Science Activities 3 Year – Education and Transformation

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Science activities for the 3rd year ready to print and apply in the classroom or as a homework assignment.

Index

Science Activities 3 year
Bimonthly Assessment for the 3rd year - To print
Science Activities 3 year to print
3 year Science Activities in PDF

Activities in Science 3 year

Check out our selection of activities 3rd year of science:

Vegetation

Let's make a poster about the different trees in our planet?

First, cut pictures from magazines showing the trees and the environment that surround them in the different types of landscape that exist on the planet.
Then identify each landscape. Write down the location where it is, the name of the vegetation, etc.
With the figures cut out, glue them to cardboard, forming a beautiful poster.
Then write down information about each landscape.

Don't forget to write your name, series and date on the back of the poster!

Elements of nature

The Physical States of Water

Water Day Project for Elementary Education

The main purpose of this activity (Physical states of Water) is to observe the cycle of water and identify the passages of physical states.

For this activity we will need the following materials:

For the experiments: ice cubes, two hard plastic cups, water, paper towels, paper bags, plastic bags, refrigerator, an ice tray and plate.
Materials for a terrarium (aquarium, glass lid, earth, pebbles, plants, water, plastic container), used magazines, glue, scissors, envelopes.
Figures from places in nature where there is water.
Photographs of places with stagnant and polluted water.
Cardboard and pens (production of posters).

Procedure:

Science Activities 3 Year - The Physical States of Water

The nature

For thisscience education activity we will need: 1 plastic cup, 1 saucer, enough earth to fill the cup, 30 seeds of canary seed, fine brush and gouache paint

The main purpose of the activity (nature) is:

Gain awareness of the importance of the components of nature that human beings use as resources and of humanity's dependence on them.
Propose the creation of posters that show this dependence (soil for planting, water for drinking, beings living as food, wind to power mills, light and heat from the sun for use in energy collectors etc.).

Activity step by step

Divide the class into groups.
Ask students to bring magazines that can be cut out, blunt scissors, glue, and cardstock (one per group) from home.
Before starting the work, discuss with the class what the natural resources are – water, air, soil, living beings and light and heat from the sun.
Talk about the different ways these resources are used by people.
Look in magazines for images that exemplify these situations.
Set up a poster with the images.
put the title IMPORTANCE OF NATURAL RESOURCES and create an explanatory caption for each chosen image.

Second activity – Renewable resources Objectives

Doll assembly with birdseed hair
Work on the reproductive capacity of plants, which, like other living beings, are considered renewable natural resources

Procedure

Ask an adult to make 3 small holes in the bottom of the cup.
With a brush and gouache paint, paint the face of your doll in the glass and wait for it to dry.
Put the soil in the cup until you reach 1 cm from the edge.
Distribute the 30 seeds of birdseed evenly over the soil and cover with the remaining soil.
Place the cup on the saucer and carefully wet the earth.
Keep your doll in an airy place and wet the earth daily (without soaking).
Once the birdseed sprouts, it is important that the doll is in a place that receives light for part of the day.
After the plants start to grow, ask students to bring their dolls into the room and set up an exhibit.

Solar energy and plants

The purpose of this activities about solar energy and its importance for planting them is to identify sunlight as the basic source of energy for life on Earth, concluding that all life on the planet depends directly or indirectly on sunlight.

So that this can be done activity we will need the following materials:

Two disposable plastic cups or two cans
Earth
Beans
Water
closed dark box

Step by step activity:

Ask students to plant some beans in two plastic cups;
After planting, students should place one of the cups inside the box, making some small holes for air intake, however, leave it where sunlight does not penetrate. The other cup should be exposed to sunlight
Guide students to water their plants every day and observe the growth of both.

Discussion on the subject in the classroom:

After a few days, ask students to comment on what happened to the cup that was in the dark and what was exposed to sunlight. Then discuss the need for solar energy for plant growth, concluding that the sun is our main source of energy. Show how indispensable it is for life on Earth.

Water and other mixtures

Water Day Project for Early Childhood Education

It is science activity for 3rd year students Its main objective is to Recognize the problem of water contamination, the damage caused to life by water pollution.

Specific objectives of the activity

Raise awareness of the value of this resource, through tips on saving water and the issue of waste.
Identify the importance of water for living beings.
Recognize water as a universal solvent.
Compare solids in different mixtures that remain after evaporation of water;

For this science activity 3 year we will need the following materials:

For first experience: plastic cups, plastic spoons, solid substances chosen by the students (gelatin, powder paint, plaster, tea, instant coffee, sand, earth etc).
For the second experiment: plastic cups, salt, water, magnifying glasses.
For the third experience: plastic bags, lettuce, paper cups.

Activity step by step

For the first experience:

Ask before doing it, what do the solid substances look like (gelatin, powder paint, plaster, tea, instant coffee, sand, earth, etc.)?
Pour water into plastic cups. In each cup, dissolve one type of substance.
What happened when the solid joined the water?
What did the water look like? Remained clear?
What will happen to substances if we leave the solutions to stand for a few days?
Leave them in a suitable place and stick a label on each glass identifying the substances contained in each one. Students will be able to draw drawings to describe predictions about what will happen to each mixture and prepare a table showing the time it took each mixture to evaporate.

For the second experience:

Look at the salt with the magnifying glass. Compare with solids in various mixtures that remained after evaporation in the previous experiment.
Ask students what they think happens when we mix salt with water? Because?
Dissolve the salt in water and store the solution in a warm place.
After the water evaporates, observe with the magnifying glass the crystals that remained in the bottom of the glass.
Let them conclude that evaporation of water leaves the ground cracked.
Illustrate the aspects of the various substances before they dissolve in water, while they are dissolved, and after the water evaporates.

For the third experience:

Ask students in advance what water is used for?
What happens when a plant runs out of water?
How do animals use water?
After discussing the questions, prepare the experience:
Divide a lettuce plant into two parts. Put some leaves in a plastic bag, seal it tightly and place it in a cool, dark place. Take the other leaves and place them on the window in the sun. After a few hours, compare them.