| Objectives | Students will be able to: (1) name the three forms of water (liquid, solid ice, gas steam); (2) describe evaporation and condensation simply; (3) draw the water cycle. |
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| Materials | Kettle (for steam demo), ice cubes, water cycle diagram, drawing paper. |
| Key vocabulary | water cycle, evaporate, condense, steam, ice, liquid |
| Engage (starter) | (10 min) Boil water briefly; children see steam. “Where does the water go? Up!” Show ice cubes. “And it can be hard.” |
| Develop (main) | (35 min) 1. Explain: sun heats water → evaporates (gas); rises, cools → condenses into clouds; falls as rain. 2. Draw a simple cycle: sea → sun → cloud → rain → river → sea. 3. Label. 4. Act out the cycle as a class. 5. Write a sentence explaining one step. |
| Plenary (close) | (10 min) Water cycle chant with actions: “Evaporate up, condense cloud, precipitate down!” |
| Assessment | Drawing includes evaporation, condensation, precipitation labels. |
| Teacher notes | Full water cycle in Grade 3. |
| Objectives | Students will be able to: (1) describe different types of rocks (size, texture, colour); (2) explain that soil comes from rocks; (3) sort rocks and soil samples. |
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| Materials | Rock collection, soil samples, magnifying glasses, sorting trays. |
| Key vocabulary | rock, soil, texture, sand, clay, humus |
| Engage (starter) | (10 min) Give each child a small rock. “Describe it – smooth, rough, big, small?” |
| Develop (main) | (35 min) 1. Sort rocks by size, colour, texture. 2. Examine soil: see tiny rock particles and organic matter. 3. Explain soil is made from weathered rocks and dead plants/animals. 4. Draw a rock and label its properties. 5. Write a sentence: “Soil is made from ___.” |
| Plenary (close) | (10 min) Rock show‑and‑tell. |
| Assessment | Drawing includes a property; sentence correct. |
| Teacher notes | Start a class rock collection. |
| Objectives | Students will be able to: (1) define push and pull; (2) give examples; (3) demonstrate push and pull with objects. |
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| Materials | Toy cars, balls, spring, string, worksheet. |
| Key vocabulary | force, push, pull, move, direction |
| Engage (starter) | (10 min) Push a toy car; pull it back. “What did I do? Push and pull are forces.” |
| Develop (main) | (35 min) 1. Brainstorm actions: opening door (push/pull), pulling a cart, etc. 2. In pairs, experiment with objects: list whether they pushed or pulled. 3. Complete a picture sorting worksheet: circle if push or pull. 4. Draw a push and a pull action. 5. Label. |
| Plenary (close) | (10 min) Push‑pull race: who can push a cotton ball farthest with a straw? |
| Assessment | Worksheet correct; drawing accurate. |
| Teacher notes | Connect to gravity later. |
| Objectives | Students will be able to: (1) explain that magnets attract certain metals; (2) test objects to see if they are magnetic; (3) draw a magnet attracting objects. |
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| Materials | Magnets, paper clips, various objects (wood, plastic, metal), worksheet. |
| Key vocabulary | magnet, attract, magnetic, metal, iron |
| Engage (starter) | (10 min) Show a magnet picking up paper clips. “Magic? No, magnetism!” |
| Develop (main) | (35 min) 1. Discuss magnets have two poles. 2. Children test objects around the room: paper clips, scissors, wood, pencil. 3. Record findings on a T‑chart: Magnetic / Not magnetic. 4. Draw a magnet and two magnetic objects. 5. Write a sentence: “Magnets attract ___.” |
| Plenary (close) | (10 min) Share findings; discuss that not all metals are magnetic (e.g., copper). |
| Assessment | T‑chart accurate; drawing labelled. |
| Teacher notes | Relate to fridge magnets at home. |
| Objectives | Students will be able to: (1) recall key concepts; (2) complete a review worksheet; (3) play “Science Jeopardy”. |
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| Materials | Review worksheet, Jeopardy board, buzzers (optional). |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick‑fire questions: “Name one characteristic of living things.” “Give an example of a push.” |
| Develop (main) | (35 min) 1. Complete worksheet. 2. Play Jeopardy in teams (categories: Living/Non‑living, Plants, Animals, Forces). 3. Self‑correct worksheet. 4. Discuss tricky concepts. 5. Write a reflection: “I learned that ___.” |
| Plenary (close) | (10 min) Award winners; celebrate. |
| Assessment | Worksheet score; participation. |
| Teacher notes | Use results to reteach. |