than
one material."
PHASE 2: NEW Facilitator explains that some objects are made of more than Objects made of multiple
LEARNING one material. Facilitator shows learners examples of objects materials (pencil, book, chair,
(40mins) made of multiple materials and discusses why those materials cooking pot, bicycle, shoe),
are suitable for those objects: Pencil - made of wood and notebooks, pencils
graphite. Wood is used for the body because it is lightweight
and easy to hold. Graphite is used for the writing core because
it can make marks on paper. Book - made of paper and
cardboard. Paper is used for the pages because it is lightweight
and easy to write on. Cardboard is used for the cover because it
is stronger and more durable than paper. Chair - made of
wood, metal, and plastic. Wood is used for the seat and back
because it is strong and comfortable. Metal is used for the
frame because it is strong and durable. Plastic is used for the
feet because it is durable and does not scratch the floor.
Cooking pot - made of metal and plastic or wood. Metal is
used for the pot because it is strong and conducts heat well.
Plastic or wood is used for the handle because it does not
conduct heat well, so it does not get too hot to hold. Bicycle -
made of metal, rubber, and plastic. Metal is used for the frame
because it is strong and lightweight. Rubber is used for the
tires because it is flexible and provides good grip. Plastic is
used for the handles and seat because it is lightweight and
comfortable. Shoe - made of fabric, rubber, and plastic. Fabric
 is used for the upper part because it is flexible and
comfortable. Rubber is used for the sole because it is durable
and provides good grip. Plastic is used for the eyelets because
it is strong and durable. Facilitator guides learners to
understand that each material in an object has a specific
purpose based on its properties. For example, in a cooking pot,
the metal part needs to conduct heat well to cook the food,
while the handle needs to not conduct heat well so it can be
held safely. Learners work in groups to examine different
objects made of multiple materials and identify why those
materials are suitable for those objects based on their
properties.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION objects made of multiple materials. Learners take turns naming
(15mins) different objects, the materials they are made from, and why
those materials are suitable. Facilitator asks questions like:
"Why is a pencil made of wood and graphite?" "Why is a
cooking pot made of metal and plastic or wood?" "Why is a
bicycle made of metal, rubber, and plastic?" Facilitator
summarizes the key points of the lesson and emphasizes that
objects made of multiple materials are designed that way
because each material has specific properties that make it
suitable for a specific part of the object.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
 3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Demonstrate understanding that an object is made of one or more materials
Performance Learners will be able to identify the materials in different parts of an object and explain their
Indicator: functions.
Reference: Basic 3 Science Curriculum Guide
Keywords: Object parts, materials, functions, properties
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a ballpoint pen and asks: "What Ballpoint pen
STARTER are the different parts of this pen? What materials are they
(5mins) made of?" Facilitator introduces the lesson by saying:
"Today, we will learn about the different parts of objects
and the materials they are made of."
PHASE 2: NEW Facilitator explains that objects have different parts, and Objects with different parts made
LEARNING each part may be made of a different material based on its of different materials (ballpoint
(40mins) function. Facilitator shows learners examples of objects pen, umbrella, watch, shoe,
with different parts made of different materials and pictures of a house), notebooks,
discusses the function of each part and why those materials pencils
are suitable: Ballpoint pen - The body is made of plastic or
metal because it is strong and durable. The ink tube is made
of plastic because it is flexible and can hold ink. The tip is
made of metal because it is strong and does not break
easily. The ink is made of a special liquid because it can
flow and make marks on paper. Umbrella - The canopy is
made of fabric because it is lightweight and waterproof.
The frame is made of metal because it is strong and
flexible. The handle is made of plastic or wood because it is
comfortable to hold. Watch - The case is made of metal or
plastic because it is strong and protects the inside parts. The
strap is made of leather or fabric because it is flexible and
comfortable to wear. The face is made of glass or plastic
because it is transparent and protects the hands and
numbers. The hands and numbers are made of metal
because they are strong and do not fade easily. The inside
parts are made of metal because they are strong and
durable. Shoe - The upper part is made of fabric or leather
because it is flexible and comfortable. The sole is made of
rubber because it is durable and provides good grip. The
laces are made of fabric because they are flexible and can
be tied easily. The eyelets are made of metal because they
are strong and durable. House - The foundation is made of
concrete because it is strong and supports the weight of the
house. The walls are made of concrete blocks or bricks
because they are strong and provide shelter. The roof is
made of metal sheets or tiles because they are waterproof
and protect the house from rain. The windows are made of
glass because it is transparent and lets light in. The door is
made of wood or metal because it is strong and provides
security. Facilitator guides learners to understand that the
function of each part determines what material it is made
of. For example, the part of an object that needs to be
strong is made of a strong material, the part that needs to be
flexible is made of a flexible material, the part that needs to
be transparent is made of a transparent material, etc.
Learners work in groups to examine different objects,
identify their different parts, the materials those parts are
 made of, and why those materials are suitable for those
parts.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION the different parts of objects and the materials they are
(15mins) made of. Learners take turns naming different objects, their
parts, the materials those parts are made of, and why those
materials are suitable. Facilitator asks questions like: "What
materials are the different parts of a pen made of? Why?"
"What materials are the different parts of a shoe made of?
Why?" "What materials are the different parts of a house
made of? Why?" Facilitator summarizes the key points of
the lesson and emphasizes that the function of each part of
an object determines what material it is made of, based on
the properties required for that function.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.1 Recognise materials as important resources for providing human needs
Standard:
Indicator: B3.[Link] Demonstrate understanding that an object is made of one or more materials
Performance Learners will be able to create simple objects using different materials and explain their
Indicator: choices.
Reference: Basic 3 Science Curriculum Guide
Keywords: Creating objects, materials, choices, properties
 Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they learned about
STARTER objects and materials during the week. Facilitator asks:
(5mins) "What are some objects made of only one material? What
are some objects made of multiple materials?" Facilitator
introduces the lesson by saying: "Today, we will create
simple objects using different materials and explain why
we chose those materials."
PHASE 2: NEW Facilitator explains that when creating objects, we need to Different materials (paper,
LEARNING choose materials based on the properties required for the cardboard, wood, plastic, fabric,
(40mins) object's function. Facilitator provides learners with rubber, etc.), scissors, glue, tape,
different materials (paper, cardboard, wood, plastic, fabric, markers, other craft materials,
rubber, etc.) and asks them to create simple objects like a notebooks, pencils
container, a toy, a tool, etc. Facilitator guides learners to
think about the function of their object and what properties
the materials need to have. For example: If they are
making a container, they need materials that are strong and
waterproof. If they are making a toy, they need materials
that are safe and durable. If they are making a tool, they
need materials that are strong and easy to handle. Learners
work in groups to create their objects using the available
materials. They need to explain why they chose those
materials for their objects based on the properties of the
materials and the function of the object. Facilitator moves
between groups to guide and support learners, asking
questions like: "Why did you choose this material for this
part of your object?" "What properties does this material
 have that make it suitable for your object?" "How does
this material help your object function properly?" After
creating their objects, learners present them to the class,
explaining what materials they used and why they chose
those materials.
PHASE 3: Facilitator asks learners to share what they learned from
REFLECTION creating their objects. Learners take turns explaining the
(15mins) objects they created, the materials they used, and why they
chose those materials. Facilitator asks questions like:
"What object did you create? What materials did you use?
Why did you choose those materials?" "What properties
do those materials have that make them suitable for your
object?" "How did the materials help your object function
properly?" Facilitator summarizes the key points of the
week's lessons and emphasizes that objects are made of
one or more materials, and the choice of materials depends
on the properties required for the object's function.

FIRST TERM
WEEKLY NOTES

WEEK 4

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
 Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.2 Understand mixtures, types, formation, uses and ways of separating them into their
Standard: components
Indicator: B3.[Link] Describe a solid-liquid mixture and explain how to separate the components
Performance Learners will be able to identify and describe mixtures and their types.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Mixtures, types, formation, components
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a glass of water with sand in it Glass of water with sand
STARTER and asks: "What do you see in this glass? Is it pure water or
(5mins) something else?" Facilitator introduces the lesson by
saying: "Today, we will learn about mixtures and their
types."
PHASE 2: NEW Facilitator explains that a mixture is a combination of two Examples of different types of
LEARNING or more substances that are not chemically combined. mixtures (salt and sugar, sand
(40mins) Facilitator discusses the different types of mixtures: Solid- and water, oil and water,
solid mixtures - Mixtures of two or more solids (e.g., salt carbonated water, smoke),
and sugar, sand and gravel, rice and beans). Solid-liquid notebooks, pencils
mixtures - Mixtures of a solid and a liquid (e.g., sand and
water, salt and water, sugar and water). Liquid-liquid
mixtures - Mixtures of two or more liquids (e.g., oil and
water, milk and water). Gas-gas mixtures - Mixtures of two
or more gases (e.g., air, which is a mixture of nitrogen,
oxygen, carbon dioxide, and other gases). Gas-liquid
 mixtures - Mixtures of a gas and a liquid (e.g., carbonated
water, which has carbon dioxide gas dissolved in water).
Gas-solid mixtures - Mixtures of a gas and a solid (e.g.,
smoke, which has solid particles suspended in air).
Facilitator shows examples of different types of mixtures
and discusses how they are formed. For example: Solid-
solid mixtures are formed by mixing two or more solids
together. Solid-liquid mixtures are formed by adding a solid
to a liquid. Liquid-liquid mixtures are formed by mixing
two or more liquids together. Gas-gas mixtures are formed
when different gases mix together. Gas-liquid mixtures are
formed when a gas dissolves in a liquid. Gas-solid mixtures
are formed when solid particles are suspended in a gas.
Facilitator explains that in a mixture, the substances retain
their individual properties and can be separated by physical
means. For example, in a mixture of sand and water, the
sand is still sand and the water is still water, and they can
be separated by filtering. Learners work in groups to
identify different types of mixtures in their environment
and record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION mixtures and their types. Learners take turns naming
(15mins) different types of mixtures and giving examples. Facilitator
asks questions like: "What is a mixture?" "What are the
different types of mixtures?" "How are mixtures formed?"
Facilitator summarizes the key points of the lesson and
emphasizes that mixtures are combinations of substances
that are not chemically combined and can be separated by
physical means.
 Week Day: Day 2 Subject: Science
Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.2 Understand mixtures, types, formation, uses and ways of separating them into their
Standard: components
Indicator: B3.[Link] Describe a solid-liquid mixture and explain how to separate the components
Performance Learners will be able to describe solid-liquid mixtures and their formation.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Solid-liquid mixtures, formation, examples, properties
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a glass of water with salt in it and Glass of water with salt
STARTER asks: "What do you see in this glass? Is the salt still there even
(5mins) though you can't see it?" Facilitator introduces the lesson by
saying: "Today, we will learn about solid-liquid mixtures and
how they are formed."
PHASE 2: NEW Facilitator explains that a solid-liquid mixture is a mixture of a Water, salt, sugar, sand, soil,
LEARNING solid and a liquid. Facilitator discusses the different types of milk, orange juice with pulp,
(40mins) solid-liquid mixtures: Suspensions - Mixtures where solid paint, glasses, stirring rods,
particles are suspended in a liquid but do not dissolve (e.g., notebooks, pencils
sand and water, soil and water). The solid particles can be seen
and will settle at the bottom over time. Solutions - Mixtures
 where the solid particles dissolve in the liquid (e.g., salt and
water, sugar and water). The solid particles cannot be seen and
do not settle at the bottom. Colloids - Mixtures where solid
particles are dispersed in a liquid but do not dissolve or settle
(e.g., milk, which has fat particles dispersed in water). The
solid particles cannot be seen with the naked eye but can be
seen with a microscope. Facilitator demonstrates the formation
of different types of solid-liquid mixtures: Suspension -
Facilitator adds sand to water and stirs. The sand can be seen
and will settle at the bottom over time. Solution - Facilitator
adds salt to water and stirs. The salt dissolves and cannot be
seen. Colloid - Facilitator shows milk and explains that it has
fat particles dispersed in water. Facilitator explains that in a
solid-liquid mixture, the solid and liquid retain their individual
properties. For example, in a mixture of salt and water, the salt
is still salt and the water is still water. The salt has not changed
into a different substance. Facilitator discusses examples of
solid-liquid mixtures in everyday life: Suspensions - muddy
water, orange juice with pulp, paint. Solutions - salt water,
sugar water, lemonade. Colloids - milk, mayonnaise, gelatin.
Facilitator explains that solid-liquid mixtures are formed by
adding a solid to a liquid and stirring. If the solid dissolves in
the liquid, it forms a solution. If the solid does not dissolve but
remains suspended in the liquid, it forms a suspension. If the
solid particles are dispersed in the liquid but do not dissolve or
settle, it forms a colloid. Learners work in groups to create
different types of solid-liquid mixtures and record their
observations in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about solid-
REFLECTION liquid mixtures. Learners take turns describing different types
(15mins) of solid-liquid mixtures and giving examples. Facilitator asks
questions like: "What is a solid-liquid mixture?" "What are the
different types of solid-liquid mixtures?" "How are solid-
liquid mixtures formed?" Facilitator summarizes the key
points of the lesson and emphasizes that solid-liquid mixtures
are mixtures of a solid and a liquid, and they can be
suspensions, solutions, or colloids depending on how the solid
particles interact with the liquid.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Strand: Sub-Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.2 Understand mixtures, types, formation, uses and ways of separating them into their
Standard: components
Indicator: B3.[Link] Describe a solid-liquid mixture and explain how to separate the components
Performance Learners will be able to explain the uses of solid-liquid mixtures in everyday life.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Solid-liquid mixtures, uses, everyday life, applications
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to think about the solid-liquid
STARTER mixtures they use or encounter in their daily lives.
(5mins) Facilitator asks: "What are some solid-liquid mixtures
 you use at home? At school?" Facilitator introduces the
lesson by saying: "Today, we will learn about the uses of
solid-liquid mixtures in everyday life."
PHASE 2: NEW Facilitator explains that solid-liquid mixtures have many Examples of solid-liquid mixtures
LEARNING uses in our daily lives. Facilitator discusses the uses of used in everyday life (salt water,
(40mins) different types of solid-liquid mixtures: Suspensions - sugar water, milk, orange juice with
Muddy water is used in construction to make bricks and pulp, paint, mayonnaise, gelatin),
concrete. Orange juice with pulp provides vitamins and notebooks, pencils
fiber. Paint is used to color walls and other surfaces.
Solutions - Salt water is used for cooking and preserving
food. Sugar water is used to make drinks like lemonade
and tea. Medicine solutions are used to treat illnesses.
Colloids - Milk is used for drinking and cooking.
Mayonnaise is used as a condiment. Gelatin is used to
make desserts. Facilitator explains how these mixtures
are useful: Suspensions - The solid particles in
suspensions can provide texture, color, or other
properties. For example, the pulp in orange juice
provides fiber, and the pigments in paint provide color.
Solutions - The dissolved solids in solutions can provide
flavor, nutrients, or medicinal properties. For example,
salt provides flavor in cooking, sugar provides sweetness
in drinks, and medicines provide healing properties.
Colloids - The dispersed particles in colloids can provide
texture, stability, or other properties. For example, the fat
particles in milk provide nutrients and a smooth texture,
and the gelatin in desserts provides a firm texture.
Facilitator leads a discussion about how solid-liquid
mixtures are used in different contexts: At home -
Cooking (salt water, sugar water), cleaning (soapy
 water), drinking (milk, juice). At school - Science
experiments (salt water, sugar water), art (paint),
drinking (milk, juice). In the community - Construction
(muddy water, concrete), food processing (milk, juice),
medicine (medicine solutions). Learners work in groups
to identify different uses of solid-liquid mixtures in their
daily lives and record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION the uses of solid-liquid mixtures. Learners take turns
(15mins) naming different uses of solid-liquid mixtures and giving
examples. Facilitator asks questions like: "What are some
uses of solid-liquid mixtures at home?" "What are some
uses of solid-liquid mixtures at school?" "Why are solid-
liquid mixtures useful in our daily lives?" Facilitator
summarizes the key points of the lesson and emphasizes
that solid-liquid mixtures have many uses in our daily
lives, including cooking, cleaning, drinking, medicine,
art, and construction.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF MATTER Sub Sub-Strand 2:
Strand: Materials
Class: Basic Class Size:
3
Content B3.1.2.2 Understand mixtures, types, formation, uses and ways of separating them into their
Standard: components
Indicator: B3.[Link] Describe a solid-liquid mixture and explain how to separate the components
 Performance Learners will be able to describe methods of separating solid-liquid mixtures.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Separation, methods, filtration, evaporation, decantation
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a glass of muddy water and asks: Glass of muddy water
STARTER "How can we get clean water from this mixture?"
(5mins) Facilitator introduces the lesson by saying: "Today, we will
learn about methods of separating solid-liquid mixtures."
PHASE 2: NEW Facilitator explains that solid-liquid mixtures can be Mixtures of sand and water, salt
LEARNING separated into their components using different methods. and water, soil and water, filter
(40mins) Facilitator discusses and demonstrates the different papers, funnels, beakers, heat
methods of separating solid-liquid mixtures: Filtration - source, stirring rods, notebooks,
This method is used to separate insoluble solids from pencils
liquids. Facilitator demonstrates by pouring a mixture of
sand and water through a filter paper. The sand is trapped
by the filter paper, while the water passes through.
Facilitator explains that filtration is used in everyday life,
such as in water purification, coffee making, and air
conditioning. Evaporation - This method is used to separate
soluble solids from liquids. Facilitator demonstrates by
heating a solution of salt and water. The water evaporates,
leaving the salt behind. Facilitator explains that evaporation
is used in everyday life, such as in obtaining salt from
seawater and drying clothes. Decantation - This method is
used to separate a liquid from a solid that has settled at the
bottom. Facilitator demonstrates by letting a mixture of soil
 and water stand until the soil settles at the bottom, then
carefully pouring off the water. Facilitator explains that
decantation is used in everyday life, such as in separating
water from rice after cooking and separating oil from water.
Centrifugation - This method is used to separate solids
from liquids by spinning the mixture at high speed.
Facilitator explains that in centrifugation, the heavier solid
particles are forced to the bottom by centrifugal force,
while the lighter liquid remains on top. Facilitator explains
that centrifugation is used in everyday life, such as in
separating cream from milk and in washing machines to
separate water from clothes. Facilitator explains that the
method used to separate a solid-liquid mixture depends on
the type of mixture and the properties of the solid and
liquid. For example, filtration is used for suspensions where
the solid particles are large enough to be trapped by a filter.
Evaporation is used for solutions where the solid is soluble
in the liquid. Decantation is used for suspensions where the
solid particles are heavy enough to settle at the bottom.
Centrifugation is used for suspensions where the solid
particles are small and do not settle easily. Learners work
in groups to demonstrate different methods of separating
solid-liquid mixtures and record their observations in their
notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION methods of separating solid-liquid mixtures. Learners take
(15mins) turns describing different methods and giving examples.
Facilitator asks questions like: "What method would you
use to separate sand from water?" "What method would
you use to separate salt from water?" "What method would
 you use to separate soil from water?" Facilitator
summarizes the key points of the lesson and emphasizes
that solid-liquid mixtures can be separated into their
components using different methods, and the method used
depends on the type of mixture and the properties of the
solid and liquid.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Strand: Sub-Strand 2:
MATTER Materials
Class: Basic Class Size:
3
Content B3.1.2.2 Understand mixtures, types, formation, uses and ways of separating them into their
Standard: components
Indicator: B3.[Link] Describe a solid-liquid mixture and explain how to separate the components
Performance Learners will be able to demonstrate practical separation of solid-liquid mixtures.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Practical separation, solid-liquid mixtures, experiments, observations
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they learned
STARTER about separating solid-liquid mixtures during the
(5mins) week. Facilitator asks: "What are some methods of
separating solid-liquid mixtures?" Facilitator
introduces the lesson by saying: "Today, we will do
 some practical activities to separate solid-liquid
mixtures."
PHASE 2: NEW Facilitator divides learners into groups and sets up Mixtures of sand and water, salt and
LEARNING different activity stations for separating solid-liquid water, soil and water, mixture of sand
(40mins) mixtures. Station 1: Filtration - Learners separate sand and salt in water, filter papers, funnels,
from water using filter paper and funnels. They beakers, heat source (with adult
observe how the sand is trapped by the filter paper supervision), stirring rods, notebooks,
while the water passes through. Station 2: Evaporation pencils
- Learners separate salt from water by heating a salt
water solution. They observe how the water
evaporates, leaving the salt behind. (Note: This
activity should be closely supervised by the facilitator
to ensure safety.) Station 3: Decantation - Learners
separate soil from water by letting the mixture stand
until the soil settles at the bottom, then carefully
pouring off the water. Station 4: Combination of
Methods - Learners are given a mixture of sand and
salt in water and are asked to separate all three
components. They first filter the mixture to separate
the sand, then evaporate the water to separate the salt.
Station 5: Real-Life Applications - Learners discuss
and demonstrate how solid-liquid mixtures are
separated in real-life situations, such as in water
purification, cooking, and cleaning. Learners rotate
through the stations, spending about 8 minutes at each
station. Facilitator moves between stations to guide
and support learners, ensuring safety at all times,
especially at the evaporation station. At each station,
learners record their observations in their notebooks,
noting what they did, what they observed, and what
 they learned.
PHASE 3: Facilitator asks learners to share what they learned
REFLECTION from the different activities. Learners take turns
(15mins) explaining the methods they used to separate solid-
liquid mixtures and what they observed. Facilitator
asks questions like: "What method did you use to
separate sand from water? What did you observe?"
"What method did you use to separate salt from
water? What did you observe?" "How would you
separate a mixture of sand, salt, and water?"
Facilitator summarizes the key points of the week's
lessons and emphasizes that solid-liquid mixtures can
be separated into their components using different
methods, and the method used depends on the type of
mixture and the properties of the solid and liquid.

FIRST TERM
WEEKLY NOTES

WEEK 5

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Strand: Sub-Strand 2:
MATTER Materials
Class: Basic Class Size:
 3
Content B3.1.2.3 Know that substances can exist in different physical states (solid, liquid, gas)
Standard:
Indicator: B3.[Link] Explain how substances change state between solid, liquid and gas
Performance Learners will be able to identify the three states of matter and their properties.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: States of matter, solid, liquid, gas, properties
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners examples of a solid (ice), a Ice, water, steam (from boiling
STARTER liquid (water), and a gas (steam from boiling water) and water)
(5mins) asks: "What do you notice about these three substances?
How are they different?" Facilitator introduces the
lesson by saying: "Today, we will learn about the three
states of matter and their properties."
PHASE 2: NEW Facilitator explains that matter is anything that has mass Examples of solids (ice, wood, metal,
LEARNING and takes up space, and it can exist in three states: solid, rocks), examples of liquids (water,
(40mins) liquid, and gas. Facilitator discusses the properties of oil, milk), examples of gases (air in a
each state of matter: Solids - Solids have a definite balloon), different containers,
shape and a definite volume. The particles in solids are notebooks, pencils
packed closely together in a regular arrangement and
can only vibrate in place. Solids cannot be compressed
easily because the particles are already close together.
Examples of solids include ice, wood, metal, and rocks.
Liquids - Liquids have a definite volume but no definite
shape. They take the shape of their container. The
particles in liquids are close together but can move past
 one another. Liquids cannot be compressed easily
because the particles are already close together.
Examples of liquids include water, oil, and milk. Gases
- Gases have no definite shape and no definite volume.
They expand to fill their container. The particles in
gases are far apart and move randomly and rapidly.
Gases can be compressed easily because the particles
are far apart. Examples of gases include air, oxygen,
and carbon dioxide. Facilitator demonstrates the
properties of each state of matter using examples: Solid
- Facilitator shows a block of wood and explains that it
has a definite shape and volume, and cannot be
compressed easily. Liquid - Facilitator pours water into
different containers and shows that it takes the shape of
each container but has a definite volume. Gas -
Facilitator shows an inflated balloon and explains that
the air inside has no definite shape or volume, and can
be compressed. Facilitator explains that the state of
matter depends on the temperature and pressure. For
example, water is a solid at low temperatures (ice), a
liquid at medium temperatures (water), and a gas at
high temperatures (steam). Learners work in groups to
identify examples of solids, liquids, and gases in their
environment and record their findings in their
notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the three states of matter. Learners
REFLECTION take turns describing the properties of solids, liquids, and gases and giving examples.
(15mins) Facilitator asks questions like: "What are the properties of solids?" "What are the properties
of liquids?" "What are the properties of gases?" Facilitator summarizes the key points of the
lesson and emphasizes that matter can exist in three states: solid, liquid, and gas, and each
 state has different properties.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid, liquid
and gas
Performance Learners will be able to explain how substances change from solid to
Indicator: liquid and from liquid to solid.
Reference: Basic 3 Science Curriculum Guide
Keywords: Melting, freezing, solid, liquid, temperature
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners an ice cube and asks: Ice cube
STARTER "What happens to this ice cube if we leave it at
(5mins) room temperature? What happens if we put
water in a freezer?" Facilitator introduces the
lesson by saying: "Today, we will learn how
substances change from solid to liquid and from
liquid to solid."
PHASE 2: NEW Facilitator explains that substances can change from one state to Ice cubes, water,
LEARNING another when heat is added or removed. Facilitator discusses the freezer, heat source,
(40mins) changes between solid and liquid states: Melting - This is the change examples of
from solid to liquid. When a solid is heated, its particles gain energy substances that melt
and move more rapidly. This causes the particles to break free from and freeze (butter,
their fixed positions and move past one another, turning the solid into a chocolate, ice cream,
liquid. The temperature at which a solid melts is called its melting juice), notebooks,
point. For example, ice melts at 0°C to become water. Freezing - This pencils
is the change from liquid to solid. When a liquid is cooled, its particles
lose energy and move more slowly. This causes the particles to come
closer together and arrange themselves in a fixed pattern, turning the
liquid into a solid. The temperature at which a liquid freezes is called
its freezing point. For example, water freezes at 0°C to become ice.
Facilitator demonstrates melting by showing an ice cube melting at
room temperature and explaining that the heat from the surroundings is
causing the ice to melt. Facilitator demonstrates freezing by showing
water being placed in a freezer and explaining that the removal of heat
is causing the water to freeze. Facilitator explains that melting and
freezing are reverse processes. The melting point of a substance is the
same as its freezing point. For example, water melts at 0°C and freezes
at 0°C. Facilitator discusses examples of melting and freezing in
everyday life: Melting - Ice cream melting on a hot day, butter melting
in a pan, chocolate melting in the hand. Freezing - Water turning to ice
in a freezer, juice turning to a popsicle, rain turning to snow in cold
weather. Facilitator explains that different substances have different
melting and freezing points. For example, ice melts at 0°C, but gold
melts at 1064°C. This is because the particles in different substances
are held together by different amounts of force. Learners work in
groups to identify examples of melting and freezing in their daily lives
and record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about melting and
REFLECTION freezing. Learners take turns explaining how substances change from
(15mins) solid to liquid and from liquid to solid and giving examples. Facilitator
asks questions like: "What is melting?" "What is freezing?" "What are
some examples of melting and freezing in everyday life?" Facilitator
summarizes the key points of the lesson and emphasizes that
substances change from solid to liquid when heated (melting) and from
liquid to solid when cooled (freezing).

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid, liquid
and gas
Performance Learners will be able to explain how substances change from liquid to
Indicator: gas and from gas to liquid.
Reference: Basic 3 Science Curriculum Guide
Keywords: Evaporation, condensation, liquid, gas, temperature
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a pot of boiling water Pot of boiling water
STARTER and asks: "What do you see coming from the (with adult
(5mins) boiling water? What happens to the water if we supervision)
keep boiling it?" Facilitator introduces the
lesson by saying: "Today, we will learn how
substances change from liquid to gas and from
gas to liquid."
PHASE 2: NEW Facilitator explains that substances can change from liquid to gas and Water, wet cloth, cold
LEARNING from gas to liquid when heat is added or removed. Facilitator glass of water, heat
(40mins) discusses the changes between liquid and gas states: Evaporation - source, examples of
This is the change from liquid to gas. When a liquid is heated, its liquids that evaporate
particles gain energy and move more rapidly. Some particles at the at different rates
surface of the liquid gain enough energy to escape into the air as gas. (water, alcohol, oil),
This process can occur at any temperature, but it occurs faster at notebooks, pencils
higher temperatures. For example, water evaporates to become water
vapor. Condensation - This is the change from gas to liquid. When a
gas is cooled, its particles lose energy and move more slowly. This
causes the particles to come closer together and form a liquid. For
example, water vapor condenses to become water droplets. Facilitator
demonstrates evaporation by showing water evaporating from a wet
cloth and explaining that the heat from the surroundings is causing the
water to evaporate. Facilitator demonstrates condensation by showing
water droplets forming on a cold glass of water and explaining that the
water vapor in the air is condensing on the cold surface. Facilitator
explains that evaporation and condensation are reverse processes.
Evaporation occurs when a liquid gains energy and turns into a gas,
while condensation occurs when a gas loses energy and turns into a
liquid. Facilitator discusses examples of evaporation and condensation
in everyday life: Evaporation - Water evaporating from a puddle after
rain, clothes drying on a line, sweat evaporating from the skin.
Condensation - Water droplets forming on a cold drink, dew forming
on grass in the morning, fog forming on a cold day. Facilitator
 explains that different liquids evaporate at different rates. For
example, alcohol evaporates faster than water, while oil evaporates
slower than water. This is because the particles in different liquids are
held together by different amounts of force. Learners work in groups
to identify examples of evaporation and condensation in their daily
lives and record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about evaporation
REFLECTION and condensation. Learners take turns explaining how substances
(15mins) change from liquid to gas and from gas to liquid and giving examples.
Facilitator asks questions like: "What is evaporation?" "What is
condensation?" "What are some examples of evaporation and
condensation in everyday life?" Facilitator summarizes the key points
of the lesson and emphasizes that substances change from liquid to gas
when heated (evaporation) and from gas to liquid when cooled
(condensation).

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid, liquid
and gas
Performance Learners will be able to explain how substances change directly from
 Indicator: solid to gas and from gas to solid.
Reference: Basic 3 Science Curriculum Guide
Keywords: Sublimation, deposition, solid, gas, temperature
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a picture of dry ice and Picture of dry ice
STARTER asks: "What happens to dry ice when it is left at
(5mins) room temperature? Does it melt like regular ice?"
Facilitator introduces the lesson by saying:
"Today, we will learn how some substances can
change directly from solid to gas and from gas to
solid without becoming liquid first."
PHASE 2: NEW Facilitator explains that some substances can change directly from solid Pictures or videos of
LEARNING to gas and from gas to solid without becoming liquid first. Facilitator dry ice subliming,
(40mins) discusses these changes: Sublimation - This is the change from solid frost forming, snow
directly to gas, without passing through the liquid state. When a solid is forming, mothballs,
heated, its particles gain energy and move so rapidly that they escape examples of freeze-
directly into the air as gas, without first becoming a liquid. For example, dried food,
dry ice (solid carbon dioxide) sublimes at room temperature to become notebooks, pencils
carbon dioxide gas. Mothballs also sublime over time, which is why
they gradually disappear. Deposition - This is the change from gas
directly to solid, without passing through the liquid state. When a gas is
cooled, its particles lose energy and move so slowly that they come
together directly to form a solid, without first becoming a liquid. For
example, water vapor in the air can deposit directly as ice crystals on
cold surfaces, forming frost. Facilitator explains that sublimation and
deposition are reverse processes. Sublimation occurs when a solid gains
energy and turns directly into a gas, while deposition occurs when a gas
 loses energy and turns directly into a solid. Facilitator discusses
examples of sublimation and deposition in everyday life: Sublimation -
Dry ice used for special effects (like fog at parties), mothballs used to
repel insects, freeze-drying of food to preserve it. Deposition - Frost
forming on windows on a cold day, snow forming in clouds, ice crystals
forming in a freezer. Facilitator explains that not all substances can
sublime or deposit. Only certain substances, like carbon dioxide (dry
ice) and mothballs (naphthalene), can sublime at normal temperatures.
Most substances, like water, need to go through the liquid state when
changing between solid and gas. Facilitator shows a video or pictures of
sublimation and deposition to help learners visualize these processes.
Learners work in groups to identify examples of sublimation and
deposition in their daily lives and record their findings in their
notebooks.
PHASE 3: Facilitator asks learners to share what they learned about sublimation
REFLECTION and deposition. Learners take turns explaining how substances change
(15mins) directly from solid to gas and from gas to solid and giving examples.
Facilitator asks questions like: "What is sublimation?" "What is
deposition?" "What are some examples of sublimation and deposition in
everyday life?" Facilitator summarizes the key points of the lesson and
emphasizes that some substances can change directly from solid to gas
(sublimation) and from gas to solid (deposition) without becoming
liquid first.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
 Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid,
liquid and gas
Performance Learners will be able to demonstrate understanding of the changes
Indicator: between states of matter through practical activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: States of matter, changes, practical activities, demonstrations
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they
STARTER learned about changes between states of
(5mins) matter during the week. Facilitator asks:
"What are the different ways substances can
change state?" Facilitator introduces the
lesson by saying: "Today, we will do some
practical activities to demonstrate the
changes between states of matter."
PHASE 2: NEW Facilitator divides learners into groups and sets up different activity Ice cubes, water, freezer,
LEARNING stations to demonstrate changes between states of matter. Station 1: wet cloth, cold surface,
(40mins) Melting and Freezing - Learners observe ice cubes melting at room dry ice (with adult
temperature and water freezing in a freezer. They record their supervision), plastic
observations and explain what is happening at the particle level. bags, water, sunlight,
Station 2: Evaporation and Condensation - Learners observe water examples of state
evaporating from a wet cloth and water vapor condensing on a cold changes in everyday life,
surface. They record their observations and explain what is notebooks, pencils
 happening at the particle level. Station 3: Sublimation - Learners
observe dry ice subliming (with adult supervision) or watch a video
of sublimation. They record their observations and explain what is
happening at the particle level. Station 4: Complete Water Cycle -
Learners create a model of the water cycle using a plastic bag,
water, and sunlight. They observe evaporation, condensation, and
precipitation in action. Station 5: State Changes in Everyday Life -
Learners discuss and demonstrate how changes between states of
matter are used in everyday life, such as cooking, refrigeration, and
weather phenomena. Learners rotate through the stations, spending
about 8 minutes at each station. Facilitator moves between stations
to guide and support learners, ensuring safety at all times, especially
at the sublimation station. At each station, learners record their
observations in their notebooks, noting what they did, what they
observed, and what they learned about the changes between states
of matter. Facilitator emphasizes that changes between states of
matter are caused by the addition or removal of heat, which affects
the energy and movement of particles.
PHASE 3: Facilitator asks learners to share what they learned from the
REFLECTION different activities. Learners take turns explaining the changes
(15mins) between states of matter they observed and what they learned.
Facilitator asks questions like: "What did you observe at the melting
and freezing station?" "What did you observe at the evaporation and
condensation station?" "What did you observe at the sublimation
station?" "How are changes between states of matter used in
everyday life?" Facilitator summarizes the key points of the week's
lessons and emphasizes that substances can change between states
of matter when heat is added or removed, and these changes are
caused by changes in the energy and movement of particles.
FIRST TERM
WEEKLY NOTES

WEEK 6

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid,
liquid and gas
Performance Learners will be able to explain the process of melting and its
Indicator: applications in everyday life.
Reference: Basic 3 Science Curriculum Guide
Keywords: Melting, solid, liquid, heat, applications
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a chocolate bar and Chocolate bar
STARTER asks: "What happens to this chocolate bar if
(5mins) we leave it in the sun? What state change is
occurring?" Facilitator introduces the lesson
by saying: "Today, we will learn more about
the process of melting and its applications in
everyday life."
PHASE 2: NEW Facilitator explains that melting is the process by which a solid Examples of solids that
LEARNING turns into a liquid when heat is applied. Facilitator discusses the melt (ice, chocolate, wax,
(40mins) process of melting in detail: When a solid is heated, its particles butter, cheese), heat
gain energy and vibrate more rapidly. As more heat is applied, the source, containers,
particles vibrate so much that they break free from their fixed examples of products
positions and can move past one another, turning the solid into a made by melting (metal
liquid. The temperature at which a solid melts is called its melting tools, plastic products,
point. Different substances have different melting points depending glass bottles), notebooks,
on how strongly their particles are held together. For example, ice pencils
melts at 0°C, but iron melts at 1538°C. Facilitator demonstrates the
process of melting by heating different solids and showing how
they turn into liquids. For example, heating ice to make water,
heating chocolate to make liquid chocolate, and heating wax to
make liquid wax. Facilitator discusses the applications of melting in
everyday life: Cooking - Melting butter or oil for frying, melting
chocolate for desserts, melting cheese for pizza. Manufacturing -
Melting metal to make tools and machines, melting plastic to make
products, melting glass to make windows and bottles. Weather -
Melting of snow and ice in spring, melting of glaciers due to
climate change. Household - Melting candle wax to provide light,
melting ice to cool drinks, melting solder to join electrical
components. Facilitator explains that melting is an important
process in many industries and in nature. For example, in
metallurgy, metals are melted to shape them into useful objects. In
 nature, the melting of ice and snow is an important part of the water
cycle. Learners work in groups to identify examples of melting in
their daily lives and record their findings in their notebooks. They
also discuss the importance of melting in different contexts.
PHASE 3: Facilitator asks learners to share what they learned about melting
REFLECTION and its applications. Learners take turns explaining the process of
(15mins) melting and giving examples of its applications in everyday life.
Facilitator asks questions like: "What is melting?" "What happens
to the particles of a solid when it melts?" "What are some
applications of melting in everyday life?" Facilitator summarizes
the key points of the lesson and emphasizes that melting is the
process by which a solid turns into a liquid when heat is applied,
and it has many important applications in cooking, manufacturing,
weather, and household activities.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY Sub Sub-
OF MATTER Strand: Strand 2:
Materials
Class: Basic Class
3 Size:
Content B3.1.2.3 Know that substances can exist in different physical
Standard: states (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid,
liquid and gas
Performance Learners will be able to explain the process of freezing and its
Indicator: applications in everyday life.
 Reference: Basic 3 Science Curriculum Guide
Keywords: Freezing, liquid, solid, cooling, applications
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a tray of ice Tray of ice cubes
STARTER cubes and asks: "How were these ice
(5mins) cubes made? What state change
occurred?" Facilitator introduces the
lesson by saying: "Today, we will learn
more about the process of freezing and
its applications in everyday life."
PHASE 2: NEW Facilitator explains that freezing is the process by which a Examples of liquids that
LEARNING liquid turns into a solid when heat is removed. Facilitator freeze (water, juice, fat),
(40mins) discusses the process of freezing in detail: When a liquid is freezer, examples of frozen
cooled, its particles lose energy and move more slowly. As food (frozen vegetables,
more heat is removed, the particles move so slowly that they frozen meat, ice cream,
come closer together and arrange themselves in a fixed pattern, popsicles), examples of
turning the liquid into a solid. The temperature at which a medical applications of
liquid freezes is called its freezing point. Different substances freezing (pictures of vaccines,
have different freezing points depending on how strongly their cryotherapy), notebooks,
particles attract each other. For example, water freezes at 0°C, pencils
but alcohol freezes at -114°C. Facilitator demonstrates the
process of freezing by cooling different liquids and showing
how they turn into solids. For example, placing water in a
freezer to make ice, placing juice in a freezer to make
popsicles, and showing how fat solidifies when cooled.
Facilitator discusses the applications of freezing in everyday
life: Food Preservation - Freezing food to keep it fresh for
 longer, freezing fruits and vegetables to preserve their
nutrients, freezing meat to prevent spoilage. Cooking -
Freezing mixtures to make ice cream, freezing juice to make
popsicles, freezing water to make ice cubes for drinks. Medical
- Freezing biological samples for research, freezing vaccines to
preserve their effectiveness, using freezing temperatures in
cryotherapy to treat injuries. Weather - Water freezing to form
ice, freezing rain forming sleet, water vapor freezing to form
snow. Facilitator explains that freezing is an important process
in many industries and in nature. For example, in the food
industry, freezing is used to preserve food and extend its shelf
life. In nature, the freezing of water is an important part of the
water cycle and affects weather patterns. Learners work in
groups to identify examples of freezing in their daily lives and
record their findings in their notebooks. They also discuss the
importance of freezing in different contexts.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION freezing and its applications. Learners take turns explaining the
(15mins) process of freezing and giving examples of its applications in
everyday life. Facilitator asks questions like: "What is
freezing?" "What happens to the particles of a liquid when it
freezes?" "What are some applications of freezing in everyday
life?" Facilitator summarizes the key points of the lesson and
emphasizes that freezing is the process by which a liquid turns
into a solid when heat is removed, and it has many important
applications in food preservation, cooking, medical treatments,
and weather phenomena.

Week Day: Day 3 Subject: Science

 Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY Sub Sub-
OF MATTER Strand: Strand 2:
Materials
Class: Basic Class
3 Size:
Content B3.1.2.3 Know that substances can exist in different physical
Standard: states (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid,
liquid and gas
Performance Learners will be able to explain the process of evaporation and
Indicator: its applications in everyday life.
Reference: Basic 3 Science Curriculum Guide
Keywords: Evaporation, liquid, gas, heat, applications
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a wet cloth and Wet cloth
STARTER asks: "What happens to this wet cloth if
(5mins) we leave it in the sun? What state change
is occurring?" Facilitator introduces the
lesson by saying: "Today, we will learn
more about the process of evaporation
and its applications in everyday life."
PHASE 2: NEW Facilitator explains that evaporation is the process by which a Water, wet cloths of different
LEARNING liquid turns into a gas when heat is applied. Facilitator discusses sizes, heat source, fan,
(40mins) the process of evaporation in detail: When a liquid is heated, its examples of evaporation in
particles gain energy and move more rapidly. Some particles at everyday life (drying clothes,
the surface of the liquid gain enough energy to escape into the sweating, evaporative
air as gas. This process can occur at any temperature, but it coolers), examples of food
occurs faster at higher temperatures. Factors that affect the rate products made by
of evaporation include temperature, surface area, humidity, and evaporation (condensed milk,
wind speed. Higher temperatures increase the rate of fruit concentrate, salt),
evaporation because they give particles more energy. Larger notebooks, pencils
surface areas increase the rate of evaporation because more
particles are exposed to the air. Lower humidity increases the
rate of evaporation because the air can hold more water vapor.
Higher wind speeds increase the rate of evaporation because
they carry away the water vapor from the surface. Facilitator
demonstrates the process of evaporation by showing water
evaporating from different surfaces and under different
conditions. For example, water evaporating faster from a larger
surface area, water evaporating faster in the sun than in the
shade, and water evaporating faster on a windy day than on a
calm day. Facilitator discusses the applications of evaporation
in everyday life: Drying - Clothes drying on a line, hair drying
after a shower, dishes drying after washing. Cooling - Sweating
to cool the body, evaporative coolers, mist fans. Water Cycle -
Water evaporating from oceans, lakes, and rivers, forming
clouds, and returning to the earth as rain. Food Processing -
Evaporating water from milk to make condensed milk,
evaporating water from fruit juice to make concentrate,
evaporating water from salt water to obtain salt. Facilitator
explains that evaporation is an important process in many
industries and in nature. For example, in the food industry,
evaporation is used to concentrate flavors and preserve food. In
nature, evaporation is an important part of the water cycle and
affects weather patterns. Learners work in groups to identify
examples of evaporation in their daily lives and record their
 findings in their notebooks. They also discuss the importance of
evaporation in different contexts.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION evaporation and its applications. Learners take turns explaining
(15mins) the process of evaporation and giving examples of its
applications in everyday life. Facilitator asks questions like:
"What is evaporation?" "What factors affect the rate of
evaporation?" "What are some applications of evaporation in
everyday life?" Facilitator summarizes the key points of the
lesson and emphasizes that evaporation is the process by which
a liquid turns into a gas when heat is applied, and it has many
important applications in drying, cooling, the water cycle, and
food processing.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY Sub Sub-
OF MATTER Strand: Strand 2:
Materials
Class: Basic Class
3 Size:
Content B3.1.2.3 Know that substances can exist in different physical
Standard: states (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid,
liquid and gas
Performance Learners will be able to explain the process of condensation and
Indicator: its applications in everyday life.
Reference: Basic 3 Science Curriculum Guide
 Keywords: Condensation, gas, liquid, cooling, applications
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a cold glass of Cold glass of water
STARTER water with water droplets on the outside with water droplets
(5mins) and asks: "Where did these water droplets on the outside
on the outside of the glass come from?
Did they leak from inside the glass?"
Facilitator introduces the lesson by saying:
"Today, we will learn more about the
process of condensation and its
applications in everyday life."
PHASE 2: NEW Facilitator explains that condensation is the process by which a Cold glass of water, mirror,
LEARNING gas turns into a liquid when heat is removed. Facilitator discusses examples of condensation
(40mins) the process of condensation in detail: When a gas is cooled, its in everyday life (clouds,
particles lose energy and move more slowly. As more heat is dew on grass, fog),
removed, the particles move so slowly that they come closer examples of devices that
together and form a liquid. The temperature at which a gas use condensation (air
condenses is called its condensation point. Different substances conditioner, dehumidifier,
have different condensation points depending on how strongly distillation apparatus),
their particles attract each other. For example, water vapor notebooks, pencils
condenses at 100°C at standard atmospheric pressure, but other
gases condense at different temperatures. Facilitator demonstrates
the process of condensation by showing water vapor condensing
on different surfaces. For example, water vapor condensing on a
cold glass, water vapor condensing on a mirror after a hot
shower, and water vapor condensing on grass in the morning to
form dew. Facilitator discusses the applications of condensation
 in everyday life: Water Cycle - Water vapor condensing in the
atmosphere to form clouds, which then release water as rain or
snow. This is an essential part of the water cycle that provides
fresh water for drinking, agriculture, and other uses. Cooling
Systems - Air conditioners and refrigerators use condensation to
remove heat from the air. The refrigerant gas condenses in the
condenser coils, releasing heat to the outside. Dehumidifiers -
These devices use condensation to remove excess moisture from
the air. The air is cooled, causing water vapor to condense into
liquid water, which is then collected and removed. Distillation -
This process uses condensation to purify liquids. For example, in
the distillation of alcohol, the alcohol vapor is condensed back
into liquid form, separating it from other substances. Power
Generation - In thermal power plants, steam is used to turn
turbines. After passing through the turbines, the steam is
condensed back into water, which is then heated again to create
more steam. Facilitator explains that condensation is an important
process in many industries and in nature. For example, in the
energy industry, condensation is used in power plants to generate
electricity. In nature, condensation is an important part of the
water cycle and affects weather patterns. Learners work in groups
to identify examples of condensation in their daily lives and
record their findings in their notebooks. They also discuss the
importance of condensation in different contexts.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION condensation and its applications. Learners take turns explaining
(15mins) the process of condensation and giving examples of its
applications in everyday life. Facilitator asks questions like:
"What is condensation?" "What happens to the particles of a gas
when it condenses?" "What are some applications of
 condensation in everyday life?" Facilitator summarizes the key
points of the lesson and emphasizes that condensation is the
process by which a gas turns into a liquid when heat is removed,
and it has many important applications in the water cycle, cooling
systems, dehumidifiers, distillation, and power generation.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 1: DIVERSITY OF Sub Sub-
MATTER Strand: Strand 2:
Materials
Class: Basic Class Size:
3
Content B3.1.2.3 Know that substances can exist in different physical states
Standard: (solid, liquid, gas)
Indicator: B3.[Link] Explain how substances change state between solid, liquid
and gas
Performance Learners will be able to demonstrate understanding of the water cycle
Indicator: and how it involves changes between states of matter.
Reference: Basic 3 Science Curriculum Guide
Keywords: Water cycle, evaporation, condensation, precipitation, states of matter
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to think about rain and
STARTER asks: "Where does rain come from? What
(5mins) happens to the water after it falls to the
ground?" Facilitator introduces the lesson by
 saying: "Today, we will learn about the water
cycle and how it involves changes between
states of matter."
PHASE 2: NEW Facilitator explains that the water cycle is the continuous movement Diagram or model of
LEARNING of water on, above, and below the surface of the Earth. Facilitator the water cycle, plastic
(40mins) discusses the stages of the water cycle and how they involve changes bags, water, sunlight,
between states of matter: Evaporation - The sun heats water in oceans, examples of the water
lakes, and rivers, causing it to evaporate and turn into water vapor cycle in nature
(gas). This is a change from liquid to gas. Transpiration - Plants also (oceans, clouds, rain,
release water vapor into the air through their leaves. This is also a rivers), notebooks,
change from liquid to gas. Condensation - As water vapor rises into pencils
the atmosphere, it cools and condenses into tiny water droplets,
forming clouds. This is a change from gas to liquid. Precipitation -
When the water droplets in clouds become too heavy, they fall to the
ground as rain, snow, sleet, or hail. This is a change from liquid (rain)
or gas (snow, sleet, hail) to solid or liquid on the ground. Collection -
The water that falls to the ground collects in oceans, lakes, rivers, and
underground aquifers. From there, the cycle begins again. Facilitator
shows a diagram or model of the water cycle and explains each stage
in detail, emphasizing the changes between states of matter that occur
at each stage. Facilitator discusses the importance of the water cycle:
Provides fresh water for drinking, agriculture, and other uses.
Regulates the Earth's temperature by distributing heat around the
planet. Supports ecosystems by providing water for plants and
animals. Shapes the Earth's surface through erosion and deposition.
Facilitator explains that the water cycle is driven by the sun's energy,
which causes evaporation, and by gravity, which causes precipitation
and the flow of water on the Earth's surface. Learners work in groups
to create a simple model of the water cycle using a plastic bag, water,
and sunlight. They observe how water evaporates, condenses on the
 inside of the bag, and then "precipitates" back down. They record their
observations in their notebooks and explain how each stage of the
water cycle involves a change between states of matter.
PHASE 3: Facilitator asks learners to share what they learned about the water
REFLECTION cycle and how it involves changes between states of matter. Learners
(15mins) take turns explaining the stages of the water cycle and the changes
between states of matter that occur at each stage. Facilitator asks
questions like: "What are the stages of the water cycle?" "How does
evaporation involve a change between states of matter?" "How does
condensation involve a change between states of matter?" "How does
precipitation involve a change between states of matter?" Facilitator
summarizes the key points of the lesson and emphasizes that the water
cycle involves continuous changes between states of matter, driven by
the sun's energy and gravity, and it is essential for providing fresh
water and supporting life on Earth.

FIRST TERM
WEEKLY NOTES

WEEK 7

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
 Science
Class: Basic Class Size:
3
Content B3.2.1.1 Recognise that some events in our environment occur
Standard: recurrently
Indicator: B3.[Link] Describe some cyclic events like day and night, wet
and dry seasons and their intervals/periods
Performance Learners will be able to identify and describe cyclic events in our
Indicator: environment.
Reference: Basic 3 Science Curriculum Guide
Keywords: Cyclic events, environment, recurrence, patterns
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to think about
STARTER events that happen regularly in their lives.
(5mins) Facilitator asks: "What happens every day?
What happens every week? What happens
every year?" Facilitator introduces the
lesson by saying: "Today, we will learn
about cyclic events in our environment that
occur regularly."
PHASE 2: NEW Facilitator explains that cyclic events are events that happen Pictures of different cyclic
LEARNING repeatedly in a regular pattern. Facilitator discusses the events (day and night,
(40mins) importance of recognizing cyclic events in our environment: phases of the moon,
Helps us predict and prepare for future events. Helps us seasons, migration of
understand the natural world and how it works. Helps us plan our animals, flowering of
activities and make use of natural resources. Facilitator introduces plants), chart showing
different types of cyclic events in our environment: Daily cycles - different types of cycles
 Events that happen every day, such as day and night, tides, and and their intervals,
changes in temperature. Weekly cycles - Events that happen every notebooks, pencils
week, such as the phases of the moon (visible from Earth).
Monthly cycles - Events that happen every month, such as the
menstrual cycle in humans and the lunar cycle. Yearly cycles -
Events that happen every year, such as seasons, migration of
animals, and flowering of plants. Longer cycles - Events that
happen over many years, such as climate cycles and the life cycle
of stars. Facilitator explains that these cyclic events are caused by
different factors: Daily cycles are mainly caused by the rotation of
the Earth on its axis. Weekly and monthly cycles are related to the
movement of the moon around the Earth. Yearly cycles are mainly
caused by the revolution of the Earth around the sun. Longer
cycles are caused by various factors, including changes in the
Earth's orbit and internal processes of the Earth and sun.
Facilitator shows learners pictures of different cyclic events and
guides them to identify the patterns and intervals of these events.
For example, day and night occur every 24 hours, the phases of
the moon repeat every 29.5 days, and the seasons repeat every
year. Learners work in groups to identify other cyclic events in
their environment and record their findings in their notebooks.
They discuss the patterns and intervals of these events and what
causes them.
PHASE 3: Facilitator asks learners to share what they learned about cyclic
REFLECTION events in our environment. Learners take turns naming different
(15mins) cyclic events and describing their patterns and intervals.
Facilitator asks questions like: "What is a cyclic event?" "What
are some examples of cyclic events in our environment?" "Why is
it important to recognize cyclic events?" Facilitator summarizes
the key points of the lesson and emphasizes that cyclic events are
 events that happen repeatedly in a regular pattern, and they are
important for understanding and predicting changes in our
environment.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.1 Recognise that some events in our environment occur
Standard: recurrently
Indicator: B3.[Link] Describe some cyclic events like day and night, wet and
dry seasons and their intervals/periods
Performance Learners will be able to describe the day and night cycle and its
Indicator: causes.
Reference: Basic 3 Science Curriculum Guide
Keywords: Day and night, rotation, Earth, sun, 24 hours
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What happens
STARTER during the day? What happens at night?
(5mins) How long does it take for day to turn into
night and back to day again?" Facilitator
introduces the lesson by saying: "Today, we
 will learn about the day and night cycle and
what causes it."
PHASE 2: NEW Facilitator explains that day and night form a cycle that repeats Model or diagram of the
LEARNING every 24 hours. Facilitator discusses the characteristics of day and Earth rotating on its axis,
(40mins) night: Day - The period when the sun is visible in the sky. It is light globe, flashlight (to
outside, and we can see clearly. Temperatures are usually higher represent the sun),
during the day. Most people are active during the day. Night - The materials for creating a
period when the sun is not visible in the sky. It is dark outside, and simple model (ball, stick,
we cannot see clearly without artificial light. Temperatures are flashlight), notebooks,
usually lower at night. Most people and animals rest or sleep at pencils
night. Facilitator explains the cause of day and night: The Earth
rotates on its axis, which is an imaginary line that runs through the
center of the Earth from the North Pole to the South Pole. The
Earth completes one full rotation every 24 hours. As the Earth
rotates, different parts of the Earth face the sun at different times.
The part of the Earth that faces the sun experiences day, while the
part that faces away from the sun experiences night. Facilitator
uses a model or diagram to demonstrate the rotation of the Earth
and how it causes day and night. Facilitator shows how the Earth
rotates from west to east, which is why the sun appears to rise in
the east and set in the west. Facilitator discusses the importance of
the day and night cycle: Regulates the sleep-wake cycle of humans
and animals. Affects the temperature and weather patterns.
Provides light for plants to carry out photosynthesis. Influences the
behavior of animals, with some being active during the day
(diurnal) and others at night (nocturnal). Facilitator explains that
the length of day and night varies depending on the location and
time of year. For example, near the equator, day and night are
approximately equal in length throughout the year. But near the
poles, there can be 24 hours of daylight in summer and 24 hours of
 darkness in winter. Learners work in groups to create a simple
model of the Earth rotating on its axis and demonstrate how this
causes day and night. They record their observations and explain
the process in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the day
REFLECTION and night cycle. Learners take turns explaining what causes day
(15mins) and night and why it is important. Facilitator asks questions like:
"What causes day and night?" "How long does it take for the Earth
to complete one rotation?" "Why does the sun appear to rise in the
east and set in the west?" Facilitator summarizes the key points of
the lesson and emphasizes that day and night are caused by the
rotation of the Earth on its axis, and this cycle repeats every 24
hours.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.1 Recognise that some events in our environment occur
Standard: recurrently
Indicator: B3.[Link] Describe some cyclic events like day and night, wet
and dry seasons and their intervals/periods
Performance Learners will be able to describe the seasons and their causes.
Indicator:
 Reference: Basic 3 Science Curriculum Guide
Keywords: Seasons, revolution, Earth, sun, tilt, year
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What are the
STARTER different seasons we experience? How
(5mins) does the weather change during these
seasons?" Facilitator introduces the
lesson by saying: "Today, we will learn
about the seasons and what causes
them."
PHASE 2: NEW Facilitator explains that seasons are periods of the year Model or diagram of the
LEARNING characterized by particular weather conditions and daylight Earth revolving around the
(40mins) hours. Facilitator discusses the four seasons in temperate sun, globe, flashlight (to
regions: Spring - A season of renewal and growth. represent the sun), materials
Temperatures become warmer, plants begin to grow, and for creating a simple model
animals become more active. Spring is a transition between (ball, stick, flashlight),
winter and summer. Summer - The warmest season of the year. pictures of different seasons,
Days are longer, and nights are shorter. Plants are in full notebooks, pencils
growth, and many animals reproduce during this time. Autumn
(Fall) - A season of harvest and preparation for winter.
Temperatures become cooler, leaves change color and fall
from trees, and some animals prepare to hibernate or migrate.
Autumn is a transition between summer and winter. Winter -
The coldest season of the year. Days are shorter, and nights are
longer. Many plants become dormant, and some animals
hibernate or migrate to warmer regions. Facilitator explains
that in tropical regions like Ghana, there are two main seasons:
Wet season (Rainy season) - Characterized by heavy rainfall,
high humidity, and lush vegetation. This season is important
for agriculture as it provides water for crops. Dry season -
Characterized by little to no rainfall, lower humidity, and drier
vegetation. This season can be challenging for agriculture if
there is not enough water for crops. Facilitator explains the
cause of seasons: The Earth revolves around the sun in an
elliptical orbit, completing one revolution every 365.25 days
(one year). The Earth's axis is tilted at an angle of 23.5 degrees
relative to its orbit around the sun. As the Earth revolves
around the sun, different parts of the Earth receive different
amounts of sunlight at different times of the year. When the
Northern Hemisphere is tilted towards the sun, it experiences
summer, while the Southern Hemisphere experiences winter.
When the Northern Hemisphere is tilted away from the sun, it
experiences winter, while the Southern Hemisphere
experiences summer. Spring and autumn occur when neither
hemisphere is tilted directly towards or away from the sun.
Facilitator uses a model or diagram to demonstrate the
revolution of the Earth around the sun and how the tilt of the
Earth's axis causes the seasons. Facilitator discusses the
importance of seasons: Affects agriculture and food
production. Influences the behavior and life cycles of plants
and animals. Determines the types of activities that people can
do (e.g., outdoor activities in summer, indoor activities in
winter). Contributes to the diversity of ecosystems and
landscapes. Learners work in groups to create a simple model
of the Earth revolving around the sun and demonstrate how this
causes the seasons. They record their observations and explain
the process in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION seasons. Learners take turns explaining what causes the
(15mins) seasons and why they are important. Facilitator asks questions
like: "What causes the seasons?" "How long does it take for the
Earth to complete one revolution around the sun?" "Why do we
have different seasons in different parts of the world at the
same time?" Facilitator summarizes the key points of the
lesson and emphasizes that seasons are caused by the
revolution of the Earth around the sun and the tilt of the Earth's
axis, and they repeat every year.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.1 Recognise that some events in our environment occur
Standard: recurrently
Indicator: B3.[Link] Describe some cyclic events like day and night, wet
and dry seasons and their intervals/periods
Performance Learners will be able to describe the wet and dry seasons in Ghana
Indicator: and their importance.
Reference: Basic 3 Science Curriculum Guide
Keywords: Wet season, dry season, Ghana, rainfall, agriculture
Core Critical Thinking and Problem Solving, Communication and
 Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What are the two
STARTER main seasons we have in Ghana? When do
(5mins) they occur? How is the weather different
during these seasons?" Facilitator
introduces the lesson by saying: "Today, we
will learn about the wet and dry seasons in
Ghana and their importance."
PHASE 2: NEW Facilitator explains that Ghana, like other tropical countries, Map of Ghana showing
LEARNING experiences two main seasons: the wet season (rainy season) and the regions, pictures of
(40mins) the dry season. Facilitator discusses the characteristics of the wet Ghana during the wet and
season in Ghana: Occurs from April to mid-July and from dry seasons, chart showing
September to November in southern Ghana. Occurs from April to the timing of the wet and
October in northern Ghana. Characterized by heavy rainfall, high dry seasons in different
humidity, and lush vegetation. Temperatures are generally high parts of Ghana, notebooks,
but can be cooler due to cloud cover and rainfall. Thunderstorms pencils
are common during this season. Rivers and lakes fill up, and the
landscape becomes green and vibrant. Facilitator discusses the
characteristics of the dry season in Ghana: Occurs from mid-July
to August and from December to March in southern Ghana.
Occurs from November to March in northern Ghana.
Characterized by little to no rainfall, lower humidity, and drier
vegetation. Temperatures are generally high, especially during the
day, but can be cooler at night. The landscape becomes dry and
brown, and some plants lose their leaves. The dry season in
northern Ghana is characterized by the Harmattan, a dry and dusty
trade wind that blows from the Sahara Desert. Facilitator explains
the cause of the wet and dry seasons in Ghana: Ghana's climate is
 influenced by the movement of the Intertropical Convergence
Zone (ITCZ), which is a belt of low pressure that circles the Earth
near the equator. During the wet season, the ITCZ moves over
Ghana, bringing moist air from the Atlantic Ocean, which results
in heavy rainfall. During the dry season, the ITCZ moves away
from Ghana, and the dominant winds are the dry Harmattan winds
from the Sahara Desert. Facilitator discusses the importance of the
wet and dry seasons in Ghana: Wet season - Provides water for
agriculture, which is the backbone of Ghana's economy.
Replenishes water sources like rivers, lakes, and groundwater.
Supports the growth of plants and the survival of animals.
Provides relief from the heat. Dry season - Provides favorable
conditions for harvesting crops. Allows for construction and other
outdoor activities that are difficult during the rainy season.
Provides an opportunity for farmers to prepare their fields for the
next planting season. Facilitator explains that the timing and
intensity of the wet and dry seasons can vary from year to year due
to climate change and other factors. This can have significant
impacts on agriculture, water resources, and the economy.
Learners work in groups to discuss how the wet and dry seasons
affect their daily lives and activities in Ghana. They record their
findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the wet
REFLECTION and dry seasons in Ghana. Learners take turns explaining the
(15mins) characteristics of each season and their importance. Facilitator
asks questions like: "When does the wet season occur in Ghana?"
"When does the dry season occur in Ghana?" "Why are these
seasons important for agriculture in Ghana?" Facilitator
summarizes the key points of the lesson and emphasizes that the
wet and dry seasons in Ghana are caused by the movement of the
 Intertropical Convergence Zone, and they have significant impacts
on agriculture, water resources, and daily life.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.1 Recognise that some events in our environment occur
Standard: recurrently
Indicator: B3.[Link] Describe some cyclic events like day and night, wet and
dry seasons and their intervals/periods
Performance Learners will be able to demonstrate understanding of cyclic events
Indicator: through practical activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Cyclic events, practical activities, models, demonstrations
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they
STARTER learned about cyclic events during the week.
(5mins) Facilitator asks: "What are some cyclic events
we discussed this week? What causes these
events?" Facilitator introduces the lesson by
saying: "Today, we will do some practical
 activities to demonstrate our understanding of
cyclic events."
PHASE 2: NEW Facilitator divides learners into groups and sets up different activity Materials for creating
LEARNING stations to demonstrate cyclic events. Station 1: Day and Night models (balls, sticks,
(40mins) Model - Learners create a model of the Earth rotating on its axis flashlights), paper,
using a ball and a flashlight. They demonstrate how the rotation of markers, colored
the Earth causes day and night, and they explain why the sun appears pencils, chart paper,
to rise in the east and set in the west. Station 2: Seasons Model - pictures of cyclic
Learners create a model of the Earth revolving around the sun using a events, notebooks,
ball and a flashlight. They demonstrate how the tilt of the Earth's axis pencils
causes the seasons, and they explain why different parts of the Earth
experience different seasons at the same time. Station 3: Wet and Dry
Seasons in Ghana - Learners create a poster or diagram showing the
wet and dry seasons in Ghana. They include information about when
each season occurs, the characteristics of each season, and their
importance for agriculture and daily life. Station 4: Cyclic Events in
Nature - Learners identify and describe other cyclic events in nature,
such as the life cycle of a butterfly, the phases of the moon, or the
migration of animals. They create a diagram or model to illustrate
one of these cyclic events. Station 5: Cyclic Events in Daily Life -
Learners identify and describe cyclic events in their daily lives, such
as the school week, the menstrual cycle, or religious festivals. They
create a timeline or calendar to illustrate one of these cyclic events.
Learners rotate through the stations, spending about 8 minutes at
each station. Facilitator moves between stations to guide and support
learners. At each station, learners record their observations and what
they learned in their notebooks. Facilitator emphasizes that cyclic
events are events that happen repeatedly in a regular pattern, and they
are important for understanding and predicting changes in our
environment.
PHASE 3: Facilitator asks learners to share what they learned from the different
REFLECTION activities. Learners take turns explaining the cyclic events they
(15mins) demonstrated and what they learned. Facilitator asks questions like:
"What causes day and night?" "What causes the seasons?" "When do
the wet and dry seasons occur in Ghana?" "What are some other
cyclic events in nature and in our daily lives?" Facilitator summarizes
the key points of the week's lessons and emphasizes that cyclic
events are events that happen repeatedly in a regular pattern, and they
are important for understanding and predicting changes in our
environment.

FIRST TERM
WEEKLY NOTES

WEEK 8

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.2 Recognise the relationship between the Earth and the
Standard: Sun
 Indicator: B3.[Link] Know the importance of the sun to the earth
Performance Learners will be able to describe the relationship between the
Indicator: Earth and the Sun.
Reference: Basic 3 Science Curriculum Guide
Keywords: Earth, Sun, relationship, orbit, rotation
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What is the
STARTER Sun? Where is it located in relation to the
(5mins) Earth? How does the Sun affect the
Earth?" Facilitator introduces the lesson
by saying: "Today, we will learn about the
relationship between the Earth and the
Sun."
PHASE 2: NEW Facilitator explains that the Sun is a star at the center of our Model or diagram of the
LEARNING solar system, and the Earth is one of the planets that revolves Earth-Sun system, globe,
(40mins) around the Sun. Facilitator discusses the key facts about the flashlight (to represent the
Sun: The Sun is a huge ball of hot gases, mainly hydrogen and Sun), materials for creating a
helium. The Sun is so large that about 1.3 million Earths could simple model (ball, stick,
fit inside it. The Sun is very hot, with temperatures reaching flashlight), pictures of the
about 5,500°C at the surface and 15 million°C at the core. The Sun and Earth, notebooks,
Sun produces light and heat through a process called nuclear pencils
fusion, where hydrogen atoms combine to form helium.
Facilitator discusses the relationship between the Earth and the
Sun: The Earth revolves around the Sun in an elliptical orbit,
completing one revolution every 365.25 days (one year). The
distance between the Earth and the Sun varies throughout the
year, but the average distance is about 150 million kilometers.
 The Earth also rotates on its axis, which is tilted at an angle of
23.5 degrees relative to its orbit around the Sun. Facilitator
explains how the relationship between the Earth and the Sun
affects the Earth: The Sun provides light and heat to the Earth,
which are essential for life. The rotation of the Earth on its axis
causes day and night. The revolution of the Earth around the
Sun and the tilt of the Earth's axis cause the seasons. The
gravitational pull of the Sun keeps the Earth in its orbit.
Facilitator uses a model or diagram to demonstrate the
relationship between the Earth and the Sun. Facilitator shows
how the Earth revolves around the Sun and rotates on its axis,
and how this causes day and night and the seasons. Facilitator
explains that the Sun is the center of the solar system, and all the
planets, including the Earth, revolve around it. The Sun's gravity
keeps the planets in their orbits, and the Sun's light and heat
make life possible on Earth. Learners work in groups to create a
simple model of the Earth-Sun system using a ball (to represent
the Earth) and a flashlight (to represent the Sun). They
demonstrate how the Earth revolves around the Sun and rotates
on its axis, and they explain how this causes day and night and
the seasons. They record their observations in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION relationship between the Earth and the Sun. Learners take turns
(15mins) explaining how the Earth moves in relation to the Sun and how
this affects the Earth. Facilitator asks questions like: "What is
the Sun?" "How does the Earth move in relation to the Sun?"
"How does the relationship between the Earth and the Sun cause
day and night?" "How does the relationship between the Earth
and the Sun cause the seasons?" Facilitator summarizes the key
points of the lesson and emphasizes that the Earth revolves
 around the Sun and rotates on its axis, and this relationship
causes day and night and the seasons.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.2 Recognise the relationship between the Earth and the
Standard: Sun
Indicator: B3.[Link] Know the importance of the sun to the earth
Performance Learners will be able to explain the importance of the Sun for
Indicator: life on Earth.
Reference: Basic 3 Science Curriculum Guide
Keywords: Sun, life, energy, photosynthesis, food chain
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What would
STARTER happen if there was no Sun? How would
(5mins) life on Earth be different?" Facilitator
introduces the lesson by saying: "Today,
we will learn about the importance of the
Sun for life on Earth."
PHASE 2: NEW Facilitator explains that the Sun is essential for life on Earth. Pictures of the Sun and its
LEARNING Without the Sun, life as we know it would not exist. Facilitator effects on Earth, diagram of
(40mins) discusses the importance of the Sun for life on Earth: Energy photosynthesis, diagram of the
Source - The Sun is the primary source of energy for the food chain, examples of solar
Earth. It provides light and heat, which are essential for all energy use (solar panels, solar
living things. The Sun's energy drives many processes on water heaters), notebooks,
Earth, including the water cycle, weather patterns, and ocean pencils
currents. Photosynthesis - Plants use the Sun's energy to make
food through a process called photosynthesis. During
photosynthesis, plants use sunlight, carbon dioxide, and water
to produce glucose (sugar) and oxygen. The glucose is used by
the plants for energy and growth, and the oxygen is released
into the atmosphere. Food Chain - The Sun's energy is
transferred through the food chain. Plants are producers that
use the Sun's energy to make food. Herbivores (plant-eaters)
eat plants to get energy, and carnivores (meat-eaters) eat
herbivores to get energy. Decomposers break down dead
organisms and return nutrients to the soil, which are then used
by plants. Without the Sun, there would be no food chain.
Climate and Weather - The Sun's energy drives the Earth's
climate and weather systems. The uneven heating of the
Earth's surface by the Sun causes air masses to move, creating
wind and weather patterns. The Sun's energy also causes water
to evaporate, leading to the formation of clouds and
precipitation. Human Activities - Humans use the Sun's energy
for various activities. Solar panels convert the Sun's energy
into electricity, which can be used to power homes and
businesses. Solar water heaters use the Sun's energy to heat
water for domestic use. Humans also use the Sun's energy for
drying clothes, growing food, and for recreation. Facilitator
explains that the Sun's energy is renewable and clean, unlike
 fossil fuels, which are non-renewable and cause pollution.
Using solar energy can help reduce our dependence on fossil
fuels and protect the environment. Facilitator discusses what
would happen if there was no Sun: The Earth would be dark
and cold, with temperatures dropping to -270°C. There would
be no photosynthesis, so plants would not be able to make
food. Without plants, there would be no food for animals, and
most life on Earth would die. The water cycle would stop, and
there would be no rain or snow. The Earth would not have
seasons, and there would be no day and night as we know
them. Learners work in groups to discuss how the Sun affects
their daily lives and activities. They record their findings in
their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION importance of the Sun for life on Earth. Learners take turns
(15mins) explaining how the Sun affects different aspects of life on
Earth. Facilitator asks questions like: "Why is the Sun
important for plants?" "How does the Sun's energy get
transferred through the food chain?" "How do humans use the
Sun's energy?" "What would happen if there was no Sun?"
Facilitator summarizes the key points of the lesson and
emphasizes that the Sun is essential for life on Earth,
providing energy for photosynthesis, driving the food chain,
influencing climate and weather, and supporting human
activities.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
 Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.2 Recognise the relationship between the Earth and the
Standard: Sun
Indicator: B3.[Link] Know the importance of the sun to the earth
Performance Learners will be able to explain the importance of the Sun for
Indicator: plants.
Reference: Basic 3 Science Curriculum Guide
Keywords: Sun, plants, photosynthesis, growth, energy
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a plant and asks: Plant
STARTER "What does this plant need to grow and stay
(5mins) healthy? How does the Sun help this plant?"
Facilitator introduces the lesson by saying:
"Today, we will learn about the importance
of the Sun for plants."
PHASE 2: NEW Facilitator explains that plants need sunlight to grow and stay Plants, pictures of different
LEARNING healthy. The Sun provides the energy that plants need to make plants, diagram of
(40mins) food through a process called photosynthesis. Facilitator discusses photosynthesis, pictures of
the process of photosynthesis in detail: Photosynthesis is the plants that are not
process by which plants use sunlight, carbon dioxide, and water to receiving enough sunlight,
produce glucose (sugar) and oxygen. The process occurs in the notebooks, pencils
leaves of plants, in structures called chloroplasts, which contain a
green pigment called chlorophyll. Chlorophyll absorbs sunlight
and uses its energy to convert carbon dioxide and water into
glucose and oxygen. The glucose is used by the plants for energy
and growth, and the oxygen is released into the atmosphere
through tiny pores in the leaves called stomata. Facilitator
explains that photosynthesis can be represented by the following
equation: Carbon Dioxide + Water + Sunlight → Glucose +
Oxygen Facilitator discusses the importance of photosynthesis for
plants: Food Production - Photosynthesis allows plants to make
their own food. Plants use the glucose produced during
photosynthesis for energy and growth. They also store excess
glucose as starch, which can be used later when sunlight is not
available. Growth and Development - The energy from
photosynthesis is used by plants to grow and develop. Plants use
this energy to produce new leaves, stems, roots, flowers, and
fruits. Reproduction - The energy from photosynthesis is used by
plants to produce flowers and fruits, which are essential for
reproduction. Survival - Photosynthesis allows plants to survive
in their environment. Plants can adapt to different light conditions
by adjusting the rate of photosynthesis. Facilitator explains that
without sunlight, plants would not be able to carry out
photosynthesis, and they would not be able to make food. This
would lead to the death of the plants. Facilitator discusses the
importance of plants for other living things: Food Source - Plants
are the primary producers in the food chain. They provide food
for herbivores (plant-eaters), which in turn provide food for
carnivores (meat-eaters). Oxygen Production - Plants release
oxygen during photosynthesis, which is essential for the
respiration of animals and other organisms. Habitat - Plants
provide habitat and shelter for many animals and other organisms.
Climate Regulation - Plants help regulate the Earth's climate by
 absorbing carbon dioxide from the atmosphere and releasing
oxygen. Soil Conservation - Plants help prevent soil erosion by
holding the soil together with their roots. Facilitator shows
learners pictures of different plants and explains how they use
sunlight for photosynthesis. Facilitator also shows learners what
happens to plants when they do not get enough sunlight (e.g., they
become pale and weak, and their growth is stunted). Learners
work in groups to observe different plants in the school
environment and record how they are positioned to receive
sunlight. They discuss how the plants would be affected if they
did not receive enough sunlight.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION importance of the Sun for plants. Learners take turns explaining
(15mins) how plants use sunlight for photosynthesis and why this is
important. Facilitator asks questions like: "What is
photosynthesis?" "How do plants use sunlight?" "What would
happen to plants if they did not receive enough sunlight?" "Why
are plants important for other living things?" Facilitator
summarizes the key points of the lesson and emphasizes that the
Sun provides the energy that plants need for photosynthesis,
which is essential for their growth and survival, and plants are
important for other living things as a food source, oxygen
producer, habitat, and for climate regulation.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
 Science
Class: Basic Class Size:
3
Content B3.2.1.2 Recognise the relationship between the Earth and the
Standard: Sun
Indicator: B3.[Link] Know the importance of the sun to the earth
Performance Learners will be able to explain the importance of the Sun for
Indicator: animals and humans.
Reference: Basic 3 Science Curriculum Guide
Keywords: Sun, animals, humans, energy, food, health
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "How does the
STARTER Sun affect animals and humans? What
(5mins) would happen to animals and humans if
there was no Sun?" Facilitator introduces
the lesson by saying: "Today, we will learn
about the importance of the Sun for
animals and humans."
PHASE 2: NEW Facilitator explains that the Sun is essential for animals and Pictures of animals and
LEARNING humans. Without the Sun, animals and humans would not be humans in sunlight, diagram
(40mins) able to survive. Facilitator discusses the importance of the Sun of the food chain, examples
for animals: Food Source - The Sun provides the energy that of solar energy use (solar
plants need to make food through photosynthesis. Plants are the panels, solar water heaters),
primary producers in the food chain, providing food for pictures of agricultural
herbivores (plant-eaters), which in turn provide food for activities, notebooks,
carnivores (meat-eaters). Without the Sun, there would be no pencils
food chain, and most animals would not be able to survive. Body
Temperature Regulation - Many animals rely on the Sun to
regulate their body temperature. Cold-blooded animals
(ectotherms), such as reptiles and amphibians, depend on
external sources of heat, like the Sun, to regulate their body
temperature. They bask in the Sun to warm up and seek shade to
cool down. Vitamin D Production - The Sun helps animals
produce vitamin D, which is essential for strong bones and teeth.
Many animals synthesize vitamin D in their skin when exposed
to sunlight. Behavior and Activity Patterns - The Sun influences
the behavior and activity patterns of animals. Many animals are
diurnal (active during the day) and rely on sunlight for activities
like hunting, foraging, and mating. Others are nocturnal (active
at night) and avoid the heat of the day. Migration and
Hibernation - The Sun influences the migration and hibernation
patterns of animals. Many animals migrate to warmer regions
during the winter to find food and avoid the cold. Others
hibernate during the winter to conserve energy when food is
scarce. Facilitator discusses the importance of the Sun for
humans: Food Source - Like animals, humans depend on the Sun
for food. Plants use the Sun's energy to make food through
photosynthesis, and humans eat plants and animals that eat
plants. Without the Sun, there would be no food for humans.
Vitamin D Production - The Sun helps humans produce vitamin
D, which is essential for strong bones and teeth. Humans
synthesize vitamin D in their skin when exposed to sunlight. A
lack of vitamin D can lead to conditions like rickets in children
and osteomalacia in adults. Health and Well-being - Sunlight has
many health benefits for humans. It can improve mood, boost the
immune system, and help regulate sleep patterns. Sunlight also
helps treat certain skin conditions, like psoriasis and eczema.
 Energy Source - Humans use the Sun's energy for various
activities. Solar panels convert the Sun's energy into electricity,
which can be used to power homes and businesses. Solar water
heaters use the Sun's energy to heat water for domestic use.
Humans also use the Sun's energy for drying clothes, growing
food, and for recreation. Agriculture - The Sun is essential for
agriculture, which is the backbone of many economies, including
Ghana's. Farmers rely on the Sun for growing crops, and the
timing of planting and harvesting is often based on the position
of the Sun and the length of daylight. Facilitator explains that
while the Sun has many benefits for humans, overexposure to
sunlight can be harmful. Too much sunlight can cause sunburn,
skin cancer, and eye damage. It is important to protect oneself
from excessive sunlight by wearing sunscreen, protective
clothing, and sunglasses. Learners work in groups to discuss how
the Sun affects their daily lives and activities. They record their
findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION importance of the Sun for animals and humans. Learners take
(15mins) turns explaining how the Sun affects different aspects of animal
and human life. Facilitator asks questions like: "How does the
Sun provide food for animals and humans?" "How does the Sun
help animals regulate their body temperature?" "How does the
Sun help humans produce vitamin D?" "How do humans use the
Sun's energy?" Facilitator summarizes the key points of the
lesson and emphasizes that the Sun is essential for animals and
humans, providing food, helping regulate body temperature,
aiding in vitamin D production, influencing behavior and activity
patterns, and serving as an energy source for various activities.
 Week Day: Day 5 Subject: Science
Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.2 Recognise the relationship between the Earth and the
Standard: Sun
Indicator: B3.[Link] Know the importance of the sun to the earth
Performance Learners will be able to demonstrate understanding of the
Indicator: importance of the Sun through practical activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Sun, importance, practical activities, demonstrations
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they
STARTER learned about the importance of the Sun
(5mins) during the week. Facilitator asks: "Why is
the Sun important for the Earth? Why is the
Sun important for plants, animals, and
humans?" Facilitator introduces the lesson
by saying: "Today, we will do some
practical activities to demonstrate our
understanding of the importance of the
 Sun."
PHASE 2: NEW Facilitator divides learners into groups and sets up different Materials for creating
LEARNING activity stations to demonstrate the importance of the Sun. Station models (balls, sticks,
(40mins) 1: Earth-Sun Model - Learners create a model of the Earth-Sun flashlights), paper,
system using a ball and a flashlight. They demonstrate how the markers, colored pencils,
Earth revolves around the Sun and rotates on its axis, and they chart paper, pictures of the
explain how this causes day and night and the seasons. Station 2: Sun and its effects, solar-
Photosynthesis Model - Learners create a model or diagram of powered toys or simple
photosynthesis. They explain how plants use sunlight, carbon solar oven, notebooks,
dioxide, and water to produce glucose and oxygen, and why this pencils
process is important for life on Earth. Station 3: Food Chain
Model - Learners create a model or diagram of a food chain. They
explain how the Sun's energy is transferred through the food
chain, from plants to herbivores to carnivores. Station 4: Solar
Energy Demonstration - Learners demonstrate how solar energy
can be used to do work. They may use a solar-powered toy or a
simple solar oven to show how the Sun's energy can be harnessed
for practical purposes. Station 5: Importance of the Sun Poster -
Learners create a poster highlighting the importance of the Sun
for the Earth, plants, animals, and humans. They include
information about how the Sun provides energy, drives the water
cycle, supports photosynthesis, and influences climate and
weather. Learners rotate through the stations, spending about 8
minutes at each station. Facilitator moves between stations to
guide and support learners. At each station, learners record their
observations and what they learned in their notebooks. Facilitator
emphasizes that the Sun is essential for life on Earth, providing
energy for photosynthesis, driving the food chain, influencing
climate and weather, and supporting human activities.
PHASE 3: Facilitator asks learners to share what they learned from the
REFLECTION different activities. Learners take turns explaining the importance
(15mins) of the Sun and what they learned from the demonstrations.
Facilitator asks questions like: "How does the Sun cause day and
night and the seasons?" "How do plants use the Sun's energy?"
"How is the Sun's energy transferred through the food chain?"
"How can humans use the Sun's energy?" Facilitator summarizes
the key points of the week's lessons and emphasizes that the Sun
is essential for life on Earth, providing energy for photosynthesis,
driving the food chain, influencing climate and weather, and
supporting human activities.

FIRST TERM
WEEKLY NOTES

WEEK 9

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.3 Show understanding of the roles of condensation,
 Standard: evaporation, transpiration and precipitation in the hydrological
cycle
Indicator: B3.[Link] Identify the types of precipitation (rain, snow, hail,
sleet) and describe the differences among them
Performance Learners will be able to identify and describe the hydrological
Indicator: cycle and its components.
Reference: Basic 3 Science Curriculum Guide
Keywords: Hydrological cycle, water cycle, evaporation, condensation,
transpiration, precipitation
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "Where does rain
STARTER come from? What happens to the water
(5mins) after it falls to the ground?" Facilitator
introduces the lesson by saying: "Today,
we will learn about the hydrological cycle,
also known as the water cycle, and its
components."
PHASE 2: NEW Facilitator explains that the hydrological cycle, or water cycle, is Diagram or model of the
LEARNING the continuous movement of water on, above, and below the hydrological cycle, plastic
(40mins) surface of the Earth. Facilitator discusses the components of the bags, water, sunlight,
hydrological cycle: Evaporation - The process by which water examples of the
changes from a liquid to a gas (water vapor) due to heat from the hydrological cycle in
Sun. Evaporation occurs from oceans, lakes, rivers, soil, and other nature (oceans, clouds,
sources of water. The Sun provides the energy for evaporation. rain, rivers), notebooks,
Transpiration - The process by which plants release water vapor pencils
into the atmosphere through their leaves. Plants absorb water from
the soil through their roots, and this water is then released as water
vapor through tiny pores in the leaves called stomata. Together,
evaporation and transpiration are called evapotranspiration.
Condensation - The process by which water vapor changes back
into liquid water. As water vapor rises into the atmosphere, it
cools and condenses into tiny water droplets, forming clouds.
Precipitation - The process by which water falls from the
atmosphere to the Earth's surface in the form of rain, snow, sleet,
or hail. Precipitation occurs when the water droplets in clouds
become too heavy to remain suspended in the air. Collection - The
process by which water that falls to the Earth's surface collects in
oceans, lakes, rivers, and underground aquifers. From there, the
cycle begins again. Facilitator explains that the hydrological cycle
is driven by the Sun's energy and gravity. The Sun provides the
energy for evaporation and transpiration, while gravity causes
precipitation and the flow of water on the Earth's surface.
Facilitator shows learners a diagram or model of the hydrological
cycle and explains each component in detail. Facilitator
emphasizes that the hydrological cycle is a continuous process
that has been occurring for billions of years, and it is essential for
maintaining the Earth's water supply. Facilitator discusses the
importance of the hydrological cycle: Provides fresh water for
drinking, agriculture, and other uses. Regulates the Earth's
temperature by distributing heat around the planet. Supports
ecosystems by providing water for plants and animals. Shapes the
Earth's surface through erosion and deposition. Facilitator
explains that human activities can affect the hydrological cycle.
For example, deforestation can reduce transpiration, leading to
changes in local rainfall patterns. Pollution can contaminate water
sources, affecting the quality of water in the cycle. Climate change
can alter the patterns of evaporation and precipitation, leading to
 more extreme weather events. Learners work in groups to create a
simple model of the hydrological cycle using a plastic bag, water,
and sunlight. They observe how water evaporates, condenses on
the inside of the bag, and then "precipitates" back down. They
record their observations in their notebooks and explain the
process.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION hydrological cycle. Learners take turns explaining the components
(15mins) of the hydrological cycle and how they are connected. Facilitator
asks questions like: "What is the hydrological cycle?" "What are
the components of the hydrological cycle?" "What drives the
hydrological cycle?" "Why is the hydrological cycle important?"
Facilitator summarizes the key points of the lesson and
emphasizes that the hydrological cycle is the continuous
movement of water on, above, and below the surface of the Earth,
and it is essential for maintaining the Earth's water supply.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.3 Show understanding of the roles of condensation,
Standard: evaporation, transpiration and precipitation in the hydrological
cycle
 Indicator: B3.[Link] Identify the types of precipitation (rain, snow, hail,
sleet) and describe the differences among them
Performance Learners will be able to explain the roles of evaporation and
Indicator: transpiration in the hydrological cycle.
Reference: Basic 3 Science Curriculum Guide
Keywords: Evaporation, transpiration, water vapor, atmosphere, hydrological
cycle
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a wet cloth and Wet cloth
STARTER asks: "What happens to this wet cloth if we
(5mins) leave it in the sun? Where does the water
go?" Facilitator introduces the lesson by
saying: "Today, we will learn about
evaporation and transpiration and their
roles in the hydrological cycle."
PHASE 2: NEW Facilitator explains that evaporation and transpiration are Wet cloths of different
LEARNING important processes in the hydrological cycle that move water sizes, heat source, fan,
(40mins) from the Earth's surface to the atmosphere. Facilitator discusses plants, plastic bags, water,
evaporation in detail: Evaporation is the process by which water pictures of evaporation
changes from a liquid to a gas (water vapor) due to heat from the and transpiration, diagram
Sun. Evaporation occurs from oceans, lakes, rivers, soil, and other of the hydrological cycle,
sources of water. The Sun provides the energy for evaporation. notebooks, pencils
When water molecules at the surface of a body of water gain
enough energy from the Sun, they break free from the liquid and
become water vapor. This water vapor then rises into the
atmosphere. Factors that affect the rate of evaporation include
temperature, surface area, humidity, and wind speed. Higher
temperatures increase the rate of evaporation because they give
water molecules more energy. Larger surface areas increase the
rate of evaporation because more water molecules are exposed to
the air. Lower humidity increases the rate of evaporation because
the air can hold more water vapor. Higher wind speeds increase
the rate of evaporation because they carry away the water vapor
from the surface. Facilitator discusses transpiration in detail:
Transpiration is the process by which plants release water vapor
into the atmosphere through their leaves. Plants absorb water from
the soil through their roots, and this water is then transported up
the stem to the leaves. In the leaves, some of the water is used for
photosynthesis, but most of it is released as water vapor through
tiny pores called stomata. Transpiration is essentially the
evaporation of water from plant leaves. Factors that affect the rate
of transpiration include temperature, humidity, wind speed, and
light intensity. Higher temperatures increase the rate of
transpiration because they give water molecules more energy.
Lower humidity increases the rate of transpiration because the air
can hold more water vapor. Higher wind speeds increase the rate
of transpiration because they carry away the water vapor from the
leaves. Higher light intensity increases the rate of transpiration
because it causes the stomata to open wider. Facilitator explains
that together, evaporation and transpiration are called
evapotranspiration. Evapotranspiration is the combined process by
which water is transferred from the Earth's surface to the
atmosphere. Facilitator discusses the importance of evaporation
and transpiration in the hydrological cycle: They move water from
the Earth's surface to the atmosphere, where it can form clouds
and eventually fall back to the Earth as precipitation. They help
regulate the Earth's temperature by absorbing heat from the Sun.
 They play a role in the distribution of water around the planet.
They are essential for the survival of plants, as transpiration helps
transport water and nutrients from the roots to the leaves.
Facilitator shows learners pictures of evaporation and transpiration
and explains how they contribute to the hydrological cycle.
Facilitator also demonstrates evaporation by showing water
evaporating from different surfaces and under different conditions.
Learners work in groups to observe transpiration by placing a
plastic bag over a plant leaf and observing the water droplets that
form inside the bag. They record their observations in their
notebooks and explain the process.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION evaporation and transpiration. Learners take turns explaining what
(15mins) evaporation and transpiration are and how they contribute to the
hydrological cycle. Facilitator asks questions like: "What is
evaporation?" "What is transpiration?" "What factors affect the
rate of evaporation and transpiration?" "Why are evaporation and
transpiration important in the hydrological cycle?" Facilitator
summarizes the key points of the lesson and emphasizes that
evaporation and transpiration are processes that move water from
the Earth's surface to the atmosphere, and they are essential
components of the hydrological cycle.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
 Class: Basic Class Size:
3
Content B3.2.1.3 Show understanding of the roles of condensation,
Standard: evaporation, transpiration and precipitation in the hydrological
cycle
Indicator: B3.[Link] Identify the types of precipitation (rain, snow, hail,
sleet) and describe the differences among them
Performance Learners will be able to explain the role of condensation in the
Indicator: hydrological cycle.
Reference: Basic 3 Science Curriculum Guide
Keywords: Condensation, water vapor, clouds, atmosphere, hydrological
cycle
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners a cold glass of Cold glass of water
STARTER water with water droplets on the outside with water droplets
(5mins) and asks: "Where did these water droplets on the outside
on the outside of the glass come from?
Did they leak from inside the glass?"
Facilitator introduces the lesson by
saying: "Today, we will learn about
condensation and its role in the
hydrological cycle."
PHASE 2: NEW Facilitator explains that condensation is an important process in Cold glass of water, mirror,
LEARNING the hydrological cycle that changes water from a gas to a liquid. examples of condensation in
(40mins) Facilitator discusses condensation in detail: Condensation is the everyday life (dew on grass,
process by which water vapor changes back into liquid water. As fog, water droplets on
water vapor rises into the atmosphere, it cools and condenses windows), pictures of
into tiny water droplets. These water droplets combine to form different types of clouds,
clouds. Condensation occurs when the air becomes saturated diagram of the hydrological
with water vapor, meaning it cannot hold any more water vapor. cycle, notebooks, pencils
This happens when the air cools down, as cooler air can hold
less water vapor than warmer air. The temperature at which
water vapor condenses into liquid water is called the dew point.
Facilitator explains the process of cloud formation: Water vapor
rises into the atmosphere through evaporation and transpiration.
As the water vapor rises, it cools down because the temperature
decreases with altitude. When the air cools to its dew point, the
water vapor condenses into tiny water droplets. These water
droplets combine with dust particles in the air to form clouds.
Different types of clouds form at different altitudes and under
different conditions, and they can indicate different weather
patterns. Facilitator discusses the importance of condensation in
the hydrological cycle: It changes water from a gas to a liquid,
forming clouds. Clouds are essential for precipitation, as they
contain the water droplets that eventually fall to the Earth as
rain, snow, sleet, or hail. It helps regulate the Earth's temperature
by reflecting sunlight back into space and by trapping heat that
is radiated from the Earth's surface. It plays a role in the
distribution of water around the planet. Facilitator shows
learners pictures of different types of clouds and explains how
they form through condensation. Facilitator also demonstrates
condensation by showing water vapor condensing on different
surfaces, such as a cold glass of water or a mirror after a hot
shower. Learners work in groups to observe condensation by
breathing on a cold surface or by placing a cold object in a
warm, humid environment. They record their observations in
their notebooks and explain the process. Facilitator explains that
 condensation is not only important in the hydrological cycle but
also in everyday life. For example: Dew forms on grass and
other surfaces in the morning when the temperature drops and
water vapor in the air condenses. Fog forms near the ground
when the air near the surface cools to its dew point. Water
droplets form on the outside of a cold drink on a hot day. Water
droplets form on the inside of windows on a cold day. Facilitator
emphasizes that condensation is a crucial part of the
hydrological cycle, as it is the process that forms clouds, which
are necessary for precipitation.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION condensation. Learners take turns explaining what condensation
(15mins) is and how it contributes to the hydrological cycle. Facilitator
asks questions like: "What is condensation?" "How do clouds
form?" "Why is condensation important in the hydrological
cycle?" "What are some examples of condensation in everyday
life?" Facilitator summarizes the key points of the lesson and
emphasizes that condensation is the process by which water
vapor changes back into liquid water, forming clouds, and it is
an essential component of the hydrological cycle.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
 Content B3.2.1.3 Show understanding of the roles of condensation,
Standard: evaporation, transpiration and precipitation in the hydrological cycle
Indicator: B3.[Link] Identify the types of precipitation (rain, snow, hail, sleet)
and describe the differences among them
Performance Learners will be able to identify and describe the different types of
Indicator: precipitation and their differences.
Reference: Basic 3 Science Curriculum Guide
Keywords: Precipitation, rain, snow, hail, sleet, differences
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What are some
STARTER different forms of water that fall from the
(5mins) sky? How are they different from each
other?" Facilitator introduces the lesson by
saying: "Today, we will learn about the
different types of precipitation and their
differences."
PHASE 2: NEW Facilitator explains that precipitation is any form of water that falls Pictures of different
LEARNING from the atmosphere to the Earth's surface. Facilitator discusses the types of precipitation
(40mins) different types of precipitation: Rain - Rain is the most common (rain, snow, hail, sleet),
form of precipitation. It consists of liquid water droplets that fall diagram of the
from clouds. Rain forms when water droplets in clouds combine and hydrological cycle, chart
become too heavy to remain suspended in the air. The size of paper, markers,
raindrops can vary, but they are typically between 0.5 and 5 notebooks, pencils
millimeters in diameter. Rain is essential for providing fresh water
for drinking, agriculture, and other uses. Snow - Snow is a form of
precipitation that consists of ice crystals. It forms when the
temperature in the clouds and below the clouds is below freezing
(0°C). Water vapor in the clouds condenses directly into ice crystals,
which then fall to the ground. Snowflakes are unique, with no two
snowflakes being exactly alike. Snow can accumulate on the
ground, especially in cold regions, and it can eventually melt and
become water, which replenishes rivers, lakes, and groundwater.
Hail - Hail is a form of precipitation that consists of balls or lumps
of ice. It forms in strong thunderstorm clouds with powerful
updrafts. Water droplets in the clouds are carried upward by the
updrafts, where they freeze into small ice pellets. These ice pellets
then fall and collect more water, which freezes when they are
carried upward again. This process repeats, causing the hailstones to
grow in size. Hailstones can vary in size from small pellets to large
balls several centimeters in diameter. Hail can cause damage to
crops, buildings, and vehicles. Sleet - Sleet is a form of precipitation
that consists of raindrops that freeze into ice pellets before reaching
the ground. It forms when the temperature in the clouds is above
freezing, but the temperature below the clouds is below freezing.
Raindrops fall from the clouds and freeze into ice pellets as they
pass through the layer of cold air near the ground. Sleet can make
roads and sidewalks slippery, creating hazardous driving and
walking conditions. Facilitator explains the differences between the
types of precipitation: Form - Rain is liquid, while snow, hail, and
sleet are solid. Temperature - Rain forms when the temperature is
above freezing, while snow, hail, and sleet form when the
temperature is below freezing (at least in some part of the
atmosphere). Formation Process - Rain forms when water droplets
in clouds combine and become too heavy to remain suspended in
the air. Snow forms when water vapor in the clouds condenses
directly into ice crystals. Hail forms in strong thunderstorm clouds
with powerful updrafts, where water droplets freeze into ice pellets
 that grow in size as they are carried up and down. Sleet forms when
raindrops freeze into ice pellets as they pass through a layer of cold
air near the ground. Size - Raindrops are typically between 0.5 and 5
millimeters in diameter. Snowflakes can vary in size but are
typically a few millimeters to a few centimeters in diameter.
Hailstones can vary in size from small pellets to large balls several
centimeters in diameter. Sleet pellets are typically small, usually
less than 5 millimeters in diameter. Effects - Rain provides water for
drinking, agriculture, and other uses. Snow can accumulate on the
ground and eventually melt, providing water. Hail can cause
damage to crops, buildings, and vehicles. Sleet can make roads and
sidewalks slippery, creating hazardous conditions. Facilitator shows
learners pictures of different types of precipitation and explains how
they form and their differences. Facilitator also discusses the
importance of precipitation in the hydrological cycle: It returns
water from the atmosphere to the Earth's surface, replenishing
rivers, lakes, and groundwater. It provides fresh water for drinking,
agriculture, and other uses. It plays a role in shaping the Earth's
surface through erosion and deposition. Learners work in groups to
create a chart comparing the different types of precipitation,
including their formation, appearance, and effects. They record their
findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION different types of precipitation. Learners take turns explaining the
(15mins) different types of precipitation and their differences. Facilitator asks
questions like: "What are the different types of precipitation?" "How
do they form?" "How are they different from each other?" "Why is
precipitation important in the hydrological cycle?" Facilitator
summarizes the key points of the lesson and emphasizes that
precipitation is any form of water that falls from the atmosphere to
 the Earth's surface, and it includes rain, snow, hail, and sleet, which
differ in form, formation process, size, and effects.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.3 Show understanding of the roles of condensation,
Standard: evaporation, transpiration and precipitation in the hydrological
cycle
Indicator: B3.[Link] Identify the types of precipitation (rain, snow, hail,
sleet) and describe the differences among them
Performance Learners will be able to demonstrate understanding of the
Indicator: hydrological cycle and precipitation through practical
activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Hydrological cycle, precipitation, practical activities, models
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what
STARTER they learned about the hydrological
(5mins) cycle and precipitation during the week.
Facilitator asks: "What are the
 components of the hydrological cycle?
What are the different types of
precipitation?" Facilitator introduces the
lesson by saying: "Today, we will do
some practical activities to demonstrate
our understanding of the hydrological
cycle and precipitation."
PHASE 2: NEW Facilitator divides learners into groups and sets up different Plastic bags, water, sunlight,
LEARNING activity stations to demonstrate the hydrological cycle and clear containers, rulers,
(40mins) precipitation. Station 1: Hydrological Cycle Model - Learners bottles, water, small amount
create a model of the hydrological cycle using a plastic bag, of smoke or dust particles,
water, and sunlight. They observe how water evaporates, paper, markers, colored
condenses on the inside of the bag, and then "precipitates" pencils, chart paper, pictures
back down. They explain the processes of evaporation, of the hydrological cycle and
condensation, and precipitation in their model. Station 2: different types of
Precipitation Types Chart - Learners create a chart comparing precipitation, notebooks,
the different types of precipitation (rain, snow, hail, sleet). pencils
They include information about how each type forms, what it
looks like, and its effects on the environment. Station 3: Cloud
Formation - Learners demonstrate how clouds form through
condensation. They can do this by breathing on a cold surface
or by creating a cloud in a bottle using water, air pressure, and
a small amount of smoke or dust particles. Station 4: Rain
Gauge - Learners create a simple rain gauge using a clear
container and a ruler. They discuss how rain gauges are used to
measure precipitation and why this information is important
for agriculture, water management, and weather forecasting.
Station 5: Water Cycle Story - Learners create a story or comic
strip that follows a water droplet through the hydrological
cycle. They include the processes of evaporation,
 condensation, precipitation, and collection, and they explain
how the water droplet changes form at each stage. Learners
rotate through the stations, spending about 8 minutes at each
station. Facilitator moves between stations to guide and
support learners. At each station, learners record their
observations and what they learned in their notebooks.
Facilitator emphasizes that the hydrological cycle is a
continuous process that has been occurring for billions of
years, and it is essential for maintaining the Earth's water
supply. Facilitator also emphasizes that precipitation is an
important part of the hydrological cycle, as it returns water
from the atmosphere to the Earth's surface.
PHASE 3: Facilitator asks learners to share what they learned from the
REFLECTION different activities. Learners take turns explaining the
(15mins) hydrological cycle and the different types of precipitation and
what they learned from the demonstrations. Facilitator asks
questions like: "What are the components of the hydrological
cycle?" "How do clouds form?" "What are the different types
of precipitation and how are they different?" "Why is the
hydrological cycle important?" Facilitator summarizes the key
points of the week's lessons and emphasizes that the
hydrological cycle is the continuous movement of water on,
above, and below the surface of the Earth, and it includes the
processes of evaporation, transpiration, condensation, and
precipitation, which are essential for maintaining the Earth's
water supply.
FIRST TERM
WEEKLY NOTES

WEEK 10

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Identify things that make water impure
Performance Learners will be able to recognize water as an important natural
Indicator: resource.
Reference: Basic 3 Science Curriculum Guide
Keywords: Water, natural resource, importance, uses
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What are some
STARTER things you use water for every day? What
(5mins) would happen if there was no water?"
Facilitator introduces the lesson by saying:
"Today, we will learn about water as an
 important natural resource."
PHASE 2: NEW Facilitator explains that water is a precious natural resource that Pictures of water and its
LEARNING is essential for all life on Earth. Facilitator discusses the uses (drinking, cooking,
(40mins) importance of water: Essential for Life - Water is essential for the bathing, agriculture,
survival of all living things, including plants, animals, and industry), diagram showing
humans. Humans can survive for several weeks without food, but the distribution of water on
only a few days without water. Water makes up about 60% of the Earth, chart paper, markers,
human body and is involved in many bodily functions, such as notebooks, pencils
digestion, circulation, and temperature regulation. Agriculture -
Water is essential for agriculture, which is the backbone of many
economies, including Ghana's. Farmers use water to irrigate
crops and provide water for livestock. Without water, crops
would not grow, and there would be no food for humans and
animals. Industry - Water is used in many industries for various
purposes, such as cooling, cleaning, and as a raw material. For
example, water is used in the production of food, beverages,
paper, and textiles. It is also used in power generation, such as in
hydroelectric power plants. Domestic Use - Water is used in
homes for drinking, cooking, bathing, cleaning, and flushing
toilets. Access to clean water is essential for maintaining good
health and hygiene. Ecosystems - Water is essential for the health
of ecosystems. Rivers, lakes, and oceans provide habitat for
many species of plants and animals. Wetlands help filter
pollutants from water and provide habitat for wildlife. Oceans
regulate the Earth's climate by absorbing heat and carbon
dioxide. Recreation - Water is used for recreational activities,
such as swimming, fishing, boating, and surfing. These activities
contribute to physical and mental well-being and support tourism
in many areas. Transportation - Water is used for transportation,
with ships and boats carrying goods and people across oceans,
 rivers, and lakes. This is an important mode of transportation for
trade and commerce. Facilitator explains that water is a finite
resource, meaning there is a limited amount of fresh water
available on Earth. Although about 71% of the Earth's surface is
covered with water, only about 2.5% of this water is fresh water,
and most of this fresh water is locked in ice caps and glaciers.
Only about 1% of the Earth's water is readily available for human
use. Facilitator discusses the distribution of water on Earth:
Oceans contain about 97.5% of the Earth's water, but this water is
salty and not suitable for drinking or most other uses without
desalination. Ice caps and glaciers contain about 1.7% of the
Earth's water, but this water is not readily available for use.
Groundwater contains about 0.7% of the Earth's water and is an
important source of fresh water for drinking and irrigation.
Surface water, such as rivers and lakes, contains about 0.007% of
the Earth's water and is also an important source of fresh water.
The atmosphere contains about 0.001% of the Earth's water in the
form of water vapor. Facilitator emphasizes that water is a
precious resource that must be conserved and protected. Without
water, life on Earth would not be possible. Learners work in
groups to discuss the different ways they use water in their daily
lives and why water is important to them. They record their
findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about water as
REFLECTION a natural resource. Learners take turns explaining why water is
(15mins) important and how it is used. Facilitator asks questions like:
"Why is water essential for life?" "How is water used in
agriculture?" "How is water used in industry?" "How is water
used in homes?" "Why is water a finite resource?" Facilitator
summarizes the key points of the lesson and emphasizes that
 water is a precious natural resource that is essential for all life on
Earth, and it must be conserved and protected.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural
Standard: resources
Indicator: B3.[Link] Identify things that make water impure
Performance Learners will be able to identify things that make water
Indicator: impure and explain their effects.
Reference: Basic 3 Science Curriculum Guide
Keywords: Water pollution, impurities, contaminants, sources, effects
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners pictures of Pictures of clean
STARTER clean water and polluted water and water and polluted
(5mins) asks: "What differences do you see water
between these two pictures? What
makes water impure?" Facilitator
introduces the lesson by saying:
"Today, we will learn about things that
 make water impure and their effects."
PHASE 2: NEW Facilitator explains that water pollution occurs when harmful Pictures of different sources of
LEARNING substances are added to water, making it impure and unsafe water pollution (industrial
(40mins) for use. Facilitator discusses the sources of water pollution: waste, agricultural runoff,
Industrial Waste - Industries release a variety of pollutants sewage, oil spills, plastic
into water bodies, including chemicals, heavy metals, and waste), pictures of the effects of
toxic substances. These pollutants can come from factories, water pollution (dead fish, algal
power plants, and mining operations. For example, factories blooms, contaminated drinking
may release chemicals used in manufacturing processes, and water), chart paper, markers,
mining operations may release heavy metals like mercury notebooks, pencils
and lead into water bodies. Agricultural Runoff - Farms use
fertilizers, pesticides, and herbicides to enhance crop growth.
When it rains, these chemicals can be washed into rivers,
lakes, and groundwater, contaminating the water. Animal
waste from livestock can also contaminate water with
bacteria and other pathogens. Sewage and Wastewater -
Sewage from homes and businesses contains human waste,
food scraps, chemicals, and other pollutants. If not properly
treated, sewage can contaminate water bodies with bacteria,
viruses, and other pathogens that can cause diseases. Oil
Spills - Oil spills from tankers, pipelines, and offshore
drilling rigs can contaminate oceans, rivers, and lakes with
oil. Oil spills can have devastating effects on marine life and
ecosystems. Plastic Waste - Plastic waste, such as bottles,
bags, and other plastic products, can end up in water bodies,
where it can harm marine life and ecosystems. Plastic can
take hundreds of years to decompose, and it can break down
into microplastics that can enter the food chain. Atmospheric
Deposition - Air pollution can also contribute to water
pollution. When it rains, pollutants in the air, such as sulfur
dioxide and nitrogen oxides, can be deposited into water
bodies, causing acid rain. Facilitator discusses the effects of
water pollution: Harm to Human Health - Contaminated
water can cause a variety of health problems, including
gastrointestinal illnesses, neurological disorders, and cancer.
For example, drinking water contaminated with bacteria can
cause diseases like cholera and typhoid, while drinking water
contaminated with heavy metals can cause neurological
damage and other health problems. Harm to Aquatic Life -
Water pollution can harm fish and other aquatic life. For
example, oil spills can coat the feathers of birds, making it
difficult for them to fly, and can kill fish and other marine
life. Chemical pollutants can accumulate in the tissues of fish
and other aquatic organisms, causing health problems and
even death. Disruption of Ecosystems - Water pollution can
disrupt ecosystems by altering the balance of species in water
bodies. For example, excess nutrients from fertilizers can
cause algal blooms, which can deplete oxygen in the water
and kill fish and other aquatic life. Economic Impact - Water
pollution can have significant economic impacts. For
example, contaminated water can affect fishing and tourism
industries, and the cost of treating contaminated water for
drinking and other uses can be high. Facilitator shows
learners pictures of different sources of water pollution and
explains how they contaminate water and their effects.
Facilitator also discusses examples of water pollution in
Ghana, such as pollution of rivers by mining activities and
improper disposal of waste. Learners work in groups to
identify sources of water pollution in their community and
discuss their effects. They record their findings in their
 notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION things that make water impure. Learners take turns
(15mins) explaining the sources of water pollution and their effects.
Facilitator asks questions like: "What are some sources of
water pollution?" "How do industrial activities pollute
water?" "How do agricultural activities pollute water?" "How
does sewage contaminate water?" "What are the effects of
water pollution?" Facilitator summarizes the key points of
the lesson and emphasizes that water pollution occurs when
harmful substances are added to water, making it impure and
unsafe for use, and it can have harmful effects on human
health, aquatic life, ecosystems, and the economy.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural
Standard: resources
Indicator: B3.[Link] Identify things that make water impure
Performance Learners will be able to identify methods of water purification
Indicator: and explain their importance.
Reference: Basic 3 Science Curriculum Guide
 Keywords: Water purification, methods, clean water, health
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "How can we
STARTER make dirty water clean and safe to
(5mins) drink? Why is it important to have clean
water?" Facilitator introduces the lesson
by saying: "Today, we will learn about
methods of water purification and their
importance."
PHASE 2: NEW Facilitator explains that water purification is the process of Materials for demonstrating
LEARNING removing contaminants from water to make it clean and safe water purification (sand,
(40mins) for use. Facilitator discusses the importance of water gravel, cloth, activated carbon,
purification: Health - Clean water is essential for good health. water, containers, heat source),
Contaminated water can cause a variety of diseases, including pictures of different water
cholera, typhoid, dysentery, and other gastrointestinal purification methods, chart
illnesses. Water purification removes harmful contaminants, paper, markers, notebooks,
making water safe to drink and use for other purposes. pencils
Agriculture - Clean water is essential for agriculture.
Contaminated water can harm crops and livestock, reducing
agricultural productivity. Water purification ensures that
water used for irrigation is free from harmful contaminants.
Industry - Many industries require clean water for their
processes. Water purification ensures that the water used in
industries meets the required quality standards. Environment -
Water purification helps protect the environment by removing
contaminants from wastewater before it is discharged into
rivers, lakes, and oceans. This helps prevent water pollution
and protects aquatic ecosystems. Facilitator discusses the
methods of water purification: Filtration - This method
involves passing water through a filter to remove solid
particles and other contaminants. Filters can be made of
various materials, including sand, gravel, cloth, and activated
carbon. Filtration is effective for removing dirt, debris, and
some bacteria and other microorganisms. Boiling - This
method involves heating water to its boiling point (100°C) for
at least one minute. Boiling kills most bacteria, viruses, and
other microorganisms that can cause diseases. Boiling is a
simple and effective method of water purification, but it does
not remove chemical contaminants. Chlorination - This
method involves adding chlorine to water to kill bacteria,
viruses, and other microorganisms. Chlorine is a disinfectant
that is commonly used to treat drinking water. Chlorination is
effective for killing most microorganisms, but it does not
remove chemical contaminants and can sometimes leave a
taste or odor in the water. Distillation - This method involves
boiling water and collecting the steam, which is then
condensed back into liquid water. Distillation removes most
contaminants, including bacteria, viruses, chemicals, and
heavy metals. Distillation is effective for purifying water, but
it requires energy and equipment. Ultraviolet (UV) Treatment
- This method involves exposing water to UV light to kill
bacteria, viruses, and other microorganisms. UV treatment is
effective for killing most microorganisms, but it does not
remove chemical contaminants and requires electricity.
Reverse Osmosis - This method involves forcing water
through a semi-permeable membrane to remove
contaminants. Reverse osmosis is effective for removing most
 contaminants, including bacteria, viruses, chemicals, and
heavy metals, but it requires energy and equipment.
Facilitator explains that the method used for water
purification depends on the source of the water and the
contaminants present. For example, in areas with limited
resources, simple methods like boiling and filtration may be
used, while in areas with more resources, more advanced
methods like chlorination, UV treatment, and reverse osmosis
may be used. Facilitator discusses water purification in
Ghana, including the methods used by the Ghana Water
Company to treat water for drinking and other purposes.
Facilitator also discusses simple methods that can be used at
home to purify water, such as boiling and filtration. Learners
work in groups to demonstrate simple methods of water
purification, such as filtration using sand and gravel, and
boiling. They record their observations in their notebooks and
explain the importance of each method.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION methods of water purification. Learners take turns explaining
(15mins) the different methods of water purification and their
importance. Facilitator asks questions like: "Why is water
purification important?" "What are some methods of water
purification?" "How does filtration work?" "How does boiling
purify water?" "How does chlorination work?" Facilitator
summarizes the key points of the lesson and emphasizes that
water purification is the process of removing contaminants
from water to make it clean and safe for use, and it is essential
for health, agriculture, industry, and the environment.
 Week Day: Day 4 Subject: Science
Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural
Standard: resources
Indicator: B3.[Link] Identify things that make water impure
Performance Learners will be able to identify ways to conserve water and
Indicator: prevent water pollution.
Reference: Basic 3 Science Curriculum Guide
Keywords: Water conservation, pollution prevention, sustainable
practices
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "How can we
STARTER save water? How can we prevent
(5mins) water pollution?" Facilitator
introduces the lesson by saying:
"Today, we will learn about ways to
conserve water and prevent water
pollution."
PHASE 2: NEW Facilitator explains that water conservation and pollution Pictures of water conservation
LEARNING prevention are essential for protecting this precious natural and pollution prevention
(40mins) resource. Facilitator discusses ways to conserve water: Fix practices, chart paper, markers,
Leaks - Fixing leaks in faucets, pipes, and toilets can save a colored pencils, examples of
significant amount of water. A small drip from a faucet can water-efficient appliances,
waste hundreds of liters of water per year. Use Water- examples of environmentally
Efficient Appliances - Using water-efficient appliances, friendly products, notebooks,
such as low-flow showerheads, dual-flush toilets, and water- pencils
efficient washing machines, can reduce water use in homes.
Turn Off the Tap - Turning off the tap while brushing teeth,
washing hands, or washing dishes can save a significant
amount of water. Collect Rainwater - Collecting rainwater
in barrels or tanks can provide a source of water for
gardening, washing cars, and other non-drinking purposes.
Water Plants Wisely - Watering plants early in the morning
or late in the evening can reduce evaporation and save
water. Using drip irrigation or soaker hoses can also reduce
water use in gardens. Reuse Water - Reusing water from
activities like washing fruits and vegetables to water plants
can help conserve water. Full Loads - Running dishwashers
and washing machines only when they are full can save
water. Take Shorter Showers - Taking shorter showers can
significantly reduce water use. A shower can use 10-20
liters of water per minute, so reducing shower time by just a
few minutes can save a lot of water. Facilitator discusses
ways to prevent water pollution: Proper Waste Disposal -
Disposing of waste properly can prevent it from ending up
in water bodies. This includes putting trash in bins,
recycling, and disposing of hazardous waste, such as
batteries and chemicals, at designated collection points. Use
Environmentally Friendly Products - Using environmentally
friendly products, such as biodegradable soaps and
detergents, can reduce the amount of harmful chemicals that
 enter water bodies. Reduce Fertilizer and Pesticide Use -
Reducing the use of fertilizers and pesticides in agriculture
and gardening can reduce the amount of these chemicals
that run off into water bodies. Proper Sewage Treatment -
Ensuring that sewage is properly treated before it is
discharged into water bodies can prevent the spread of
diseases and protect aquatic ecosystems. Prevent Oil Spills -
Taking precautions to prevent oil spills, such as maintaining
vehicles and equipment properly and storing oil in secure
containers, can help protect water bodies from
contamination. Plant Trees and Vegetation - Planting trees
and vegetation along riverbanks and lakeshores can help
filter pollutants from runoff and prevent erosion, which can
reduce sedimentation in water bodies. Support Conservation
Efforts - Supporting organizations and initiatives that work
to protect water resources can help ensure the long-term
sustainability of water resources. Facilitator explains that
water conservation and pollution prevention are everyone's
responsibility. By taking simple actions in our daily lives,
we can all contribute to protecting this precious resource.
Facilitator discusses examples of water conservation and
pollution prevention efforts in Ghana, such as the efforts of
the Ghana Water Company to improve water treatment and
distribution, and community initiatives to clean up rivers
and lakes. Learners work in groups to create a poster or
chart showing ways to conserve water and prevent water
pollution. They include both individual actions and
community initiatives. They record their findings in their
notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION ways to conserve water and prevent water pollution.
(15mins) Learners take turns explaining different ways to conserve
water and prevent water pollution. Facilitator asks questions
like: "Why is it important to conserve water?" "Why is it
important to prevent water pollution?" "What are some
ways to conserve water at home?" "What are some ways to
prevent water pollution?" Facilitator summarizes the key
points of the lesson and emphasizes that water conservation
and pollution prevention are essential for protecting this
precious natural resource, and everyone has a role to play in
these efforts.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Identify things that make water impure
Performance Learners will be able to demonstrate understanding of water as a
Indicator: natural resource and ways to protect it through practical
activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Water resource, protection, practical activities, demonstrations
 Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what
STARTER they learned about water as a natural
(5mins) resource during the week. Facilitator
asks: "Why is water important? What
makes water impure? How can we purify
water? How can we conserve water and
prevent water pollution?" Facilitator
introduces the lesson by saying: "Today,
we will do some practical activities to
demonstrate our understanding of water
as a natural resource and ways to protect
it."
PHASE 2: NEW Facilitator divides learners into groups and sets up different Materials for water filtration
LEARNING activity stations to demonstrate understanding of water as a (sand, gravel, cloth, water,
(40mins) natural resource and ways to protect it. Station 1: Water containers), materials for
Filtration Demonstration - Learners demonstrate a simple water creating models (clear
filtration system using sand, gravel, and cloth. They explain how containers, water, soil, food
filtration removes contaminants from water and why it is coloring, small pieces of
important for providing clean water. Station 2: Water paper), paper, markers,
Conservation Poster - Learners create a poster showing ways to colored pencils, chart paper,
conserve water at home and in the community. They include notebooks, pencils
both simple actions, like turning off the tap while brushing teeth,
and larger initiatives, like rainwater harvesting. Station 3: Water
Pollution Model - Learners create a model showing how
different sources of pollution can contaminate water. They use a
clear container with water and add different materials to
 represent pollutants (e.g., soil for sediment, food coloring for
chemicals, small pieces of paper for trash). They explain how
each pollutant affects water quality and what can be done to
prevent this type of pollution. Station 4: Water Cycle and
Purification - Learners create a model of the water cycle that
includes a simple water purification method. They explain how
the water cycle naturally purifies water and how humans can
enhance this process through water treatment. Station 5: Water
Use Survey - Learners conduct a survey of water use in the
school or at home. They identify areas where water is being
wasted and suggest ways to conserve water. They present their
findings and recommendations to the class. Learners rotate
through the stations, spending about 8 minutes at each station.
Facilitator moves between stations to guide and support
learners. At each station, learners record their observations and
what they learned in their notebooks. Facilitator emphasizes that
water is a precious natural resource that is essential for all life
on Earth, and it is everyone's responsibility to conserve water
and prevent water pollution.
PHASE 3: Facilitator asks learners to share what they learned from the
REFLECTION different activities. Learners take turns explaining the
(15mins) importance of water as a natural resource and ways to protect it.
Facilitator asks questions like: "Why is water important?" "What
are some sources of water pollution?" "How can we purify
water?" "How can we conserve water and prevent water
pollution?" Facilitator summarizes the key points of the week's
lessons and emphasizes that water is a precious natural resource
that is essential for all life on Earth, and it is everyone's
responsibility to conserve water and prevent water pollution.
FIRST TERM
WEEKLY NOTES

WEEK 11

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Describe the properties of air
Performance Learners will be able to recognize air as an important natural
Indicator: resource.
Reference: Basic 3 Science Curriculum Guide
Keywords: Air, natural resource, importance, uses
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What is air?
STARTER What would happen if there was no air?"
(5mins) Facilitator introduces the lesson by
saying: "Today, we will learn about air as
an important natural resource."
PHASE 2: NEW Facilitator explains that air is a mixture of gases that surrounds Pictures of air and its uses
LEARNING the Earth and is essential for life. Facilitator discusses the (breathing, combustion,
(40mins) importance of air: Breathing - Air is essential for breathing. wind, sound transmission,
Humans and animals need oxygen from the air to survive. When plant growth), diagram
we breathe in, we take in oxygen, which is used by our bodies to showing the composition of
produce energy. When we breathe out, we release carbon air, chart paper, markers,
dioxide, which is a waste product. Plants take in carbon dioxide notebooks, pencils
and release oxygen through photosynthesis, creating a balance
in the atmosphere. Combustion - Air is necessary for
combustion, which is the process of burning. Fire needs oxygen
to burn. Without oxygen, fires cannot start or continue. This is
why covering a fire with a blanket or sand can put it out - it cuts
off the supply of oxygen. Weather and Climate - Air plays a
crucial role in weather and climate. The movement of air masses
creates wind, which affects weather patterns. The composition
of the atmosphere affects the Earth's temperature by trapping
heat from the sun. This is known as the greenhouse effect, and it
is essential for maintaining the Earth's temperature at a level that
supports life. Sound Transmission - Air is necessary for the
transmission of sound. Sound waves travel through air, allowing
us to hear. Without air, sound could not travel, and we would
not be able to hear. Plant Growth - Plants need carbon dioxide
from the air for photosynthesis, which is the process by which
they make food. Without carbon dioxide, plants would not be
able to grow, and there would be no food for animals and
humans. Facilitator explains that air is a mixture of different
 gases, including nitrogen (about 78%), oxygen (about 21%),
argon (about 0.9%), carbon dioxide (about 0.04%), and small
amounts of other gases. Each of these gases has important
functions: Nitrogen - Nitrogen is the most abundant gas in the
atmosphere. It is essential for the growth of plants, which absorb
nitrogen from the soil through their roots. Nitrogen is also used
in the production of fertilizers and other industrial processes.
Oxygen - Oxygen is essential for the survival of humans and
animals. It is used in respiration, combustion, and many
industrial processes. Oxygen is also necessary for the
decomposition of organic matter. Argon - Argon is an inert gas,
which means it does not react with other elements. It is used in
light bulbs to prevent the filament from burning out, and in
welding to create an inert atmosphere. Carbon Dioxide - Carbon
dioxide is essential for photosynthesis, which is the process by
which plants make food. It is also a greenhouse gas, which
means it helps trap heat in the atmosphere and maintain the
Earth's temperature. However, too much carbon dioxide can
contribute to global warming and climate change. Facilitator
explains that air is a renewable resource, meaning it can be
replenished naturally. However, human activities can affect the
quality of air, making it polluted and harmful to breathe.
Facilitator discusses the importance of clean air for health and
the environment. Learners work in groups to discuss the
different ways they use air in their daily lives and why air is
important to them. They record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about air as a
REFLECTION natural resource. Learners take turns explaining why air is
(15mins) important and how it is used. Facilitator asks questions like:
"Why is air essential for breathing?" "Why is air necessary for
 combustion?" "How does air affect weather and climate?"
"What are the main gases in air and what are their functions?"
Facilitator summarizes the key points of the lesson and
emphasizes that air is a precious natural resource that is
essential for all life on Earth, and it must be protected from
pollution.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Describe the properties of air
Performance Learners will be able to describe the physical properties of air.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Air, properties, physical, invisible, occupies space, has mass
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "Can you see air?
STARTER How do you know air exists if you can't see
(5mins) it?" Facilitator introduces the lesson by saying:
 "Today, we will learn about the physical
properties of air."
PHASE 2: NEW Facilitator explains that air has several physical properties that can be Balloons, syringes,
LEARNING observed and measured, even though air itself is invisible. Facilitator containers, fan, light
(40mins) discusses the physical properties of air: Invisible - Air is invisible, objects (feathers,
meaning it cannot be seen with the naked eye. This is because air is a paper), weighing scale,
mixture of gases, and gases are made up of tiny particles that are too chart paper, markers,
small to be seen. Although we cannot see air, we can observe its notebooks, pencils
effects, such as when it moves objects or when we feel it against our
skin. Occupies Space - Air occupies space, meaning it takes up room.
This can be demonstrated by blowing up a balloon. When we blow
into a balloon, we are filling it with air, which takes up space inside
the balloon. If we try to push the balloon into a container that is too
small, we cannot do it because the air in the balloon occupies space.
Has Mass - Air has mass, meaning it has weight. This can be
demonstrated by weighing a deflated balloon and then weighing the
same balloon after it has been inflated with air. The inflated balloon
will weigh slightly more than the deflated balloon because of the
mass of the air inside it. Although air has mass, it is very light, so we
usually do not notice its weight. Exerts Pressure - Air exerts pressure,
meaning it pushes on things. This can be demonstrated by filling a
syringe with air and then trying to push the plunger in. The air inside
the syringe exerts pressure, making it difficult to push the plunger in.
Air pressure is caused by the weight of the air above us. At sea level,
the weight of the air above us creates a pressure of about 1 kilogram
per square centimeter. Flows and Moves - Air flows and moves,
meaning it can be in motion. This movement of air is called wind.
Wind is caused by differences in air pressure. Air moves from areas
of high pressure to areas of low pressure. We can observe the
movement of air when we see leaves rustling, flags waving, or
 windmills turning. Can be Compressed - Air can be compressed,
meaning it can be squeezed into a smaller space. This can be
demonstrated by pushing the plunger of a syringe that has been closed
at one end. The air inside the syringe can be compressed, allowing the
plunger to be pushed in. Compressed air is used in many applications,
such as in tires, pneumatic tools, and spray cans. Expands to Fill Its
Container - Air expands to fill its container, meaning it spreads out to
occupy all available space. This can be demonstrated by releasing air
from a balloon into a container. The air will spread out to fill the
entire container. This property is why air can be found everywhere on
Earth, from the highest mountains to the deepest valleys. Facilitator
demonstrates these properties of air using simple experiments. For
example: To show that air occupies space, facilitator blows up a
balloon and tries to push it into a small container. To show that air
has mass, facilitator weighs a deflated balloon and then weighs the
same balloon after it has been inflated with air. To show that air
exerts pressure, facilitator fills a syringe with air and tries to push the
plunger in. To show that air flows and moves, facilitator uses a fan to
create wind and observe its effects on light objects. To show that air
can be compressed, facilitator pushes the plunger of a closed syringe.
To show that air expands to fill its container, facilitator releases air
from a balloon into a container. Learners work in groups to perform
these experiments and record their observations in their notebooks.
They explain how each experiment demonstrates a property of air.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION properties of air. Learners take turns explaining the different
(15mins) properties of air and how they were demonstrated in the experiments.
Facilitator asks questions like: "Is air visible? How do we know air
exists?" "Does air occupy space? How can we demonstrate this?"
"Does air have mass? How can we demonstrate this?" "What is air
 pressure? How can we demonstrate it?" Facilitator summarizes the
key points of the lesson and emphasizes that air has several physical
properties, including being invisible, occupying space, having mass,
exerting pressure, flowing and moving, being compressible, and
expanding to fill its container.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Describe the properties of air
Performance Learners will be able to describe the composition of air and the
Indicator: functions of its components.
Reference: Basic 3 Science Curriculum Guide
Keywords: Air, composition, gases, nitrogen, oxygen, carbon dioxide
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What is air made
STARTER of? Do you think air is the same
(5mins) everywhere on Earth?" Facilitator
introduces the lesson by saying: "Today, we
 will learn about the composition of air and
the functions of its components."
PHASE 2: NEW Facilitator explains that air is a mixture of different gases, with Pie chart or diagram
LEARNING nitrogen and oxygen being the most abundant. Facilitator showing the composition
(40mins) discusses the composition of air: Nitrogen - Nitrogen makes up of air, pictures of different
about 78% of the air. It is a colorless, odorless, and tasteless gas. gases and their uses, chart
Nitrogen is essential for the growth of plants, which absorb paper, markers, colored
nitrogen from the soil through their roots. Nitrogen is also used in pencils, notebooks, pencils
the production of fertilizers and other industrial processes.
Although nitrogen is the most abundant gas in the air, humans and
animals cannot use it directly from the air. Instead, we get
nitrogen from the food we eat, such as proteins. Oxygen - Oxygen
makes up about 21% of the air. It is a colorless, odorless, and
tasteless gas. Oxygen is essential for the survival of humans and
animals. When we breathe in, we take in oxygen, which is used by
our bodies to produce energy through a process called respiration.
Oxygen is also necessary for combustion, which is the process of
burning. Without oxygen, fires cannot start or continue. Oxygen is
also used in many industrial processes, such as steel production
and wastewater treatment. Argon - Argon makes up about 0.9% of
the air. It is a colorless, odorless, and tasteless gas. Argon is an
inert gas, which means it does not react with other elements. It is
used in light bulbs to prevent the filament from burning out, and in
welding to create an inert atmosphere. Carbon Dioxide - Carbon
dioxide makes up about 0.04% of the air. It is a colorless,
odorless, and tasteless gas. Carbon dioxide is essential for
photosynthesis, which is the process by which plants make food.
Plants take in carbon dioxide from the air and, using energy from
the sun, convert it into glucose (sugar) and oxygen. Carbon
dioxide is also a greenhouse gas, which means it helps trap heat in
 the atmosphere and maintain the Earth's temperature. However,
too much carbon dioxide can contribute to global warming and
climate change. Other Gases - The remaining 0.06% of the air is
made up of small amounts of other gases, including neon, helium,
methane, krypton, and hydrogen. Each of these gases has its own
unique properties and uses. For example, neon is used in neon
signs, helium is used to fill balloons and airships, and methane is a
component of natural gas used for heating and cooking. Facilitator
explains that the composition of air is relatively constant
throughout the world, but it can vary slightly depending on the
location and altitude. For example, the air at high altitudes
contains less oxygen than the air at sea level, which can make it
difficult to breathe. Facilitator also explains that human activities
can affect the composition of air. For example, burning fossil fuels
releases carbon dioxide into the atmosphere, increasing its
concentration and contributing to climate change. Industrial
activities can release pollutants into the air, reducing air quality
and harming human health and the environment. Facilitator shows
learners a pie chart or diagram showing the composition of air and
explains the functions of each component. Facilitator also
discusses the importance of maintaining the balance of gases in
the atmosphere for the health of humans, animals, and the
environment. Learners work in groups to create a poster or chart
showing the composition of air and the functions of its
components. They record their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION composition of air and the functions of its components. Learners
(15mins) take turns explaining the different gases in air and their functions.
Facilitator asks questions like: "What are the main gases in air?"
"What is the function of nitrogen in the air?" "What is the function
 of oxygen in the air?" "What is the function of carbon dioxide in
the air?" "How can human activities affect the composition of
air?" Facilitator summarizes the key points of the lesson and
emphasizes that air is a mixture of different gases, with nitrogen
and oxygen being the most abundant, and each gas has important
functions for life on Earth.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand
1: Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural
Standard: resources
Indicator: B3.[Link] Describe the properties of air
Performance Learners will be able to identify sources of air pollution and
Indicator: explain their effects.
Reference: Basic 3 Science Curriculum Guide
Keywords: Air pollution, sources, effects, health, environment
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners pictures of Pictures of clean
STARTER clean air and polluted air and asks: air and polluted air
(5mins) "What differences do you see between
 these two pictures? What makes air
polluted?" Facilitator introduces the
lesson by saying: "Today, we will learn
about sources of air pollution and their
effects."
PHASE 2: NEW Facilitator explains that air pollution occurs when harmful Pictures of different sources of
LEARNING substances are released into the air, making it unsafe to air pollution (vehicle emissions,
(40mins) breathe and harmful to the environment. Facilitator discusses industrial emissions, burning of
the sources of air pollution: Vehicle Emissions - Vehicles, fossil fuels, agricultural
such as cars, trucks, buses, and motorcycles, release activities), pictures of the
pollutants into the air when they burn fuel. These pollutants effects of air pollution (smog,
include carbon monoxide, nitrogen oxides, particulate acid rain, damaged buildings,
matter, and volatile organic compounds. Vehicle emissions health problems), chart paper,
are a major source of air pollution in urban areas. Industrial markers, notebooks, pencils
Emissions - Industries release a variety of pollutants into the
air, including sulfur dioxide, nitrogen oxides, particulate
matter, and volatile organic compounds. These pollutants
come from factories, power plants, and other industrial
facilities. Industrial emissions can have significant impacts
on air quality, especially in areas with many industries.
Burning of Fossil Fuels - Burning fossil fuels, such as coal,
oil, and natural gas, for heating, cooking, and electricity
generation releases pollutants into the air. These pollutants
include carbon dioxide, sulfur dioxide, nitrogen oxides, and
particulate matter. The burning of fossil fuels is a major
source of air pollution and contributes to climate change.
Agricultural Activities - Agricultural activities can release
pollutants into the air, including ammonia from fertilizers
and animal waste, methane from livestock, and pesticides
and herbicides. These pollutants can contribute to air
pollution, especially in rural areas. Natural Sources - Natural
sources, such as wildfires, volcanic eruptions, and dust
storms, can also release pollutants into the air. While these
sources are not caused by human activities, they can still
have significant impacts on air quality. Indoor Air Pollution -
Indoor air pollution can be caused by a variety of sources,
including tobacco smoke, cooking fumes, cleaning products,
and building materials. Indoor air pollution can be a
significant health risk, especially for people who spend a lot
of time indoors. Facilitator discusses the effects of air
pollution: Health Effects - Air pollution can cause a variety
of health problems, including respiratory diseases (such as
asthma and bronchitis), cardiovascular diseases, and cancer.
Children, the elderly, and people with pre-existing health
conditions are particularly vulnerable to the health effects of
air pollution. Long-term exposure to air pollution can reduce
life expectancy. Environmental Effects - Air pollution can
harm the environment in many ways. It can cause acid rain,
which can damage forests, lakes, and buildings. It can
contribute to climate change by increasing the concentration
of greenhouse gases in the atmosphere. It can harm wildlife
and ecosystems by contaminating the air, water, and soil.
Economic Effects - Air pollution can have significant
economic impacts. It can increase healthcare costs due to the
treatment of pollution-related diseases. It can reduce
agricultural productivity by damaging crops. It can damage
buildings and infrastructure by causing corrosion and
deterioration. It can reduce tourism in areas with poor air
quality. Climate Change - Air pollution, particularly the
emission of greenhouse gases such as carbon dioxide and
 methane, contributes to climate change. Climate change can
lead to more extreme weather events, rising sea levels, and
other impacts that can affect human health, the environment,
and the economy. Facilitator shows learners pictures of
different sources of air pollution and explains how they
affect air quality and their effects on health, the environment,
and the economy. Facilitator also discusses examples of air
pollution in Ghana, such as pollution from vehicle emissions
in urban areas and pollution from mining activities. Learners
work in groups to identify sources of air pollution in their
community and discuss their effects. They record their
findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about
REFLECTION sources of air pollution and their effects. Learners take turns
(15mins) explaining the sources of air pollution and their effects.
Facilitator asks questions like: "What are some sources of air
pollution?" "How do vehicles contribute to air pollution?"
"How do industries contribute to air pollution?" "What are
the health effects of air pollution?" "What are the
environmental effects of air pollution?" Facilitator
summarizes the key points of the lesson and emphasizes that
air pollution occurs when harmful substances are released
into the air, and it can have harmful effects on human health,
the environment, and the economy.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-
Strand: Strand 1:
 Earth
Science
Class: Basic Class Size:
3
Content B3.2.1.4 Recognise water and air as important natural resources
Standard:
Indicator: B3.[Link] Describe the properties of air
Performance Learners will be able to demonstrate understanding of air as a
Indicator: natural resource and ways to protect it through practical activities.
Reference: Basic 3 Science Curriculum Guide
Keywords: Air resource, protection, practical activities, demonstrations
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners to recall what they
STARTER learned about air as a natural resource
(5mins) during the week. Facilitator asks: "Why is
air important? What are the properties of
air? What is air made of? What are some
sources of air pollution?" Facilitator
introduces the lesson by saying: "Today,
we will do some practical activities to
demonstrate our understanding of air as a
natural resource and ways to protect it."
PHASE 2: NEW Facilitator divides learners into groups and sets up different Materials for
LEARNING activity stations to demonstrate understanding of air as a natural demonstrating air
(40mins) resource and ways to protect it. Station 1: Air Properties properties (balloons,
Demonstrations - Learners demonstrate the properties of air using syringes, weighing scale),
simple experiments. They show that air occupies space by materials for creating
 blowing up a balloon, that air has mass by weighing a deflated models (paper, markers,
and inflated balloon, that air exerts pressure by using a syringe, colored pencils), chart
and that air can be compressed by pushing the plunger of a closed paper, notebooks, pencils
syringe. They explain each property and how it is demonstrated.
Station 2: Air Composition Model - Learners create a model
showing the composition of air. They use a pie chart or a diagram
to show the percentages of different gases in air and explain the
function of each gas. Station 3: Air Pollution Poster - Learners
create a poster showing sources of air pollution and their effects.
They include both natural and human-made sources of pollution
and explain how each source affects air quality and the
environment. Station 4: Clean Air Campaign - Learners design a
campaign to raise awareness about air pollution and ways to
reduce it. They create slogans, posters, and other materials to
promote clean air in their school and community. Station 5: Air
Quality Survey - Learners conduct a survey of air quality in the
school or community. They identify potential sources of air
pollution and suggest ways to reduce them. They present their
findings and recommendations to the class. Learners rotate
through the stations, spending about 8 minutes at each station.
Facilitator moves between stations to guide and support learners.
At each station, learners record their observations and what they
learned in their notebooks. Facilitator emphasizes that air is a
precious natural resource that is essential for all life on Earth, and
it is everyone's responsibility to protect it from pollution.
PHASE 3: Facilitator asks learners to share what they learned from the
REFLECTION different activities. Learners take turns explaining the importance
(15mins) of air as a natural resource and ways to protect it. Facilitator asks
questions like: "Why is air important?" "What are the properties
of air?" "What is air made of?" "What are some sources of air
 pollution?" "How can we protect air quality?" Facilitator
summarizes the key points of the week's lessons and emphasizes
that air is a precious natural resource that is essential for all life on
Earth, and it is everyone's responsibility to protect it from
pollution.

FIRST TERM
WEEKLY NOTES

WEEK 12

Week Day: Day 1 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-Strand
Strand: 2: Life
Cycles of
organisms
Class: Basic Class Size:
3
Content B3.2.2.1 Demonstrate understanding of life cycle of a plant
Standard:
Indicator: B3.[Link] Observe the germination of maize and bean seeds
Performance Learners will be able to describe the life cycle of a plant and its
Indicator: stages.
Reference: Basic 3 Science Curriculum Guide
 Keywords: Plant life cycle, stages, seed, germination, growth, reproduction
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "Where do
STARTER plants come from? How do plants grow
(5mins) and develop?" Facilitator introduces the
lesson by saying: "Today, we will learn
about the life cycle of a plant and its
stages."
PHASE 2: NEW Facilitator explains that the life cycle of a plant is the series of Pictures or diagrams of
LEARNING stages that a plant goes through from seed to mature plant and back the plant life cycle,
(40mins) to seed. Facilitator discusses the stages of the plant life cycle: Seed examples of seeds,
- The life cycle of a plant begins with a seed. A seed is a small, seedlings, mature plants,
hard part of a plant that can grow into a new plant. Seeds contain flowers, and fruits, chart
an embryo, which is a tiny plant in an early stage of development, paper, markers, colored
and a food supply, which provides energy for the embryo to grow pencils, notebooks,
until it can make its own food. Seeds also have a protective outer pencils
coat that helps them survive in harsh conditions. Germination -
When a seed is planted in soil and given water, warmth, and
oxygen, it begins to germinate. Germination is the process by
which a seed develops into a new plant. During germination, the
seed absorbs water, which causes it to swell and the seed coat to
crack open. The embryo then begins to grow, using the food supply
stored in the seed. The first part of the embryo to emerge is the
radicle, which grows downward to become the root. Next, the
plumule grows upward to become the stem and leaves. Seedling -
After germination, the plant becomes a seedling. A seedling is a
young plant that has just started to grow from a seed. The seedling
has a small stem, a few leaves, and a root system. The seedling
continues to grow, using energy from the sun to make food through
photosynthesis. As the seedling grows, it develops more leaves and
a stronger root system. Mature Plant - As the seedling continues to
grow, it becomes a mature plant. A mature plant has a well-
developed root system, stem, and leaves. The mature plant is able
to make its own food through photosynthesis and can reproduce by
producing flowers and seeds. The mature plant continues to grow
and develop until it reaches its full size. Flowering - When the
mature plant is ready to reproduce, it produces flowers. Flowers
are the reproductive structures of plants. They contain male parts
(stamens) that produce pollen and female parts (pistils) that contain
ovules. The flowers attract pollinators, such as bees, butterflies,
and birds, which help transfer pollen from the male parts to the
female parts of the flower. Pollination and Fertilization -
Pollination is the transfer of pollen from the male parts of a flower
to the female parts of the same or another flower. After pollination,
fertilization occurs, which is the fusion of the male and female
gametes to form a zygote. The zygote develops into an embryo,
and the ovule develops into a seed. The ovary of the flower
develops into a fruit, which protects the seeds and helps in their
dispersal. Seed Dispersal - After the seeds are formed, they need to
be dispersed to new locations where they can grow into new plants.
Seed dispersal can occur through various means, including wind,
water, animals, and mechanical means. For example, dandelion
seeds are dispersed by wind, coconut seeds are dispersed by water,
burrs are dispersed by animals, and some seeds are dispersed by
mechanical means, such as the bursting of seed pods. Facilitator
shows learners pictures or diagrams of the different stages of the
plant life cycle and explains each stage in detail. Facilitator
 emphasizes that the plant life cycle is a continuous process, with
each stage leading to the next. Facilitator also explains that
different plants have different life cycles, with some completing
their life cycle in one year (annuals), some in two years (biennials),
and some in many years (perennials). Learners work in groups to
create a diagram or model of the plant life cycle, showing all the
stages and explaining what happens at each stage. They record
their findings in their notebooks.
PHASE 3: Facilitator asks learners to share what they learned about the life
REFLECTION cycle of a plant. Learners take turns explaining the different stages
(15mins) of the plant life cycle and what happens at each stage. Facilitator
asks questions like: "What are the stages of the plant life cycle?"
"What is germination?" "What happens during germination?"
"How do plants reproduce?" "How are seeds dispersed?"
Facilitator summarizes the key points of the lesson and emphasizes
that the plant life cycle is the series of stages that a plant goes
through from seed to mature plant and back to seed, and it includes
seed, germination, seedling, mature plant, flowering, pollination
and fertilization, and seed dispersal.

Week Day: Day 2 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-Strand
Strand: 2: Life
Cycles of
organisms
Class: Basic Class Size:
3
 Content B3.2.2.1 Demonstrate understanding of life cycle of a plant
Standard:
Indicator: B3.[Link] Observe the germination of maize and bean seeds
Performance Learners will be able to describe the structure and function of seeds.
Indicator:
Reference: Basic 3 Science Curriculum Guide
Keywords: Seed structure, seed coat, embryo, cotyledons, endosperm
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners different types Different types of
STARTER of seeds and asks: "What do you see inside seeds
(5mins) a seed? What are the different parts of a
seed and what do they do?" Facilitator
introduces the lesson by saying: "Today,
we will learn about the structure and
function of seeds."
PHASE 2: NEW Facilitator explains that seeds are the starting point of the plant life Different types of seeds
LEARNING cycle and contain everything needed to grow into a new plant. (maize, beans, etc.),
(40mins) Facilitator discusses the structure of a seed: Seed Coat - The seed diagrams of seed
coat is the outer covering of the seed. It is hard and protective, structure, magnifying
helping to protect the embryo inside from damage, disease, and glasses, dissecting tools
drying out. The seed coat may have various features that help in (tweezers, scalpels),
seed dispersal, such as hooks, wings, or a fleshy covering. The seed paper towels, notebooks,
coat also has a small hole called the micropyle, which allows water pencils
to enter the seed during germination. Embryo - The embryo is the
young plant inside the seed. It is in an early stage of development
and contains all the parts that will develop into the mature plant.
The embryo has three main parts: the radicle, which develops into
the root; the plumule, which develops into the stem and leaves; and
the hypocotyl, which is the region between the radicle and the
plumule. Cotyledons - Cotyledons are the seed leaves of the
embryo. They are the first leaves that appear when the seed
germinates. Cotyledons may serve different functions in different
types of seeds. In some seeds, called monocots, there is only one
cotyledon, while in others, called dicots, there are two cotyledons.
Cotyledons may store food for the embryo or may perform
photosynthesis after germination. Endosperm - The endosperm is a
tissue that surrounds the embryo and provides food for the embryo
during germination. It is rich in starch, proteins, and oils, which
provide energy for the embryo to grow until it can make its own
food through photosynthesis. In some seeds, called monocots, the
endosperm is large and persists in the mature seed. In others, called
dicots, the endosperm is absorbed by the cotyledons during seed
development, and the cotyledons store the food for the embryo.
Facilitator explains the functions of the different parts of a seed:
The seed coat protects the embryo from damage, disease, and
drying out. The embryo contains all the parts that will develop into
the mature plant. The radicle develops into the root, which anchors
the plant in the soil and absorbs water and nutrients. The plumule
develops into the stem and leaves, which support the plant and
perform photosynthesis. The hypocotyl helps in the emergence of
the plumule above the ground during germination. The cotyledons
provide food for the embryo during germination and may perform
photosynthesis after germination. The endosperm provides food for
the embryo during germination. Facilitator shows learners diagrams
of different types of seeds, such as monocots (like maize) and dicots
(like beans), and points out the different parts. Facilitator also
demonstrates how to dissect a seed to observe its internal structure.
 Facilitator explains that different types of seeds have different
structures and functions, but all seeds contain an embryo and a food
supply to support the embryo during germination. Learners work in
groups to examine different types of seeds, such as maize and
beans. They carefully dissect the seeds to observe their internal
structure and identify the different parts. They record their
observations in their notebooks and explain the function of each
part.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION structure and function of seeds. Learners take turns explaining the
(15mins) different parts of a seed and their functions. Facilitator asks
questions like: "What are the main parts of a seed?" "What is the
function of the seed coat?" "What is the function of the embryo?"
"What is the function of the cotyledons?" "What is the function of
the endosperm?" Facilitator summarizes the key points of the lesson
and emphasizes that seeds have different parts, including the seed
coat, embryo, cotyledons, and endosperm, and each part has a
specific function in the development of the plant.

Week Day: Day 3 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-Strand
Strand: 2: Life
Cycles of
organisms
Class: Basic Class Size:
3
Content B3.2.2.1 Demonstrate understanding of life cycle of a plant
 Standard:
Indicator: B3.[Link] Observe the germination of maize and bean seeds
Performance Learners will be able to describe the process of germination and the
Indicator: conditions required for it.
Reference: Basic 3 Science Curriculum Guide
Keywords: Germination, process, conditions, water, warmth, oxygen
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator asks learners: "What does a seed
STARTER need to grow into a plant? What happens
(5mins) inside a seed when it starts to grow?"
Facilitator introduces the lesson by saying:
"Today, we will learn about the process of
germination and the conditions required for
it."
PHASE 2: NEW Facilitator explains that germination is the process by which a seed Maize and bean seeds,
LEARNING develops into a new plant. Facilitator discusses the process of containers, water, paper
(40mins) germination in detail: Imbibition - The first stage of germination is towels, diagrams or
imbibition, which is the absorption of water by the seed. When a time-lapse videos of
seed is placed in water, it absorbs water through the micropyle, a germination,
small hole in the seed coat. This causes the seed to swell and the magnifying glasses,
seed coat to soften and crack open. Activation of Enzymes - As the notebooks, pencils
seed absorbs water, enzymes inside the seed are activated. Enzymes
are proteins that speed up chemical reactions. These enzymes break
down the stored food in the seed (such as starch, proteins, and oils)
into simpler substances that can be used by the embryo for energy
and growth. Growth of the Radicle - The first part of the embryo to
emerge from the seed is the radicle, which grows downward into the
soil. The radicle develops into the primary root of the plant, which
anchors the plant in the soil and absorbs water and nutrients. Growth
of the Plumule - After the radicle has emerged and begun to grow,
the plumule grows upward. The plumule develops into the stem and
leaves of the plant. In some seeds, the plumule is protected by a
sheath called the coleoptile, which helps it push through the soil.
Emergence of the Seedling - As the plumule continues to grow, it
emerges from the soil, and the first leaves (cotyledons) unfold. The
seedling is now able to perform photosynthesis, using energy from
the sun to make its own food. Facilitator explains the conditions
required for germination: Water - Water is essential for germination.
It is needed for imbibition, the activation of enzymes, and the
transport of nutrients within the seed. Without water, germination
cannot occur. Warmth - Warmth is also essential for germination.
Most seeds germinate best at temperatures between 20°C and 30°C.
Warmth is needed for the activation of enzymes and the growth of
the embryo. Oxygen - Oxygen is required for respiration, which is
the process by which the embryo releases energy from the stored
food in the seed. Without oxygen, the embryo cannot get the energy
it needs to grow. Light - Light is not required for the germination of
most seeds, but it is required for the growth of the seedling after
germination. Some seeds, such as lettuce, require light for
germination, while others, such as onions, germinate better in the
dark. Facilitator explains that different types of seeds have different
germination requirements. For example, some seeds need to be
exposed to cold temperatures (stratification) or to have their seed
coat scratched or broken (scarification) before they can germinate.
These adaptations ensure that the seeds germinate under the right
conditions for survival. Facilitator shows learners diagrams or time-
lapse videos of the germination process, showing how the seed
 swells, the seed coat cracks open, the radicle emerges and grows
downward, and the plumule grows upward. Facilitator also discusses
the differences between the germination of monocot seeds (like
maize) and dicot seeds (like beans). In monocots, the cotyledon
remains below the ground, and the plumule is protected by a
coleoptile. In dicots, the cotyledons emerge above the ground and
become the first leaves of the seedling. Learners work in groups to
set up an experiment to observe the germination of maize and bean
seeds. They place the seeds in different conditions (with and without
water, with and without warmth, with and without oxygen) and
observe what happens. They record their observations in their
notebooks and explain the conditions required for germination.
PHASE 3: Facilitator asks learners to share what they learned about the process
REFLECTION of germination and the conditions required for it. Learners take turns
(15mins) explaining the stages of germination and the conditions required for
it. Facilitator asks questions like: "What is germination?" "What are
the stages of germination?" "What conditions are required for
germination?" "How does the germination of maize differ from the
germination of beans?" Facilitator summarizes the key points of the
lesson and emphasizes that germination is the process by which a
seed develops into a new plant, and it requires water, warmth, and
oxygen to occur.

Week Day: Day 4 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-Strand
Strand: 2: Life
Cycles of
organisms
 Class: Basic Class Size:
3
Content B3.2.2.1 Demonstrate understanding of life cycle of a plant
Standard:
Indicator: B3.[Link] Observe the germination of maize and bean seeds
Performance Learners will be able to observe and record the germination of maize
Indicator: seeds.
Reference: Basic 3 Science Curriculum Guide
Keywords: Maize seeds, germination, observation, recording, monocot
Core Critical Thinking and Problem Solving, Communication and
Competencies: Collaboration
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners maize seeds and Maize seeds
STARTER asks: "What do you think will happen when
(5mins) we plant these seeds? How will they
germinate and grow?" Facilitator introduces
the lesson by saying: "Today, we will
observe and record the germination of maize
seeds."
PHASE 2: NEW Facilitator explains that maize is a monocot plant, which means it has Maize seeds,
LEARNING one cotyledon in its seed. Facilitator discusses the germination of transparent containers
(40mins) maize seeds in detail: Structure of Maize Seed - A maize seed has or plastic bags, paper
three main parts: the seed coat, the endosperm, and the embryo. The towels, water,
seed coat is the outer covering that protects the seed. The endosperm magnifying glasses,
is a tissue that stores food for the embryo. The embryo is the young rulers, observation
plant inside the seed, which contains the radicle (which develops into sheets, notebooks,
the root) and the plumule (which develops into the stem and leaves). pencils
Germination Process of Maize Seed - When a maize seed is planted in
soil and given water, warmth, and oxygen, it begins to germinate. The
first stage is imbibition, where the seed absorbs water and swells. The
seed coat softens and cracks open. The radicle emerges first and
grows downward into the soil, developing into the primary root. Next,
the plumule grows upward, protected by a sheath called the
coleoptile. The coleoptile pushes through the soil and protects the
young leaves as they emerge. The first leaves emerge from the
coleoptile and unfold, and the seedling begins to perform
photosynthesis. The endosperm provides food for the embryo during
germination, and as the seedling grows, it gradually uses up this food
supply. Once the seedling is able to make its own food through
photosynthesis, it no longer needs the food stored in the endosperm.
Facilitator explains that the germination of maize seeds typically
takes 5 to 10 days, depending on the conditions. The seeds need warm
temperatures (around 20-30°C), adequate moisture, and oxygen to
germinate properly. Facilitator demonstrates how to set up an
experiment to observe the germination of maize seeds: Place a moist
paper towel in a transparent container or plastic bag. Place several
maize seeds on the moist paper towel. Seal the container or bag to
retain moisture. Place the container or bag in a warm place with
indirect sunlight. Observe the seeds daily and record any changes.
Facilitator explains what to look for during the observation: Day 1-2:
The seeds will absorb water and swell. The seed coat may start to
crack open. Day 3-4: The radicle will emerge and grow downward.
Day 5-7: The plumule will grow upward, protected by the coleoptile.
Day 8-10: The first leaves will emerge from the coleoptile and unfold.
Facilitator explains that learners should record their observations
daily, noting the date, the appearance of the seeds, and any changes
that occur. They should measure the length of the radicle and the
plumule as they grow. They should also draw or take pictures of the
seeds at different stages of germination. Learners work in groups to
 set up the experiment to observe the germination of maize seeds.
They follow the steps demonstrated by the facilitator and prepare
their observation sheets. They make their initial observations and
record them in their notebooks. Facilitator explains that this is a long-
term experiment that will continue over several days or weeks, and
learners will need to make daily observations and recordings.
PHASE 3: Facilitator asks learners to share what they learned about the
REFLECTION germination of maize seeds. Learners take turns explaining the
(15mins) structure of maize seeds and the germination process. Facilitator asks
questions like: "What are the main parts of a maize seed?" "What
happens during the germination of a maize seed?" "What conditions
are required for the germination of maize seeds?" "How will you
record your observations?" Facilitator summarizes the key points of
the lesson and emphasizes that maize is a monocot plant with one
cotyledon, and its germination process involves the absorption of
water, the emergence of the radicle, and the growth of the plumule
protected by the coleoptile.

Week Day: Day 5 Subject: Science

Ending:
Duration: 60mins Strand: STRAND 2: CYCLES Sub Sub-Strand 2: Life
Strand: Cycles of organisms
Class: Basic Class Size:
3
Content B3.2.2.1 Demonstrate understanding of life cycle of a plant
Standard:
Indicator: B3.[Link] Observe the germination of maize and bean seeds
Performance Learners will be able to observe and record the germination of bean seeds and compare with
 Indicator: maize seeds.
Reference: Basic 3 Science Curriculum Guide
Keywords: Bean seeds, germination, observation, recording, dicot, comparison
Core Critical Thinking and Problem Solving, Communication and Collaboration
Competencies:
Phase/Duration Learners Activities Resources
PHASE 1: Facilitator shows learners bean seeds and maize seeds Bean seeds, maize seeds, magnifying
STARTER side by side. Facilitator asks: "How are these seeds glasses
(5mins) different? How do you think their germination might
differ?" Facilitator introduces the lesson by saying:
"Today, we will observe and record the germination of
bean seeds and compare it with maize seeds."
PHASE 2: NEW Facilitator explains that beans are dicot plants, which Bean seeds, maize seeds, transparent
LEARNING means they have two cotyledons in their seeds. containers or plastic bags, paper
(40mins) Facilitator discusses the structure of bean seeds: Bean towels, water, magnifying glasses,
seeds have a hard seed coat that protects the embryo rulers, observation sheets, comparison
inside. Inside the seed, there are two cotyledons that charts, notebooks, pencils
store food for the embryo. The embryo consists of the
radicle (which becomes the root) and the plumule
(which becomes the stem and leaves). Facilitator
explains the germination process of bean seeds: When
a bean seed is planted in soil and given water, warmth,
and oxygen, it begins to germinate. The seed absorbs
water and swells, causing the seed coat to split open.
The radicle emerges first and grows downward into
the soil to form the root. Next, the plumule grows
upward. Unlike maize, the two cotyledons emerge
above the ground and become the first leaves of the
seedling. These cotyledons provide food for the young
plant until it can make its own food through
photosynthesis. The plumule then develops into the
stem and true leaves. Facilitator compares the
germination of bean seeds with maize seeds: Maize is
a monocot with one cotyledon that remains below
ground. The plumule is protected by a coleoptile as it
emerges. Beans are dicots with two cotyledons that
emerge above ground and become the first leaves.
Bean cotyledons are thick and store food, while maize
cotyledons are thin and transfer food from the
endosperm. Facilitator demonstrates how to set up an
experiment to observe the germination of bean seeds:
Place a moist paper towel in a transparent container or
plastic bag. Place several bean seeds on the moist
paper towel. Seal the container or bag to retain
moisture. Place the container or bag in a warm place
with indirect sunlight. Facilitator explains that learners
should observe the bean seeds daily and record: When
the seed coat splits open. When the radicle emerges
and its length. When the cotyledons emerge above
ground. When the first true leaves appear. Learners
compare these observations with their maize seed
observations from the previous lesson. Learners work
in groups to set up the experiment for bean seeds using
the same method as for maize seeds. They prepare
observation sheets to record daily changes in both
bean and maize seeds. They make initial observations
and note differences in seed structure and early
germination stages. Facilitator guides learners to
create a comparison chart showing the differences
 between monocot (maize) and dicot (bean)
germination.
PHASE 3: Facilitator asks learners to share their initial Observation sheets, comparison
REFLECTION observations of bean seeds and compare them with charts, notebooks, pencils
(15mins) maize seeds. Learners take turns explaining the
differences in structure and germination process.
Facilitator asks questions like: "How many cotyledons
do bean seeds have compared to maize seeds?" "What
happens to the cotyledons during germination in each
type of seed?" "How does the emergence of the
plumule differ between beans and maize?" Facilitator
summarizes the key differences between monocot and
dicot germination and emphasizes the importance of
careful observation and recording in scientific studies.
Facilitator reminds learners to continue their
observations over the coming days and record all
changes in both types of seeds.
n