HSP Science Year 3

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Primary Schools

Curriculum Specifications

SCIENCE
Year 3

Curriculum Development Centre
Ministry of Education Malaysia
2003

Copyright (C) 2003 Curriculum Development Centre
Pesiaran Duta Off Jalan Duta
50604 Kuala Lumpur

First published 2003

Copyright reserved. Except for use in a review, the
reproduction or utilisation of this work in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including photocopying, and recording is
forbidden without the prior written permission from the Director of the Curriculum Devel-
opment Centre, Ministry of Education Malaysia.

TABLE OF CONTENT
Page
Preface xi
Introduction 1
Aims and Objectives 1
Scientific Skills 2
Thinking Skills 3
Scientific Attitudes and Noble Values 7
Teaching and Learning Strategies 7
Content Organization 9
Learning about Living Things
Learning Area 1. Animals 11
2. Plants 12
Learning about the World around Us
Learning Area 1. Magnets 13
2. Electricity 16
3. Springs 19
4. Absorption 21
5. Soil 23
6. Mi xing Substances 25

iii

THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a
democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society
which shall be oriented to modern science and technology;

WE, her peoples, pledge our united efforts to attain these ends guided by these principles:

BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY

v

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of
individuals in a holistic and integrated manner, so as to produce individuals who
are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and competent, who possess high
moral standards and who are responsible and capable of achieving a high level of
personal well being as well as being able to contribute to the harmony and
betterment of the family, society and the nation at large.

vii

NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy,
science education in Malaysia nurtures a
science and technology culture by focusing
on the development of individuals who are competitive,
dynamic, robust and resilient and able to
master scientific knowledge and technological competency.

ix

PREFACE

The aspiration of the nation to become an industrialised In a recent development, the Government has made a
society depends on science and technology. It is decision to introduce English as the medium of instruction
envisaged that success in providing quality science in the teaching and learning of science and mathematics.
education to Malaysians from an early age w ill serve to This measure w ill enable students to keep abreast of
spearhead the nation into becoming a know ledge society developments in science and technology in contemporary
and a competitive player in the global arena. Tow ards this society by enhancing their capability and know-how to tap
end, the Malaysian education system is giving greater the diverse sources of information on science w ritten in the
emphasis to science and mathematics education. English language. At the same time, this move w ould also
provide opportunities for students to use the English
The Science curriculum has been designed not only to language and hence, increase their proficiency in the
provide opportunities for students to acquire science language. Thus, in implementing the science curriculum,
know ledge and skills, develop thinking skills and thinking attention is given to developing students’ ability to use
strategies, and to apply this know ledge and skills in English for study and communication, especially in the
everyday life, but also to inculcate in them noble values early years of learning.
and the spirit of patriotism. It is hoped that the educational
process en route to achieving these aims w ould produce The development of this curriculum and the preparation of
well-balanced citizens capable of contributing to the the corresponding Curriculum Specifications have been the
harmony and prosperity of the nation and its people. work of many individuals over a period of time. To all those
who have contributed in one w ay or another to this effort,
may I, on behalf of the Ministry of Education, express my
The Science curriculum aims at producing active learners.
sincere gratitude and thanks for the time and labour
To this end, students are given ample opportunities to
expended.
engage in scientific investigations through hands-on
activities and experimentations. The inquiry approach,
incorporating thinking skills, thinking strategies and
thoughtful learning, should be emphasised throughout the
teaching-learning process. The content and contexts
suggested are chosen based on their relevance and
appeal to students so that their interest in the subject is (Dr. SHARIFAH MA IMUNAH SY ED Z IN)
enhanced. Director

xi

INTRODUCTION AIMS

As articulated in the National Education Policy, education in
The aim of the primary school science curriculum is to
Malaysia is an on-going effort towards developing the develop pupils’ interest and creativity through everyday
potential of individuals in a holistic and integrated manner to
experiences and investigations that promote the acquisition
produce individuals w ho are intellectually, spiritually,
of scientific and thinking skills as w ell as the inculcation of
emotionally and physically balanced and har monious. The scientific attitudes and values.
primary and secondary school science curriculum is
developed w ith the aim of producing such individuals.

The Level One Primary Science curriculum is
OBJ ECTIVES
designed to stimulate pupils’ curiosity and develop their
interest as w ell as enabling pupils to learn more about
The level one science curriculum aims to:
themselves and the w orld around them through activities.
1. Stimulate pupils’ curiosity and develop their interest
The curriculum is articulated in tw o documents: the about the w orld around them.
2. Provide pupils w ith opportunities to develop science
syllabus and the curriculum specifications. The syllabus
process skills and thinking skills.
presents the aims, objectives and the outline of the
curriculum content for a period of 3 years for level one 3. Develop pupils’ creativity.
4. Provide pupils w ith basic science know ledge and
primary science. The curriculum specifications provide the
concepts.
details of the curriculum, w hich includes the aims and
objectives of the curriculum, brief descriptions on thinking 5. Inculcate scientific attitudes and positive values.
6. Create an aw areness on the need to love and care for
skills and thinking strategies, scientific skills, scientific
the environment.
attitudes and noble values, teaching and learning strategies,
and curriculum content. The curriculum content provides the
learning objectives, suggested learning activities, the
intended learning outcomes, and vocabulary.

1

SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry Predicting Making a forecast about what
and problem solving processes, scientific and thinking skills will happen in the future based
are utilised. Scientific skills are important in any scientific on prior know ledge gained
investigation such as conducting experiments and carrying through experiences or collected
out projects. data.

Scientific skills encompass science process skills and Comm unicating Using w ords or graphic symbols
manipulative skills. such as tables, graphs, figures
or models to describe an action,
Science Process Skills object or event.

Science process skills enable students to formulate their Using space-time Describing changes in
questions and find out the answ ers systematically. relationship parameter w ith time. Examples
of parameters are location,
Descriptions of the science process skills are as follows: direction, shape, size, volume,
weight and mass.
Observing Using the sense of hearing,
touch, smell, taste and sight to Interpreting data Giving rational explanations
find out about objects or events. about an object, event or pattern
derived from collected data.
Classifying Using observations to group
objects or events according to Defining Defining concepts by describing
similarities or differences. operationally what must be done and w hat
should be observed.
Measuring and Making quantitative
Using Num bers observations by comparing to a Controlling Naming the fixed variable,
conventional or non- variables manipulated variable, and
conventional standard. responding variable in an
investigation.
Making Using past experiences or
Inferences previously collected data to draw
conclusions and make
explanations of events.
Making Making a general statement

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Hypotheses about the relationship betw een a THINKING SKILLS
manipulated variable and a
responding variable to explain Thinking is a mental process that requires an individual to
an observation or event. The integrate know ledge, skills and attitude in an effort to
statement can be tested to understand the environment.
determine its validity.
One of the objectives of the national education
Experim enting Planning and conducting system is to enhance the thinking ability of students. This
activities to test a hypothesis. objective can be achieved through a curriculum that
These activities include emphasises thoughtful learning. Teaching and learning that
collecting, analysing and emphasises thinking skills is a foundation for thoughtful
interpreting data and making learning.
conclusions.
Thoughtful learning is achieved if students are
actively involved in the teaching and learning process.
Manipulative Skills Activities should be organised to provide opportunities for
students to apply thinking skills in conceptualisation, problem
Manipulative skills in scientific investigation are psychomotor solving and decision- making.
skills that enable students to:
Thinking skills can be categorised into critical thinking
Use and handle science apparatus and substances. skills and creative thinking skills. A person who thinks
Handle specimens correctly and carefully. critically alw ays evaluates an idea in a systematic manner
Draw specimens and apparatus. before accepting it. A person w ho thinks creatively has a high
Clean science apparatus. level of imagination, is able to generate original and
Store science apparatus. innovative ideas, and modify ideas and products.

Thinking strategies are higher order thinking
processes that involve various steps. Each step involves
various critical and creative thinking skills. The ability to
formulate thinking strategies is the ultimate aim of introducing
thinking activities in the teaching and learning process.

3

Critical Thinking Skills

A brief description of each critical thinking skill is as follows:

Attributing Identifying criteria such as Analysing Examining information in detail
characteristics, features, by breaking it dow n into
qualities and elements of a smaller parts to find implicit
concept or an object. meaning and relationships.

Com paring and Finding similarities and Detecting Bias Identifying views or opinions
Contrasting differences based on criteria that have the tendency to
such as characteristics, support or oppose something
features, qualities and in an unfair or misleading w ay.
elements of a concept or
event. Evaluating Making judgements on the
quality or value of something
Grouping and Separating and grouping based on valid reasons or
Classifying objects or phenomena into evidence.
categories based on certain
criteria such as common Making Making a statement about the
characteristics or features. Conclusions outcome of an investigation
that is based on a hypothesis.
Sequencing Arranging objects and
information in order based on
the quality or quantity of
common characteristics or
features such as size, time,
shape or number.

Prioritising Arranging objects and
information in order based on
their importance or priority.

4

Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in a Synthesising Combining separate elements
discussion. or parts to form a general
picture in various forms such
Relating Making connections in a as writing, draw ing or artefact.
certain situation to deter mine a
structure or pattern of Making Making a general statement
relationship. Hypotheses about the relationship betw een
a manipulated variable and a
Making Using past experiences or responding variable to explain
Inferences previously collected data to an observation or event. The
draw conclusions and make statement can be tested to
explanations of events. determine its validity.

Predicting Making a forecast about what Making Analogies Understanding a certain
will happen in the future based abstract or complex concept
on prior know ledge gained by relating it to a simpler or
through experiences or concrete concept with similar
collected data. characteristics.

Making Making a general conclusion Inventing Producing something new or
Generalisations about a group based on adapting something already in
observations made on, or existence to overcome
some information from, problems in a systematic
samples of the group. manner.

Visualising Recalling or forming mental
images about a particular idea,
concept, situation or vision.

5

Relationship between Thinking Skills and
Science Process Skills Science Process Skills Thinking Skills

Science process skills are skills that are required in the
process of finding solutions to a problem or making decisions Predicting Relating
in a systematic Visualising
manner. It is a mental process that promotes critical,
creative, analytical and systematic thinking. Mastering of Using Space-Time Sequencing
science process skills and the possession of suitable Relationship Prioritising
attitudes and know ledge enable students to think effectively.
Interpreting data Compar ing and contrasting
The mastering of science process skills involves the Analysing
mastering of the relevant thinking skills. The thinking skills Detecting bias
that are related to a particular science process skill are as Making conclusions
follow s: Generalising
Evaluating

Science Process Skills Thinking Skills Defining operationally Relating
Making analogy
Visualising
Observing Attributing Analysing
Compar ing and contrasting
Relating Controlling variables Attributing
Compar ing and contrasting
Classifying Attributing Relating
Compar ing and contrasting Analysing
Grouping and classifying
Making hypothesis Attributing
Measuring and Using Relating Relating
Numbers Compar ing and contrasting Compar ing and contrasting
Generating ideas
Making Inferences Relating Making hypothesis
Compar ing and contrasting Predicting
Analysing Synthesising
Making inferences

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Daring to try.
Science Process Skills Thinking Skills Thinking rationally.
Being confident and independent.

Experimenting All thinking skills The inculcation of scientific attitudes and noble values
generally occurs through the follow ing stages:
Communicating All thinking skills
Being aw are of the importance and the need for scientific
attitudes and noble values.
Giving emphasis to these attitudes and values.
SCIENTIFIC ATTITUDES AND NOBLE VALUES Practising and internalising these scientific attitudes and
noble values.
Science learning experiences can be used as a means to
inculcate scientific attitudes and noble values in students.
These attitudes and values encompass the follow ing: Inculcating Patriotism
Having an interest and curiosity tow ards the environment. The science curriculum provides an opportunity for the
Being honest and accurate in recording and validating development and strengthening of patriotism among
data. students. For example, in learning about the earth’s
Being diligent and persevering. resources, the richness and variety of living things and the
Being responsible about the safety of oneself, others, and development of science and technology in the country,
the environment. students w ill appreciate the diversity of natural and human
Realising that science is a means to understand nature. resources of the country and deepen their love for the
Appreciating and practising clean and healthy living. country.
Appreciating the balance of nature.
Being respectful and w ell-mannered.
Appreciating the contribution of science and technology. TEACHING AND LEARNING STRATEGIES
Being thankful to God.
Having critical and analytical thinking.
Being flexible and open- minded. Teaching and learning strategies in the science curriculum
Being kind-hearted and caring. emphasise thoughtful learning. Thoughtful learning is a
Being objective. process that helps students acquire know ledge and master
Being systematic. skills that w ill help them develop their minds to the optimum
level. Thoughtful learning can occur through various learning
Being cooperative.
approaches such as inquiry, constructivism, contextual
Being fair and just. learning, and mastery learning. Learning activities should

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therefore be geared tow ards activating students’ critical and should be planned to cater for students w ith different learning
creative thinking skills and not be confined to routine or rote styles and intelligences.
learning. Students should be made aw are of the thinking The follow ing are brief descriptions of some teaching and
skills and thinking strategies that they use in their learning. learning methods.
They should be challenged w ith higher order questions and
problems and be required to solve problems utilising their Experiment
creativity and critical thinking. The teaching and learning
process should enable students to acquire know ledge, An experiment is a method commonly used in science
master skills and develop scientific attitudes and noble lessons. In experiments, students test hypotheses through
values in an integrated manner. investigations to discover specific science concepts and
principles. Conducting an experiment involves thinking skills,
Inquiry-discovery emphasises learning through scientific skills, and manipulative skills.
experiences. Inquiry generally means to find information, to
question and to investigate a phenomenon that occurs in the In the implementation of this curriculum, besides
environment. Discovery is the main characteristic of inquiry. guiding students to carry out experiments, w here appropriate,
Learning through discovery occurs w hen the main concepts teachers should provide students with the opportunities to
and principles of science are investigated and discovered by design their ow n experiments. This involves students draw ing
students themselves. Through activities such as up plans as to how to conduct experiments, how to measure
experiments, students investigate a phenomenon and draw and analyse data, and how to present the results of their
conclusions by themselves. Teachers then lead students to experiment.
understand the science concepts through the results of the
inquiry. Thinking skills and scientific skills are thus developed Discussion
further during the inquiry process. How ever, the inquiry
approach may not be suitable for all teaching and learning A discussion is an activity in w hich students exchange
situations. Sometimes, it may be more appropriate for questions and opinions based on valid reasons. Discussions
teachers to present concepts and principles directly to can be conducted before, during or after an activity.
students. Teachers should play the role of a facilitator and lead a
discussion by asking questions that stimulate thinking and
The use of a variety of teaching and learning methods getting students to express themselves.
can enhance students’ interest in science. Science lessons
that are not interesting w ill not motivate students to learn and Simulation
subsequently w ill affect their performance. The choice of
teaching methods should be based on the curriculum In simulation, an activity that resembles the actual situation is
content, students’ abilities, students’ repertoire of carried out. Examples of simulation are role-play, games and
intelligences, and the availability of resources and the use of models. In role-play, students play out a particular
infrastructure. Different teaching and learning activities role based on certain pre-deter mined conditions. Games

8

require procedures that need to be follow ed. Students play technology such as television, radio, video, computer, and
games in order to learn a particular principle or to understand Internet, the teaching and learning of science can be made
the process of decision-making. Models are used to more interesting and effective. Computer simulation and
represent objects or actual situations so that students can animation are effective tools for the teaching and learning of
visualise the said objects or situations and thus understand abstract or difficult science concepts. Computer simulation
the concepts and principles to be learned. and animation can be presented through coursew are or Web
page. Application tools such, as word processors, graphic
Project presentation software and electronic spreadsheets are
valuable tools for the analysis and presentation of data.
A project is a learning activity that is generally undertaken by
an individual or a group of students to achieve a particular
learning objective. A project generally requires several CONTENT ORGANISATION
lessons to complete. The outcome of the project either in the
form of a report, an artefact or in other forms needs to be
presented to the teacher and other students. Project w ork The science curriculum is organised around themes. Each
promotes the development of problem-solving skills, time theme consists of various learning areas, each of which
management skills, and independent learning. consists of a number of learning objectives. A learning
objective has one or more learning outcomes.
Visits and Use of External Resources
Learning outcomes are w ritten in the form of
The learning of science is not limited to activities carried out measurable behavioural ter ms. In general, the learning
in the school compound. Learning of science can be outcomes for a particular learning objective are organised in
enhanced through the use of external resources such as order of complexity. How ever, in the process of teaching and
zoos, museums, science centres, research institutes, learning, learning activities should be planned in a holistic
mangrove sw amps, and factories. Visits to these places and integrated manner that enables the achievement of
make the learning of science more interesting, meaningful multiple learning outcomes according to needs and context.
and effective. To optimise learning opportunities, visits need Teachers should avoid employing a teaching strategy that
to be carefully planned. Students may be involved in the tries to achieve each learning outcome separately according
planning process and specific educational tasks should be to the order stated in the curriculum specifications.
assigned during the visit. No educational visit is complete
without a post-visit discussion. The Suggested Learning Activities provide information
on the scope and dimension of learning outcomes. The
Use of Technology learning activities stated under the column Suggested
Learning Activities are given w ith the intention of providing
Technology is a pow erful tool that has great potential in some guidance as to how learning outcomes can be
enhancing the learning of science. Through the use of achieved. A suggested activity may cover one or more

9

learning outcomes. At the same time, more than one activity
may be suggested for a particular learning outcome.
Teachers may modify the suggested activity to suit the ability
and style of learning of their students. Teachers are
encouraged to design other innovative and effective learning
activities to enhance the learning of science.

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Learning about Living Things

Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
1. Anim als
Pupils should learn Pupils

1.1 to observe and Pupils observe various identify external features of Teachers may need beak
recognise external animals and list the an animal. to help pupils name claw s
features of external features of each some of the external feathers
animals. animal e.g. tail, fur, make a list of the external features of animals. fur
feathers, scales, beak, features of an animal. horn
claw s and number of legs. Discuss w ith pupils legs
record the external features the features that they scales
Pupils discuss and of animals in a table. want to record in the tail
construct a table based on table. wings
the list of external features. explain similarities and
differences between
animals based on the table.

1.2 that animals can Pupils group the animals group animals according to Allow pupils to group
be grouped in different ways based on similarities in external the animals
according to the table. features. according to any
external features. criteria that they
choose based on
1.3 that animals can Pupils present and group animals in different their table.
be grouped in compare each other’s ways.
many w ays. grouping of animals.

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Activities
2. Plants

2.1 to observe and Pupils observe various identify external features of Teachers may need dull
recognise external plants and list the external a plant. to help pupils name green
features of plants. features of each plant e.g. some of the external red
woody or soft stems, make a list of the external features of plants. rough
flow ering or non-flow ering, features of a plant. shiny
rough or smooth leaf Discuss w ith pupils smooth
surface, colour of leaf and record the external features the features that they soft
shape of leaf. of plants in a table. want to record in the woody
table. yellow
Pupils discuss and to explain similarities and
construct a table based on differences between plants
the list of external features. based on the table.

2.2 that plants can be Pupils group the plants in group plants according to Allow pupils to group
grouped different w ays based on similarities in external the plants according
according to the table. features. to any criteria that
external features. they choose based
on their table.
2.3 that plants can be Pupils present and group plants in different
grouped in many compare each other’s ways.
ways. grouping of plants.

12

Learning about the World Around Us

Activities
1. Magnets

1.1 that magnets can Pupils explore a variety of demonstrate that magnets Teachers may attract
attract or repel magnets e.g. bar magnets, can attract or repel each introduce the w ords iron
each other. horseshoe magnets, other. north pole and south magnet
cylindrical magnets, pole of a magnet. plastic
circular magnets. Pupils state that magnets can repel
observe what happens attract or repel each other. silver
when they put tw o wooden
magnets near each other. steel

1.2 to handle Pupils discuss the proper demonstrate the proper w ay Remind pupils not to
magnets properly. way to handle magnets to handle magnets. drop or knock a
during activities. magnets as this w ill
cause a magnet to
Pupils discuss the need to lose its magnetis m.
handle magnets properly.

1.3 that magnets Pupils explore a variety of demonstrate that magnets Teachers may use
attract some objects made from attract some materials but the same type of
mater ials. different materials and are not others. object made of
asked to predict w hich different materials for
objects w ill be attracted by record their findings in a this activity e.g.
a magnet. table. wooden spoon, steel
spoon, plastic spoon
Pupils investigate to find state the objects that are and silver spoon.
out w hether their attracted by magnets.
predictions are correct.

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Activities
Pupils group the materials Teachers explain that
according to w hether or objects that are
not they are attracted by a attracted by magnets
magnet. are made of iron.

1.4 that magnets Pupils design a fair test to design a fair test to Accept all plans.
have different compare the strengths of compare the strengths of Allow pupils to modify
strengths. different magnets. Pupils different magnets by their plans if they
have to decide how to deciding w hat to keep the face dif fic ulties w hen
measure the strength of a same, w hat to change and carrying out their
magnet e.g. how many what to measure. tests.
paper clips the magnet can
attract and hold or how carry out the test and record
close to a paper clip a the observations.
magnet has to be to attract
it. form a conclusion based on
the observations.
Pupils carry out their tests
and record the findings in a explain how they arrive at
table. the conclusion.

Pupils form a conclusion
based on the observations
e.g. magnet A is the
strongest because it can
hold the most number of
paper clips.

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Activities
1.5 the different uses Pupils bring things that state w here magnets are Teachers can show
of magnets. make use of magnets, e.g. used. examples of things
magnetic pencil box, toys, that use magnets to
and fridge magnets. explain w hat a magnet is help the pupils think
used for. of other things that
Pupils discuss about how use magnets.
magnets are used in the make a toy, a game or a
things they bring. device using magnets.

Pupils make a toy, a game
or a device using magnets
e.g. fishing w ith a magnet,
magnetic dancer and
magnetic fastener.

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Activities
2. Electricity

2.1 how to make a Pupils are given batteries, suggest w ays to make a Accept all pupils brighter
bulb in a circuit battery holders, connecting bulb in a circuit brighter. plans. Allow pupils to dimmer
brighter or wires, bulbs and bulb modify their plans if
dimmer. holders. design a circuit that makes they face difficulties
the bulb light up brighter. when carrying out the
Pupils build a circuit to tests.
make a bulb light up. show perseverance in
making a circuit that makes Remind pupils to use
Pupils discuss ways to the bulb brighter. only batteries and not
make the bulb in the circuit electricity from the
brighter and dimmer. explain the circuit. mains supply to carry
out experiments as it
Pupils test their draw the circuit. is dangerous.
suggestions.
design a circuit to make a Teachers guide
Pupils draw the circuit that bulb dimmer. pupils to conclude
they made. that the bulb is
brighter w hen more
electricity flows
through it.

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Activities
2.2 that some Pupils list materials that predict w hich materials can Teachers guide metal
mater ials conduct they think w ill conduct conduct electricity. pupils to understand plastic
electricity. electricity. that w hen a material wood
build a circuit to test w hich that conducts
Pupils plan a circuit to mater ials conduct electricity. electricity completes
investigate w hich materials a circuit, the bulb w ill
conduct electricity. record the findings in a light up.
table.
Pupils build the circuit to To test w hether a
test w hich materials form conclusions based on mater ial conducts
conduct electricity. the findings. electricity, pupils may
use objects make of
Pupils record their findings different materials
in a table. such as wooden
rulers, metal rulers,
Pupils discuss and form plastic spoons etc.
conclusions.

Pupils share their findings.

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Activities
2.3 that a sw itch is Pupils make an incomplete make a circuit w hich allow s Teachers guide
used to complete circuit. a bulb to be turned on or off. pupils to understand
or break a circuit. that a bulb w ill light
Pupils discuss how to explain how the bulb can be up w hen a circuit is
complete the circuit to turned on or off. complete and w ill not
allow the bulb to be turned light up w hen a circuit
on or off. state that a sw itch is used to is incomplete.
complete or break a circuit.
Pupils build the circuit and
test it. create a simple sw itch.

Pupils examine different
types of simple sw itches
and try to explain how
each type of sw itch w orks.

Pupils discuss different
ways that a bulb can be
turned on or off. .

Pupils create a simple
sw itch using everyday
objects e.g. spring and
paper clips.

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Activities

3. Springs

3.1 that a spring Pupils bend, tw ist, stretch state that a spring returns to bend
returns to its or squeeze springs of its original size and shape shape
original size and different lengths and after being bent, tw isted, size
shape after being diameters. stretched or squeezed. spring
bent, tw is ted, squeeze
stretched or state that it is easier to stretch
squeezed. bend, tw ist, stretch and tw ist
squeeze some springs than
others.

3.2 that springs Pupils discuss design a fair test to find out Accept all plans.
stretch differently. a) what type of springs which spring stretches the Allow pupils to modify
they w ant to test e.g. most by deciding w hat to their plans if they
springs of different keep the same, w hat to face dif fic ulties w hen
lengths or springs of change and w hat to carrying out the tests.
different diameters. measure.
b) how to test which spring Pupils can use non-
stretches the most e.g. carry out the test and record standard tools such
by hanging an object of the observations. as strips of paper to
the same w eight at the measure how much
end of the spring and form a conclusion based on the spring stretches.
measuring how much it the observations. The strips of paper
stretches. can be used as a
c) how to record their explain how they arrive at record of how much
findings. the conclusion. the spring stretches.

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Activities
Pupils carry out their tests
and record their findings.

Pupils form a conclusion
based on the findings e.g.
the longest spring
stretches the most.

3.3 the uses of Pupils bring things that use state w here springs are
springs. springs e.g. mechanical used.
pencils and hand ball-
pens. explain w hat the spring is
used for.
Pupils discuss how springs
are used in these things.

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Activities
4. Absorption

4.1 that some Pupils carry out an activity identify materials that Pupils can use absorb
mater ials can to find out w hich materials absorb w ater. everyday objects cloth
absorb w ater. absorb w ater. made of different coins
mater ials for this pebbles
activity, e.g. coins, tissue paper
cloth, pebbles, paper
and tissue paper.

4.2 that some Pupils discuss design a fair test to test the Accept all plans.
mater ials can a) what materials they ability of different materials Allow pupils to modify
absorb more want to test e.g. different in absorbing w ater by their plans if they
water than others. mater ials or different deciding w hat to keep the face dif fic ulties w hen
types of tissue paper. same, w hat to change and carrying out their
b) how to find out w hich what to measure. tests.
mater ials absorb the
most w ater. carry out the test and record
c) how to record their the observations.
findings.
form a conclusion based on
Pupils carry out the test the observations.
and record their results in
a table. explain how they arrive at
the conclusion.

21

Activities
Pupils form conclusions
based on their findings e.g.
tissue paper A is the most
absorbent because it
absorbed the most amount
of water.

4.3 the uses of the Pupils discuss why the explain the uses of the
ability of materials ability of materials to ability of materials to absorb
to absorb w ater. absorb w ater is useful for water.
certain jobs e.g. a mop
needs to be absorbent to
mop up w ater.

22

Activities
5. Soil

5.1 what soil is made Pupils mix some soil w ith describe w hat soil is made Teachers guide clay
up of. water in a tall container. up of. pupils to understand garden soil
that soil contains sand
Pupils shake the mixture state the differences living things and non- soil
and allow it to settle. betw een soil samples from living things.
different places.
Pupils observe the layers
that are formed.

Pupils draw , label and
describe w hat they
observe.

Pupils repeat the process
using soil samples from
different places.

5.2 the flow of water Pupils discuss design a fair test to Accept all plans.
through different a) what type of soils they compare how well w ater Allow pupils to modify
types of soil. want to test. moves through sand, clay their plans if they
b) how to compare how and garden soil by deciding face dif fic ulties w hen
well w ater moves what to keep the same, carrying out the tests.
through different types what to change and w hat to
of soil. measure. Pupils should get the
c) how to record their same amount of
findings. carry out the test and record sand, clay and
the observations. garden soil.

23

Activities
Pupils carry out the test form a conclusion based on
and record their findings. the observations.

Pupils form a conclusion explain how they arrive at
based on their findings. the conclusion.

5.3 that certain soils Pupils discuss design a fair test to compare Accept all pupils
are more suitable a) how to compare the the grow th of green beans plans. Allow pupils to
for plant grow th. grow th of a green bean in clay, garden soil and modify their plans if
in clay, garden soil and sand by deciding w hat to they face difficulties
sand. keep the same, w hat to when carrying out
b) how to record their change and w hat to their tests.
findings. measure.

Pupils carry out the test carry out the test and record
and record their findings. the observations.

Pupils form a conclusion form a conclusion based on
based on their findings. the observations.

explain how they arrive at
the conclusion.

24

Activities
6. Mixing Substances


6.1 that different Pupils are given different state the properties of Pupils should not baking pow der
substances have substances such as wheat different substances in touch, taste or mix milk pow der
different flour, tapioca flour, sugar, terms of appearance, smell, substances unless salt
properties. salt, baking pow der and feel and colour. the teacher tells them tapioca flour
milk pow der. it is safe to do so. vinegar
describe the results of water
Pupils observe and record mixing different substances Pupils should test wheat flour
the appearance, smell, feel with w ater. only a small amount
and colour of the of each substance.
substances. describe the results of
mixing different substances Pupils may find that
Pupils test the substances with vinegar. their findings might
with w ater and vinegar and not be enough to
record their observations. state that different form a conclusion.
substances have different
properties.

6.2 that some Pupils are show n labels for identify labels for unsafe Teachers need only
substances are some unsafe substances. substances. to discuss labels on
unsafe and should household
be handled w ith Pupils discuss the danger explain the meaning of the substances such as
care. of touching, smelling or labels. detergent, bleaching
tasting these unsafe agent and medicine.
substances. list unsafe substances.

25

Activities
Pupils w atch a video on state the need to look at
how unsafe substances labels or ask an adult
cause harm and how these before touching or tasting
unsafe substances should any substance.
be handled.

Pupils list unsafe list the har m caused by
substances and tell w hat unsafe substances.
harm they can cause.

6.3 that a mixture of Pupils are given a mixture plan how to separate a Teachers discuss
substances can of substances e.g. fine mixture of substances. possible methods of
be separated. sand, small stones, small separating mixtures
polystyrene balls, salt and present their processes of e.g. using filter paper,
paper clips. separating the mixture in magnets, sieve etc.
words or diagrams.
Pupils are challenged to
separate the mixture in the
shortest possible time.

Pupils discuss in groups give reasons why the
on how mixtures can be methods are able to
separated. separate the mixtures.

Pupils carry out their plans compare different methods
to separate the mixture. of separating the mixtures

Pupils evaluate methods of explain w hy one method of
separating the mixture separating mixtures may be
presented by others. better than another.

26

ACKNOWLEDGEMENTS

Advisors Sharifah Maimunah Syed Zin Director
(Ph.D) Curriculum Development Centre

Rohani Abd. Hamid ( Ph.D) Deputy Director

Editorial Ahmad Hozi H.A. Rahman Principal Assistant Director (Science and Mathematics)
Advisors Curriculum Development Centre

Cheah Eng Joo Assistant Director (Head of Elective Science Unit)
Yeap Chin Heng ( Ph.D) Assistant Director (Head of Core Science Unit)

S. Sivagnanachelvi Assistant Director (Head of English Unit)

Editor Salina Hanum Osman Mohamed Assistant Director

27

PANEL OF WRITERS

Ahmad Hozi H.A. Rahman Curriculum Development Centre Rosli Suleiman Curriculum Development Centre

Yeap Chin Heng ( Ph.D) Curriculum Development Centre Rusilaw ati Othman Curriculum Development Centre

Cheah Eng Joo Curriculum Development Centre Salbiah Mohd. Som Curriculum Development Centre

Salina Hanum Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre
Osman Mohamed

Aizatul Adzwa Mohd. Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre
Basri
Johari Shamsudin Curriculum Development Centre Zaidi Yazid Curriculum Development Centre

Norani Abdul Bari Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre

Arif Fadzilah Mohd. Said SK Bandar Baru Serting Mohd. Azman Mohd. Ali SK Lui Selatan (F) Jempol

Mariam Ibrahim SK Pantai, Seremban Tan Man Wai Maktab Perguruan Teknik

28

Ministry of Education
2003

HSP Science Year 3

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