Grade 3 Science — Term 1, Week 10
5 day-plan(s) · WeLearn JA SCI T1 G3
Day 1: The Digestive System
Grade 3 Science · Term 1, Week 10 · 60 minutes
| Objectives | Describe how the body digests food. |
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| Materials | Digestive-system diagram |
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| Key vocabulary | digestion, mouth, stomach, intestine, break down |
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| Engage (starter) | "What happens to food after we swallow it?" |
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| Develop (main) | Interactive: trace food's journey on a diagram from mouth to stomach; discuss breaking food down for energy; tap-to-reveal the steps. |
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| Plenary (close) | Where does food go after the mouth? |
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| Assessment | Describes digestion. |
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| Teacher notes | Deepens the Week 3 nutrition lesson. |
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Day 2: Food Groups and a Balanced Diet
Grade 3 Science · Term 1, Week 10 · 60 minutes
| Objectives | Classify foods and plan a balanced meal. |
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| Materials | Food pictures, plate template |
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| Key vocabulary | food group, balanced diet, energy, protein, vitamins |
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| Engage (starter) | "What makes a meal healthy and balanced?" |
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| Develop (main) | Interactive: sort foods into groups; build a balanced plate with local Caribbean foods; tap-to-reveal what each group does. |
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| Plenary (close) | Name a food that gives energy. |
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| Assessment | Plans a balanced meal. |
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| Teacher notes | Use local foods such as ground provisions and fruit. |
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Day 3: Teeth and Their Care
Grade 3 Science · Term 1, Week 10 · 60 minutes
| Objectives | Identify types of teeth and how to care for them. |
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| Materials | Teeth diagram, mirror |
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| Key vocabulary | teeth, incisor, molar, chew, decay, care |
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| Engage (starter) | "Why do our teeth have different shapes?" |
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| Develop (main) | Interactive: examine tooth types and their jobs; discuss brushing and avoiding decay; tap-to-reveal how to care for teeth. |
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| Plenary (close) | Name one way to care for your teeth. |
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| Assessment | Describes tooth care. |
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| Teacher notes | Teeth begin digestion by chewing. |
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Day 4: The Heart and Breathing
Grade 3 Science · Term 1, Week 10 · 60 minutes
| Objectives | Describe simply how the heart and lungs work. |
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| Materials | Heart and lung diagram |
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| Key vocabulary | heart, pump, blood, lungs, breathe, oxygen |
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| Engage (starter) | "Why does your heart beat faster when you run?" |
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| Develop (main) | Interactive: find a pulse and feel breathing speed up after moving; discuss the heart pumping blood and lungs taking in air; tap-to-reveal. |
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| Plenary (close) | What does the heart do? |
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| Assessment | Describes heart and lungs. |
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| Teacher notes | Keep the systems simple and observable. |
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Day 5: Review: Body Systems
Grade 3 Science · Term 1, Week 10 · 60 minutes
| Objectives | Consolidate digestion, nutrition, teeth, heart, and lungs. |
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| Materials | Body diagrams, review cards |
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| Key vocabulary | review, digestion, heart, lungs |
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| Engage (starter) | "Body systems challenge!" |
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| Develop (main) | Interactive: match body systems to their jobs and plan a healthy meal at review stations. |
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| Plenary (close) | Name a body system and its job. |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce systems working together. |
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