KURIKULUM STANDARD SEKOLAH RENDAH

(SEMAKAN 2017)

SAINS
TAHUN 3
Modul Pengajaran dan Pembelajaran
(Edisi Bahasa Inggeris)

Bahagian Pembangunan Kurikulum

2018
 CONTENT

LIFE SCIENCE

3.1 Teeth 1 - 10

3.2 Classes of Food 11 - 19

3.3 Digestion 20 - 24

4.1 Animals Eating Habits 25 - 30

5.1 Plants Reproduction 31 - 40

PHYSICAL SCIENCE

6.1 Measurements 41 - 60

7.1 Density 61 - 69

MATERIAL SCIENCE

8.1 Acid and Alkaline 70 - 77

EARTH AND SPACE

9.1 Solar System 78 - 83

TECHNOLOGY AND SUSTAINABILITY OF LIFE

10.1 Pulley 84 - 91
LIFE SCIENCE SCIENCE
YEAR 3

SUBJECT : Science
THEME : Life Science
TOPIC : Human (Teeth)
TIME : 60 minutes + 60 minutes + 60 minutes + 60 minutes

PUPILS ENROLMENT : 30 Pupils

LEARNING STANDARDS : 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:

1. State the types of teeth and their functions.

2. Label the cross section of a tooth.
3. Compare and contrast sets of milk teeth and permanent
teeth.
4. Explain the importance of dental care.
5. Explain the practices of dental care.

SCIENTIFIC SKILLS : Observing, Classifying, Communicating

CCE : Health Education , ICT

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PERFORMANCE
SUGGESTED ACTIVITIES NOTES
LEVEL

Activity 1

1. Each group is provided with three different Teaching Aids: PL1:

envelopes that contains puzzles of different
Picture / model of State the types of
types of tooth as in attachment 1.
2. Pupils assemble the puzzles and identify the teeth teeth.
types of tooth. Attachment 1
3. Pupils discuss about the types of the tooth and Worksheet 1
its functions in front of the classroom based on PL 2:
the completed puzzle. Describe the
function of each
Examples of question: type of teeth.
i) What is the usage of teeth to human?
ii) Which tooth is the sharpest?
iii) What is the function of the sharpest
tooth? PL 2:
iv) Which teeth is used to chew the food? Describe the
(Accept any answers by focusing on the function of each
types of teeth and its function) type of teeth.
4. Pupils observe the model of human teeth.
5. Pupils show the position of teeth on the model
based on the assembled puzzle.
6. Pupils complete worksheet 1.

Activity 2:

1. Based on the model shown, pupils observe and Teaching Aids: PL 3:

name the complete structure of the teeth: Picture/ model of Label the cross
tooth structure section of a tooth.
i. Each group is provided with the picture of
cross section of a tooth.
Link
ii. Each group is asked to label the tooth
https://www.youtu
structure with the help of flash cards
be.com/watch?v=
(enamel, dentine, nerve, blood vessel and
7JHMEBPzG2k
gum)
iii. Pupils watch the video of tooth structure.
iv. Teacher explains that toothache is caused
by the open nerve due to the depleting
enamel layer with the help of the video.
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Activity 3.

1. Pupils are shown a video related to dental Teaching Aids: PL 4:

growth.(Refer to the link)
A video of milk Compare and
2. Question and answer session regarding to the
video shown. teeth and contrast sets of
permanent teeth milk teeth and
Examples of question : in terms of permanent teeth.
i. How many sets of teeth does a human numbers and
has for the entire life? sizes of teeth and
ii. Name all the sets of teeth. the replacement
of milk teeth with
3. Pupils describe milk teeth and permanent teeth
based on the observation from the video shown permanent teeth
in terms of sizes and number of teeth.
Video link :
Example of question :
https://youtu.be/7
Why we should take a proper dental care of
AP-kLtHA9w
our permanent teeth?

4. Pupils complete the table about the difference Worksheet 2

between milk teeth and permanent teeth in
worksheet 2.

Activity 4

Group Activities: Teaching Aids: PL 5:

1. Each group is given a task card.
Task Cards, Give reasons on
i. Group 1, list down the practices of proper
dental care. Mahjung papers the importance of
ii. Group 2, list down the types of food that the practice of
is good for dental health. daily dental care
iii. Group 3, list down the types of food that Suggestion:
is bad for dental health. I-Think maps:
2. Pupils are asked to complete the task by bubble maps
presenting it creatively using I-Think maps (for
example).
3. Pupils apply the importance of daily dental care.
For example, demonstrate the proper way of
brushing teeth.

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Activity 5

1. Pupils watch the video of dental treatments Teaching Aids: PL 6:

such as dental fillings, braces, dentures, and
Treatment / Communicate
root canal.
2. Pupils present their observations on the Dental room about the use of
method of dental treatment such as dental technology in
fillings, braces, dentures, and root canal using Link ; dental treatment
I-Think map (Circle map) http://www.powto creatively and
3 Pupils apply the importance of good dental on.com/youtube/ innovatively.
practice by demonstrating the proper way of
teeth brushing
Notes: Pupils had
4 Pupils answer questions in worksheet 3
an educational
trip to dental
room

Activity 6 - Scrap book or folio

1. Pupils are asked to collect all the related Teaching Aids: PL 6:

informations on human teeth such as:
ICT Communicate
- Types of teeth
- Label the teeth structure Scrap book about the use of
- Milk teeth set and permanent teeth set technology in
- Dental cares dental treatment
- Dental treatments creatively and
2. Pupils are asked to creatively produce dental innovatively.
scrap book/ folio.

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Worksheet 1

1. Name three types of human teeth:

a)
b)

c)

2. Complete the table below:

Types of teeth Function

3. Label the teeth diagram below.

4. Apart from chewing food, teeth also help us to clearly

and correctly.

5. Two sets of human teeth are:

a)
b)

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Worksheet 2

1. Complete the table below :

Diagram of human’s
sets of teeth.

Name
Begin to grow
Begin to fall
Begin to complete
Number of teeth
Total number of teeth
on upper jaw

Total number of teeth

on lower jaw
Size of teeth
Strength of teeth
Life span

2. Why does the set of permanent teeth replace the set of milk teeth once
we grow older?

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Topic : Identify the tooth structure

1. Label the cross section of tooth below:

2. Enamels and eggshells are made of but have

different hardness.

3. Complete the table below based on sets of permanent teeth.

Types of teeth Number of teeth
Incisors
Molars
Canines
Total

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Worksheet 3

1. Tick (✔) on the healthy food and tick (X) on the food that should be
avoided taken too much.

Egg Ice-cream Candy Fruits Carbonated

drinks
Cake Fish Milk Cotton Meat
candy

2. Leftover food in the mouth will cause

3. Complete the sentences below regarding dental care:

a) Brush your teeth twice a day, in the and

.
b) Visit dentist every month for check up.
c) Use to remove stuck food between the teeth.
d) everytime after meal.

4. Toothpaste that contains able to protect the teeth from tooth

decay.

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Complete the differences between sets of milk teeth and sets of permanent
teeth.

MILK TEETH DIFFERENCES PERMANENT TEETH

Time of Growth

Numbers

Size

Strength

Life Span

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Attachment 1

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SUBJECT : Science

THEME : Life Sience

TOPIC : Human ( Classes of food )

TIME : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 35 pupils

LEARNING STANDARD : 3.2.1, 3.2.2,3.2.3, 3.2.4, 3.2.5.

LEARNING OBJECTIVE : At the end of the lesson, pupils are able to :

1. Give 3 examples of food for each class of
food.
2. State the importance of food according to
its class for the human body.
3. Give examples of a balanced diet.
4. List the effects of imbalanced food intake.
5. Build a model of food pyramid.

SCIENTIFIC SKILL : Observing, classifying, communicating

CCE : Health Education, creativity and innovation,

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SUGGESTED ACTIVITIES NOTES PERFORMANCE

LEVEL

Activity 1

1. Pupils discuss about their daily meal. Suggestion: PL 1:

2. Pupils list down their favourite food. Story-telling about State examples
3. Pupils will be introduced with seven classes of chart of food of food.
food. classes
4. Pupils relate their favourite food with the
seven classes of food . PL 2:
5. Teacher introduces the chart of seven List examples for
classes of food and its function: each class of
i. Carbohydrate - provides energy. food.
ii. Protein - essential for growth
iii. Fats - warmth the body.
iv. Vitamins and minerals - essential for
health.
v. Fibre - prevent constipation.
vi. Water - to regulate body temperature.

Questions :
i. How many classes of food are there?
ii. Which class of food you consume the
most in your daily intake?
iii. State the least class of food in your
intake(accept any pupils’ answer based
on seven classes of food)
iv. What is the effect of imbalanced food
intake to human body?

Activity 2:

1. Pupils are divided into groups and each group Teaching Aids: PL 2:
is given a set of food pictures. Pictures of food List examples for
i. Pupils classify the given pictures i-Think (tree map) each class of
according to the class of food using a Attachment 1 and 2 food.
tree map. (Refer attachment 1)
ii. Pupils present their tree map to the
class. PL 3:
iii. Based on the tree map, pupils explain Explain with
the importance of each food classes. examples the
iv. Pupils complete the given worksheet 2 importance of
“ Food Group Challenge” each class of
(Refer attachment 2 ) food.

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Activity 3

1. In group, pupils paste pictures of food on the Teaching Aids: PL 4:

diagram of food pyramid. Video Presentation Give reasons on
2. Carry out a discussion to explain the correct Blank food pyramid the effects of
food classes in the food pyramid diagram. diagram food intake which
3. Pupils are guided on a balanced diet Manila card does not follow
based on the food classes according to their Food pictures the food pyramid.
needs. ( less or more ). Attachment 3

Questions: Suggestion:
i. Which food should be taken in a large Link
amount in our daily meal? https://www.youtub
i. Which food should be taken in a small e.com/watch?v=Gb
amount in our daily meal? ZxzJdO-BU

4. Pupils watch video on food pyramid. https://www.youtub

5. Pupils give reason on the effects of imbalanced e.com/watch?v=Z5
food based on the food pyramid. 0p6ZmQj6Q
6. Pupils answer questions based on the picture
shown to the class. ( Refer attachment 3 )

Activity 4

1. Pupils watch video on food pyramid. Teaching Aids: PL 4:

2. Pupils are guided on the proper food intake Video Presentation Give reasons on
according to their need based on food pyramid the effects of
( less or more ). Manila card food intake which
3. Pupils give reason on the effects of imbalanced Food pictures does not follow
food based on the food pyramid. Picture of obesity the food pyramid.
4. Pupils answer questions based on the picture and malnutrition
shown to the class. children.

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Activity 5

1. Pupils listen to the song “Suku,suku, separuh” Teaching Aids: PL 5:

2. Pupils sing the song “suku,suku, separuh” Lyrics Suggest a meal
based on the lyrics given by teacher. (Refer “suku,suku, based on the
attachment 4) separuh” food pyramid and
3. Pupils provide a meal plan based on the food give reasons.
pyramid. Link :
https://www.youtube.c
Teacher’s instruction:- Prepare one complete om/watch?v=cGFdHj-
lunch menu based on food pyramid. (rice, fried yQy8
chicken, watermelon, spinach, plain water)
http://nutrition.moh.
gov.my/wp-
content/uploads/20
17/03/Lagu_suku_
suku_separuh.mp3

Activity 6

1. Pupils are divided into groups (six pupils in Teaching Aids: PL 6:

each group). i-Think Communicate
2. Pupils are given a blank flow chart (i-Think) ( flow chart ) about types of
(refer attachment 5 ) Health problems food that need to
3. Pupils move to the food information station text be avoided for
and identify the list of food need to be avoided someone with
by an unhealthy person by completing the health problems
mind map. and present it
4. Pupils present their findings. creatively and
innovatively.

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Attachment 1

Tree map of seven classes of food

Paste the pictures to complete the tree map.

Food classes

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Attachment 2

“ Food Group Challenge”

Instruction
1. Draw the food that are essential for health.
2. Draw the food that are essential for growth.
3. Draw the food that provides energy.
4. Draw the food that regulate body
temperature.

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Attachment 3

Questions:

1. State your observation based on the pictures above.

2. Give your inference about the condition of both child.

3. What is the effects of excessive salt intake ?

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Attachment 4

LYRIC : MOHD SHAH KAMARUDIN

SONG : SYAHIR MISWAN

TITLE : SUKU SUKU SEPARUH
DURATION : 2 MINUTES 14 SECONDS

VERSE 1
BANGUN PAGI SUDAH FIKIR
APA NAK MAKAN
MAKAN INI TINGGI KALORI
MAKAN ITU TAK DAPAT TELAN
JADI APA PILIHAN TERBAIK?
KALAU NAK SIHAT TAK NAK NAIK BERAT

CHORUS
SENANG SAJA KALAU NAK SIHAT
IKUTI SARANAN PINGGAN SIHAT MALAYSIA
SUKU SUKU SEPARUH
IKUT SAHAJA
SUKU IKAN SUKU NASI
SEPARUH SAYUR DAN BUAH
SUKU SUKU SEPARUH (3X)

VERSE 2
SEKARANG SUDAH TAHU
BAGAIMANA NAK MULA
PILIH YANG KURANG LEMAK
PILIH YANG KURANG GULA
JADI TUNGGU APA LAGI?
JOM SEMUA KITA IKUT BERSAMA

CHORUS
SENANG SAJA KALAU NAK SIHAT
IKUTI SARANAN PINGGAN SIHAT MALAYSIA
SUKU SUKU SEPARUH
IKUT SAHAJA
SUKU IKAN SUKU NASI
SEPARUH SAYUR DAN BUAH
SUKU SUKU SEPARUH (3X)

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Attachment 5

THINKING PROCESS : State cause and effect

Complete the thinking map based on the information from the text given by the
teacher.

Disease Type of Food

a) a)

b) b)

Food that
c) need to be c)

avoided

d)
d)

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SUBJECT : Science

THEME : Life Science

TOPIC : Human (Digestion)
TIME DURATION : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 30 pupils

LEARNING STANDARDS : 3.3.1, 3.3.2, 3.3.3, 3.3.4

LEARNING OBJECTIVES : At the end of the lesson, pupils are able to:

1. State the digestion process through written or verbal

form.
2. Arrange in sequence the flow of food during digestion by
labelling the parts involved.
3. Conclude that digested food that is not required by the
body is known as faeces.
4. Explain the result of observations about digestion through
written or verbal forms, sketches or ICT in a creative way.

SCIENTIFIC SKILLS : Observing, classifying, making inferences, communicating

CCE : Health Education, ICT, Noble Values.

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PERFORMANCE
SUGGESTED ACTIVITIES NOTES
LEVEL

ACTIVITY 1

1. Pupils watch video about human digestive Teaching Aids: PL1:

process. Picture of food State that food is
2. Pupils state the flow of food during digestion digestion process broken into pieces
process based on the video. by teeth, tongue
3. Pupils are randomly chosen to label the parts Suggested activities: and saliva.
of body that are involved in digestion process Video presentation
on the whiteboard. about food digestion: PL2:
Title “Description of Label parts that
Human Digestive involved in
Processes” digestion.

Activity 2:

1. Pupils are divided into 4 groups: Teaching Aids: PL 3:

i. Each group is given a mahjung paper mahjung paper , Arrange in
and stationeries. stationeries and sequence the flow
ii. Pupils carry out an activity to arrange in cellophane tape of food during
sequence the flow of food during digestion.
digestion by using a flow chart (i-Think).
2. Pupils present the results in front of the class.
3. Question and answer session between pupils
and teacher:
i. State the parts involved during food
digestion process?
ii. Digestion process still can occur without
teeth. How will it occur? (HOTS) (eat
crushed food/ food in the form of
solution/liquid)
iii. Can our body absorb all the food that
we eat? Why?
Answer: No, because the digested
food that is not required by the body
will be removed as faeces.

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Activity 3

1. Pupils are given worksheet. Teaching Aids: PL 4:

2. Teacher prepares 5 stations. Model/picture of Make
Teacher pastes picture of human digestive digestive organ. generalisation
system at each station. Teacher only focuses Worksheet. about digested
on one part at each station. (Refer Notes on food food.
attachment 1) digestion

Station 1- Mouth
Station 2- Oesophagus
Station 3- Stomach
Station 4- Intestines
Station 5- Anus

3. Pupils answer the worksheet according to the

pictures at each station.
4. Pupils discuss with teacher the meaning of
digestion according to its sequence.

Activity 4

1. Pupils are divided into 4 groups, each group Teaching Aids: PL 5:

sketch the diagram of digestive system on Cardboard Conclude about
the cardboard. Modelling clay digestion based
2. Each group pastes modelling clay according Example of a on the sequence
to the sketched diagram. digestive system of the food flow
3. Each group presents their works by model
explaining the sequence of the digestion
process.
4. Pupils conclude the meaning of digestion
according to its sequence.

Activity 5

1. Teacher provides task cards and pupils do a Teaching Aids: PL 6:

role play based on the chosen card. Task cards: Communicate
2. Other pupils guess the action that is being 1-eat while talking about the actions
acted. 2-eat while jumping that can disrupt
3. Pupils discuss about the effect of the action 3-eat while running food digestion and
on digestive process. 4-eat too fast its effects in a
creative and
innovative way.

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Attachment 1

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Worksheet

Station 1- Mouth
Function

What happens

Station 2- Oesophagus
Function

What happens

Station 3-Stomach
Function

What happens

Station 4-Intestines
Function

What happens

Station 5- Anus
Function

What happens

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SUBJECT : Science
THEME : Science Life
TOPIC : Animals ( Eating Habits )
TIME : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 30 pupils

LEARNING STANDARDS : 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5

LEARNING OBJECTIVES : At the end of the lesson, pupils are able to:

1. State the animals’ eating habits with examples.

2. Classify animals based on their eating habits.
3. Make inference about the animal groupings based on
their eating habits.
4. Compare and contrasts the dentition of herbivore,
carnivore and omnivore.

SCIENTIFIC SKILLS : Observing, classifying, communicating, making inferences

CCE : Environmental education , ICT

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PERFORMANCE
SUGGESTED ACTIVITIES NOTES
LEVEL

Activity 1

1. Pupils discuss about their pets. Teaching Aids: PL 1:

2. Pupils state the types of food eaten by their
i-Think (tree map) State animals’
pets.
3. Pupils classify their pets’ eating habits using eating habits.
the i-Think map. Other suggestion:
Story-telling
PL 2:
Classify animals
based on their
eating habits.

Activity 2:

1. Pupils are introduced to the words herbivore, Teaching Aids: PL 2:

carnivore and omnivore.
Various animals Classify animals
2. Each pupil is given a picture of an animal.
picture based on their
eating habits.
i. Pupils form groups according to
animals’ eating habits based on the Worksheet 1
picture given. PL 3:
ii. Pupils present types of food eaten Make
according to the animals’ eating habits. generalisation
iii. Pupils complete worksheet 1. about the eating
habits of
herbivore,
carnivore and
omnivore.

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Activity 3
Teaching Aids: PL 4:
1. Pupils watch a video on animals’ eating habits. Video presentation Give reasons on
2. Discuss about the video presentation. the dentition of
/ chart to observe
- What is animal A’s food? herbivore,
animals’ eating
- Which part is used to munch? carnivore and
habits.
- Which type of tooth is used to tear, omnivore based
chew, crush and munch food? on their eating
https://youtu.be/24 habits.
- Pupils give examples of animals that
DK8D4dooM
change their eating habits based on
PL 5:
surroundings such as cat, dog and
Explain the
mouse. change of
Worksheet 2
3. Pupils make inference on teeth structure animals natural
according animals’ eating habits. eating habits
4. Pupils complete worksheet 2. through
examples.

Activity 4

Group work: Teaching Aids: PL 4:

1. “Multiple Entry Point” activity. Based on the
(animals food Give reasons on
animals’ word card given, each group
classifies animals according to their eating pictures and tooth the dentition of
habits and teeth structure. structure) herbivore,
2. Pupils paste their word cards on mahjong -classification table carnivore and
paper. has to be drawn on omnivore based
3. Pupils compare the teeth structures of the mahjong paper. on their eating
herbivore, carnivore and omnivore and present Refer attachment. habits.
it.

Activity 5

1. Pupils cut the pictures of animal given. (Refer Teaching Aids: PL 6:

attachment 1)
Animals picture Communicate
2. Pupils produce a scrap book according to the
Attachment 1 and justify the
name of animals, their eating habits and teeth
change of
structures creatively and innovatively. animals’ natural
habits.

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Worksheet 1

Choose and write the correct names of animals according to the animals’
eating habits.

chimpanz
buffalo cockroach
tiger
spider

panda giraffe
horse
grasshopper cat

eagle bear
chicken frog deer

Animals’ eating habits

Herbivore Carnivore Omnivore

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Worksheet 2

Picture shows an animal teeth structure.

(b)

(a)
(c)

1. Name teeth a, b and c and its function.

Type of teeth Function

a:
b:

c:

2. Give two examples of animals that have the teeth structure as shown
above and state their eating habits.

3. Why does this animal has all type of teeth?

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Attachment 1

\
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SUBJECT : Science
THEME : Life Science
TOPIC : Plant Reproduction
DURATION : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 25

LEARNING STANDARD : 5.1.1,5.1.2,5.1.3,5.1.4

LEARNING OBJECTIVE : At the end of the lesson, pupils will be able to:
1. State the ways plants reproduce.
2. Give examples of plants based on the way they
reproduce.
3. Generate ideas about the importance of plants
reproduction to living things.
4. Give at least two examples of plants that are able to
reproduce in more than one way.

SCIENTIFIC SKILLS : Observing, classfying, communicating

CCE : Environmental Education , ICT

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PERFORMANCE
SUGGESTED ACTIVITY NOTES
LEVEL

Activity 1

1. Pupils watch the video of plants reproduction. Teaching Aids: PL1:

2. Pupils complete the checklist form based on Pictures/Video State the ways
the video they watched. (Refer Attachment 1) https://youtu.be/4bI plants reproduce
AIOWmhuE
3. Each group is given a bubble map template.
4. Pupils carry out a fieldwork. Pupils record the
- observation card PL2:
plants based on the way they reproduce. Give examples of
- i-Think map: plants and their
bubble map ways of
reproduction.

Activity 2

1. Pupils carry out ‘round table’ activity. Teaching Aids: PL 3:

2. Pupils are given a statement Mini whiteboard, Generate ideas
Marker pen, about the
“Human and animals need plants to survive” Usage of ICT tools importance of
plants
3. In group, pupils discuss the following reproduction to
questions: living things.
i) What would happen if plants did not
reproduce?
ii) What is the importance of plants
reproduction to human?
iii) What is the importance of plants
reproduction to animals?
4. In group, pupils take turn to write their ideas
on a mini whiteboard. For remedial pupils,
teacher gives keywords such as “food”,
“furniture” and “medicine” and pupils
describe.
5. Pupils present their group findings.

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Activity 3: Plants Reproduction Project

1. Teacher shares about gardening experience. Teaching Aids: PL 4:

2. Based on the sharing, teacher asks a water spinach Make
question. seeds, generalisation
- Does both the water spinach grow? water spinach that certain plants
3. Pupils prepare the materials for project on stem, are able to
plants reproduction through various ways. sweet potatoes, reproduce in
4. Pupils start their project based on steps in the sweet potatoes more than one
task cards. stem, plastic way.
(Refer Attachment 2) container, garden
5. Pupils write their report by recording soil. PL 5:
observation after a week. Communicate
6. Pupils present their result. creatively and
7. Teacher guides pupils in making conclusion innovatively
by Q&A session: about plants
i. Do all of the plants able to reproduce reproduction
in more than one way? projects that have
ii. What are the medium that can be used been carried out.
to reproduce plants other than soil?
8. Pupils answer the worksheet given. PL 6:
Explain through
examples the use
of technology in
plants
reproduction.

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 LIFE SCIENCE Science
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Attachment 1

Complete the table below based on the video you have watched.

OBSERVATION CARD

Name :
Ways of
reproduction Stem Underground
Seeds Leaves Suckers Spores
Plants
cuttings stems

Guava
Banana
plant

Onion

Bird nest
fern

Tapioca
Aloe
vera

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LIFE SCIENCE Science
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Each group chooses one way of plant reproduction and give examples of
plants.

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Attachment 2

Project Task card

ACTIVITY 3: PROJECT ON GROWING SWEET POTATOES AND WATER

SPINACH

Objective

To investigate that certain plants are able to reproduce in more

than one way.

Material and tool

4 plastic bottles in similar size

Garden soil

A pair of scissors

1 sweet potato

Stem cutting of sweet potatoes measures 15cm (with buds)

3 seeds of water spinach

Stem cutting of water spinach measures 15cm (with buds)

Water – 800ml

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LIFE SCIENCE Science
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Steps

1. Cut all the plastic bottles as shown in the picture.

(Refer to picture 1)

2. Label the bottles with ‘sweet potato’, ‘sweet potato stem’,

‘water spinach seeds’ and ‘water spinach stem’.

3. Pour 200ml of water into bottles.

4. Put some garden soil into the upper part of the bottles. (Refer to
the picture).

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LIFE SCIENCE Science
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5. Place the upper part of the bottles (contain soil) on top of the
bottles contain water (refer to the picture below)

6. Plant the sweet potatoes, sweet potatoes stem, water spinach

seeds and water spinach stem according to the label of the
bottles respectively.

7. Sketch the result of the project after one week of observation.

Observation from the bottles

Sweet potatoes Sweet potatoes stem

Water spinach seeds Water spinach stem

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LIFE SCIENCE Science
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Questions

1. Do all of the plants in the bottles will grow?

2. Why do the plants grow? Give your reason.

Sketch of the bottle segment.

Picture 1

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LIFE SCIENCE Science
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Worksheet

State the way of plants reproduction correctly.

1. long beans plant 2. banana plant 3. sansevieria/

snake plant

4. turmeric plant 5. fern 6. rose plant

7. sweet potatoes 8. water spinach

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PHYSICAL SCIENCE SCIENCE
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SUBJECT : Science

THEME : Physical Science

TOPIC : Measurement

DURATION : 60 minutes + 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 30 pupils

LEARNING STANDARD : 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.1.6

LEARNING OBJECTIVES : At the end of the lesson, pupils are able to:
1. State the units that are used to measure area and
volume.
2. Describe the method of measuring area and volume.
3. Measure area and volume.
4. Solve problems to estimate the area of irregular surfaces.
5. Solve problems to determine the volume of irregular
shaped solids.
6. Give reason on the importance of measurement in daily
life.

SCIENTIFIC SKILLS : Observing, communicating, measuring and using numbers.

CCE : ICT, creativity and innovation, communication.

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PERFORMANCE
SUGGESTED ACTIVITY NOTES
LEVEL

Activity 1

1. Teacher displays a poster on the whiteboard. Teaching Aids:

2. Several pupils are randomly selected to paste
The poster size must
square cards sized 5cmx5 cm onto the poster.
3. Question and answer session: be equal the number
i. How many square cards used to cover of square cards.
up the whole poster?
ii. If 1cm x 1cm square cards being used Notes:
to replace the 5cm x 5cm square cards, The size of square
does it takes more or less to cover up cards depend on the
the poster?
size of the poster.
Standard unit used is
cm²

Activity 2

1. Pupils are divided into small groups consist of: Teaching Aids: PL 1:
- Group leader (coordinate group activities)
● Science text book State the units
- Note taker (record the result of the
activities done) ● Exercise book that are used to
● 1cm x 1cm measure area
- Presenter (present the outcomes)
and volume.
- Other group members (do the activities square cards
based on instruction) ● Worksheet 1
2. In groups, pupils measure the surface area of PL 2:
an exercise book using 1cm x 1cm square Describe the
cards. methods of
3. Pupils record the number of squares that measuring area
cover up the surface of the book and present and volume.
their findings.
4. Pupils state the unit used to measure the PL 3:
area of the book using cm2 as the unit with Measure area
guidance. and volume.
5. Question and answer session between pupils

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PHYSICAL SCIENCE SCIENCE
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and teacher regarding other units (m², km²)

that can be used to measure area of a
classroom, football field and oil palm
plantation.

Questions:
i. How to measure area of a school
football field?
Prediction of pupil’s answer:
Measuring tape
ii. What is the unit used to measure
school football field?
Prediction of pupil’s answer: cm2
6. Teacher corrects the pupil’s misconception
about the most suitable standard unit for
bigger areas are m2 and km2.
7. Pupils complete worksheet 1.

Activity 3:

1. Question and answer session about how to Teaching Aids: PL 4:

measure the area of irregular object.
Leaf, palm Solve problems
Example of question: How to measure an to estimate the
irregular surface such as leaf? area of irregular
surfaces
2. Pupils are given square cards and a few
irregular surface objects.
3. Pupils are given explanation by teacher on Notes:
how to do the activities. Method to calculate
I. Trace the shape of the leaf on the the number of
graph paper.
squares on irregular
II. Tick (√) in each full square.
Tick (√) in the square that is more than surface: The area
half and half full square on the traced that covers more than
leaf. half of or half a
III. Total up the (√). square is counted as
4. Pupils calculate the area of irregular surface one full square.
object. (Refer worksheet 2)
5. Pupils record their findings and compare with
other groups.

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Activity 4

1. Pupils are divided into small groups consists of: Teaching Aids:
● Toothpaste box
- Group leader (coordinate group activities)
- Note taker (record the result of the sized 2cm x 2cm
activities done) x 15cm
- Presenter (present the outcomes) ● Cube sized 1cm
- Other group members (do the activities x 1cm x 1cm
based on instruction)

2. In groups, pupils measure the volume of

toothpaste box using cube sized 1cm x 1cm x
1cm.
3. Pupils record the number of cubes needed to
fill up the toothpaste box and present the
outcome.
4. Pupils state the unit used to measure the
volume of toothpaste box using cm3 as the
unit for volume.
5. Question and answer session between pupils
and teacher regarding the other units for
volume such as m3 that is used to measure
the volume of a school science laboratory.

Question:
i. Is cm3 suitable to measure the volume
of a school science laboratory?
Prediction of pupil’s answer: Not
suitable
ii. Explain your answer.
Prediction of pupil’s answer: because
cm3 is smaller than m3

6. Teacher corrects the pupil’s misconception

about the unit of volume that is suitable to be
used to measure the space of a school
science laboratory is m3.

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Activity 5

1. Pupils are divided into small groups consists Teaching Aids: PL 3:

of:
 ICT/Slide MS Measure area
- Group leader (coordinate group activities)
- Note taker (record the result of the PowerPoint and volume
activities done)  Measuring
- Presenter (present the outcomes) cylinder
- Other group members (do the activities  Coloured water
based on instruction)  Beaker
https://www.youtube.
2. Pupils observe the slide about the method to
com/watch?v=D_g0U
read the volume of a liquid using graduated
3vxr18
tools such as measuring cylinder.
3. Question and answer session between pupils
and teacher regarding the other units such as
notes:
(millilitre (m 𝑙), litre (𝑙) to measure the volume
highlight the word
of liquid such as oil and tap water.
‘meniscus’
4. In groups pupils carry out the activity of
measuring the accurate volume of liquid using
correct techniques and tools.
(Refer task card 2)
5. Pupils record and present the findings.

Activity 6

1. Pupils watch the video on “Burung gagak Teaching Aids PL 5:

dengan takar air ”
● Video Solve problems
2. Question and answer session between pupils
and teacher and relate the method used to ● Measuring to determine the
cylinder volume of
determine the volume of irregular shaped
irregular shaped
solids. ● Marble
solids.
Example of question: ● Pebble
i. Why did the crow dropped the pebbles ● Coin
into the jug?
ii. Can the method shown be used to
http://www.youtube.c
measure the volume of pebbles?
om/watch?v=7m5eGs
a6iQs

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PHYSICAL SCIENCE SCIENCE
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3. Pupils watch the video on “Kaedah mengukur

isipadu pepejal tidak sekata” https://youtu.be/rOs3
4. In group, pupils carry out the activity to acfnLww
determine the volume of irregular solid using
water displacement method.
(refer task card 3)
5. Pupils present the findings of the activity.
6. Pupils answer the worksheet.

Activity 7 – Scrap Book Project (2 weeks)

1. Pupils collect the information from various Teaching Aids: PL 6:

sources about the importance of
ICT Give reasons on
measurement in daily life.
2. In pairs, pupils produce a scrap book. Scrapbook the importance of
3. Pupils display and explain about the measurement in
scrapbook that they have produced. daily life
4. Question and answer session between pupils
and teacher about the importance of
measurement.

Questions:
Why the measurement is important in
daily life?
Prediction of pupils’ answer:
i. We do not consume the wrong dosage
of medicine.
ii. We can prepare formula milk for baby
with the correct measurement.
iii. The contractor can measure the area
of the house that they want to build.

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PHYSICAL SCIENCE SCIENCE
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TASK CARD 1
Square Card 1 cm x 1 cm

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PHYSICAL SCIENCE SCIENCE
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Worksheet 1

Calculate the area of the objects below using square card. State
the unit for each area.
1cm x 1cm

Area of story book:

1cm x 1cm

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PHYSICAL SCIENCE SCIENCE
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Area of classroom:
1m x 1m

Area of oil palm plantation:

1km x 1km

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PHYSICAL SCIENCE SCIENCE
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Worksheet 2

Pupils’ guide

Method used to estimate the surface area of a leaf.

1. Trace the shape of a leaf on a graph paper.
2. Tick (√) for each full square. Tick (√) in the square that is more
than half and half full square on the traced leaf.
3. Total up the (√). There are 19 squares ticked (√) on the traced
leaf. Therefore, the estimated area of the leaf is 19cm2.

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PHYSICAL SCIENCE SCIENCE
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Calculate the area of the objects below using square card. State
the unit of each area.

Area of object:

Area of object:

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PHYSICAL SCIENCE SCIENCE
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Area of object:

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PHYSICAL SCIENCE SCIENCE
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TASK CARD 2
Record the volume of liquid below.

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PHYSICAL SCIENCE SCIENCE
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TASK CARD 3

STATION 1
1. Pour coloured water into the measuring cylinder.
sd 2. Observe the level of the coloured water through the
meniscus and record the initial water level.
3. Put a marble into the measuring cylinder.
4. Observe the changes of the water level.
5. Record the new water level (final reading)
6. Calculate the volume of the marble and record it on the
worksheet.

Volume of object = Final reading – Initial reading

Conversion unit of volume

1ml = 1cm3

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PHYSICAL SCIENCE SCIENCE
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STATION 2
1. Pour coloured water into the measuring cylinder.
2. Observe the level of the coloured water through the
meniscus and record the initial water level.
3. Put a pebble into the measuring cylinder.
4. Observe the changes of the water level.
5. Record the new water level (final reading).
6. Calculate the volume of the pebble and record it on the
worksheet.

Volume of object = Final reading – Initial reading

Conversion unit of volume

1ml = 1cm3

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PHYSICAL SCIENCE SCIENCE
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STATION 3
1. Pour coloured water into the measuring cylinder.
2. Observe the level of the coloured water through the
meniscus and record the initial water level.
3. Put an eraser into the measuring cylinder.
4. Observe the changes of the water level.
5. Record the new water level (final reading)
6. Calculate the volume of the eraser and record it on the
worksheet.

Volume of object = Final reading – Initial reading

Conversion unit of volume

1ml = 1cm3

16

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PHYSICAL SCIENCE SCIENCE
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Record the reading of water level observed in the investigation.

Initial reading Final reading Volume of object

Object
(cm3) (cm3) (cm3)

Marble

Pebble

Eraser

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PHYSICAL SCIENCE SCIENCE
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EXAMPLES OF SCRAPBOOK

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PHYSICAL SCIENCE SCIENCE
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PHYSICAL SCIENCE SCIENCE
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SCIENCE PHYSICAL SCIENCE
YEAR 3

SUBJECT : Science

THEME : Physical science

TOPIC : Density
TIME : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 40 Pupils

LEARNING STANDARDS : 7.1.1, 7.1.2, 7.1.3, 7.1.4

LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:

1. Make inferences about the objects or materials that float

or sink by carrying out activities.

2. Relate objects or materials that float or sink with density.

3. Solve problem to identify methods to make water denser.

4. Conclude the ways to make water denser.

SCIENTIFIC SKILLS : Observing, making inference, predicting

CCE : Environmental Education , ICT

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 SCIENCE PHYSICAL SCIENCE
YEAR 3

PERFORMANCE
SUGGESTED ACTIVITIES NOTES
LEVEL

Activity 1

1. Teacher chooses a pupil to put the cork into Teaching Aids: PL1:
the water followed by coin.
Nail, plastic, pencil, State the objects
2. Question and answer session between teacher
and pupils. eraser, paper clips, or materials that
leaves, paper, float and objects
Question: coins, pebble, or materials that
What is your observation? cotton buds and a sink.
container
Answer:
- The cork is floating
- The cork floats
Other suggestions:
Question: Pictures of objects
Where is the position of the cork? that float and sink
- On top
What happened to the coin? Teacher put several
- The coin sinks objects into the
Where is the position of the coin?
container filled with
- At the bottom
water and
3. Teacher relates the activity with the topic float stimulates the
and sinks. pupils to answer
4. Each group is given sets of object and a based on their
container filled with water. observations
5. Each pupil in the group take turns to put the
object in the container and record the
observations in Worksheet 1.
6. Based on their findings, each group is asked to
present it by using tree map.

OBJECTS

Float Sink https://youtu.be/Nw

1-VQ8JlWI

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7. Teacher calls representatives from each group Suggestion:

to present their findings. Teacher shows a
8. Teacher demonstrates by holding 2 different
picture of ship sails
size of objects that are marble and wooden
block to conclude the lesson. in the ocean.

Question :
Which object will sink when put it in the water?
Answer:
- Marble
Question:
Do the size of the object affects its ability to
float and sink?
Answer:
- No

9. Teacher explains that size of the object will not

affect its ability to float and sink. It depends on
the object’s density against water.
10. Teacher concludes that low density objects will
float and high density objects will sink.

Activity 2:

1. Pupils are divided into groups. Teaching Aids: PL 2:

2. Each group will move from station 1 to station Ice cubes, cooking Make inferences
4 alternately. oil, condensed milk, about objects or
3. Pupils are given clear instructions in each water, beaker, and materials that
station. Observation will be recorded in spoon. float and objects
Worksheet 2. or materials that
sink.
Station 1: Pupils put 3 ice cubes into the water. Alternatives:
Teacher may also
Station 2: Pupils pour 1 spoon of oil into the use other materials PL 3:
water. such as chilli sauce Make
generalization on
Station 3: Pupils pour a teaspoon of condensed Video of eggs in objects or
milk into the water. (No stirring) the salt water materials that are
more or less
Station 4: Pupils put 2 eggs into 2 different https://www.youtub dense than water.
container(Tap water/ Salt water) e.com/watch?v=x
gPWKuTmGJM

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4. Question and answer session between teacher

and pupils regarding to their findings from
station 1 to station 4.

Question :
i. What is the condition of ice when we put
it in the water?
- float/ on the surface of the water
ii. Why does the ice floats?
- Ice is less dense than water

5. Teacher repeats question A and B according to

the different objects for each station.
6. Pupils watch video (egg in salt water) and
relate it with density.
Pupils’ task:
Pupils state the reason why the egg is
floating in salt water.

Activity 3

1. Each group carry out an experiment by using Teaching Aids: PL 4:

sugar solution with different density. Sugar, spoon, Conclude the way
2. Teacher prepares mixed portion (Sugar+ mineral water, food to make water
colouring) in different container, with different colouring more dense.
quantity as below:
Green label container – 2 spoonful of sugar +
green food colouring
Red label container – 4 spoonful of sugar +
red food colouring Link:
Yellow label container – 6 spoonful of sugar + https://youtu.be/op
yellow food colouring QA9t1
3. Each group measure 50ml mineral water using DzmM
measuring cylinder and pour the water into
each container containing sugar and food
coloring. Stir the solution until it dissolve.
4. Each coloured solution is slowly poured one by
one into the measuring cylinder (suggested:
using syringe/ dropper) without stirring the
solution. Make sure more condensed solution
is poured first.
5. Pupils observe the coloured layer formed and
complete worksheet 3.

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SCIENCE PHYSICAL SCIENCE
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Activity 4

1. Teacher shows a picture of ship that sails in the Teaching Aids: PL 5:

ocean. Teacher held question and answer Paper Clips Apply the
session. Sugar knowledge on
Mineral water density by
Question: Beaker carrying out
What is the position of the ship? Is it on the Spoon projects or
surface of the ocean or at the bottom of the activities.
ocean?
Answer: PL 6:
On the surface of the ocean. Communicate
Question: about the
Why does a big and heavy ship floats in the applications of
ocean? density in life in a
Answer: creative and
Sea water is salty/ ship is less dense than sea innovative way.
water/ ocean is denser than the ship.

2. Teacher distributes task cards to each group.

Problem Statement: How to make the paper clip
floats in water?
3. Pupils need to identify the method on how to
make the paper clip float by using mineral
water, sugar and beaker.
4. Pupils explain the steps involve, including the
sketch of the apparatus used.
(*The group that did not achieve the expected
result will be guided by the teacher.)
5. At the end of the lesson, pupils make conclusion
based on their observation with guidance.

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SCIENCE PHYSICAL SCIENCE
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Worksheet 1

Instruction: Insert the provided objects into the water container one by one,
then record your observation by ticking (√) the correct column.

OBJECT FLOAT SINK

nail

plastic

pencil

eraser

paper clip

leaf

paper

coin

pebble

cotton bud

Based on the above result, construct a tree map to classify the objects into
groups.

(Pupils can draw the tree map or teacher can provide the pupils with the
diagram of tree map to be completed)

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Worksheet 2

Record the observation in each station.

Fill in the blanks with the correct answer.

Station 1 Upper layer

Pupils put 3 ice cubes

into the water. Lower layer

Water is denser than Ice

Station 2 Upper layer

Pupils pour one spoon

of oil into the water. Lower layer

Water is denser than Oil

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SCIENCE PHYSICAL SCIENCE
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Station 3
Upper layer
Pupils pour one spoon
of condense milk into
Lower layer
the water. (No stirring)

Condense milk is denser than Water

Station 4 The position of the egg

Tap water
is at ………………
Pupils put an egg into
tap water and
another egg into the The position of the egg
Salt water
salt water. is at………………

Eggs

Tap water Salt water

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Worksheet 3

Draw and label the coloured layer of the sugar solution formed.

Conclusion:

Red layer is denser than green layer but less dense than yellow layer .

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MATERIAL SCIENCE SCIENCE
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SUBJECT : Science
THEME : Material Science
TOPIC : Acid and alkali
TIME DURATION : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 30 pupils

LEARNING STANDARDS : 8.1.1, 8.1.2, 8.1.3, 8.1.4,

LEARNING OBJECTIF : At the end of lesson, pupils will be able to:

1. Test acidic, alkaline and neutral substances through

changes in colour of litmus paper by conducting an
investigation.
2. Make a generalisation on acidic, alkaline and neutral
substances through taste and touch by testing a few
substances.
3. Explore other materials that can test acidic, alkaline and
neutral substances.
4. Explain the results of observations made about acid and
alkali by sketching, ICT, writing or verbal forms in a
creative way.

SCIENTIFIC SKILLS : Observing, making inferences, predicting, communicating

CCE : Health Education, ICT

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PERFORMANCE
SUGGESTED ACTIVITIES NOTES
LEVEL

Activity 1

1. Several pupils are chosen to taste the Suggestion: PL1:

food that has been prepared by the teacher.
Teacher State that litmus
2. Pupils observe substances shown by the
teacher (lime juice, liquid soap and oil). introduces paper is used to
3. A pupil is requested to immerse a blue and a litmus paper and test acidic, alkaline
red litmus paper into all the three substances shows video on or neutral
given. The changes in litmus papers are the use of litmus substances.
shown to the class. paper
4. Pupils state that litmus papers can be used to
test acidic, alkaline and neutral properties with
guidance.

Activity 2:

1. Pupils are divided into groups and given roles: Teaching Aids: PL 3:
- Group leader (coordinate group activities)
Tamarind juice, Explain the
- Note taker (record the result of the
activities done) lime water, tap properties of acidic,
- Presenter (present the outcomes) water, honey, alkaline and neutral
- Other group members (do the activities dish washer, substance through
based on instruction) mango the change in the
juice and red colour of litmus
2. Each group is provided with tamarind juice, and blue litmus paper, taste and
lime water, tap water, honey, dish washer papers, petri touch.
and mango juice. dishes.
3. Pupils carry out activities to test substances by PL 4:
using litmus paper, taste and touch. ( complete Make generalisation
task form ) - Refer to Worksheet 1. that taste and touch
4. Pupils present the results in front of the class. are not scientific
5. Question and answer session between indicators of the
teacher and pupils. properties of acidic,
i. Can we taste soapy water? alkaline and neutral
ii. How to identify the acidic or alkaline for substances.
soapy water?
iii. Can we identify the properties of the
substance by just tasting or touching it?
( Guide students’ responses)

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Activity 3

1. Based an activity 2, each group is provided Teaching Aids: PL 2:

with ‘mahjung’ paper. Pupils list down
mahjung paper , Give examples of
examples of acidic, alkaline and
neutral ingredients using the i-Think map. marker pen (red, acidic,
2. Pupils display their group works. Pupils carry blue, black), alkaline and
out Gallery Walk. cellophane tape neutral
3. Pupils complete worksheet 2 for enrichment. substances
based on the
change in the
colour of litmus
paper.

PL 5:
Explain through
examples, the use
of acidic,
alkaline and
neutral
substances in life.

Activity 4:

1. Pupils are divided into several small groups Teaching Aids:

with the following members:
Purple cabbage
- Group leader (coordinate group activities)
- Note taker (record the result of the solution,
activities done) tamarind juice, dish
- Presenter (present the outcomes) washer, test tube.
- Other group members (do the activities
Suggestion:
based on instruction)
2. Each group is provided with purple Purple cabbage
cabbage solution. solution can be
3. Pupils test substances such as replaced with
tamarind juice, lime water, tap turmeric,
water, honey, dish washer and mango juice rose extract,
using selected indicator solution. hibiscus extract
4. Pupils observe the colour changes that occur
according to
in indicator solution and record it in worksheet
3. teacher’s choice.
5. Pupils present the findings. Refer to relevant
website for steps to
prepare solution.

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Worksheet 1

Complete the table below according to the results from the activity.

Changes in colour of
Material/substance Taste Touch litmus paper
Red Blue

Tamarind solution

Lime water

Tap water

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Changes in colour of
Material/substance Taste Touch litmus paper
Red Blue

Honey

Dishwasher

Mango juice

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Worksheet 2

Match the following materials with their use in life.

Material Use

Food Flavouring

Agriculture

Washing

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Worksheet 3

Complete the table below according to the results from the activity

Changes in colour of purple cabbage /

Material turmeric / hibiscus extract / rose extract
solution

Tamarind solution

Lime water

Tap water

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Changes in colour of purple cabbage /

Material turmeric / hibiscus extract / rose extract
solution

Honey

Dishwasher

Mango juice

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 EARTH AND SPACE SCIENCE
YEAR 3

SUBJECT : Science
THEME : Earth and Space
DURATION : 60 minutes + 60 minutes
CONTENT STANDARD : 9.1 Solar System

LEARNING
STANDARDS : 9.1.1, 9.1.2, 9.1.3, 9.1.4, 9.1.5

LEARNING
OUTCOMES : By the end of the lesson pupils are able to:
1. List members of the Solar System using various
media.
2. State the temperature of planets depends on their
position in the Solar System.
3. State the planets that revolve around the Sun on
their orbit.
4. Summaries the relationship between the position of
planet from the Sun with the time taken for the
planets to revolve around the Sun.
SCIENCE PROCESS : Observing, communicating, predicting and using
SKILLS space –time relationship, measuring and using
number

CCE : ICT, creativity and innovation,

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PERFORMANCE
SUGGESTED ACTIVITY NOTES
LEVEL
Activity 1:

1. Pupils watch the video about Solar System. Teaching Aids:

ICT/video on Solar
a) Teacher asks pupils to list down the
System
observation about the video they watched.
b) Teacher guides remedial pupils by (downloaded) or
questioning several questions about the chart/model of
members of the Solar System such as: Solar System,
i. Which is the Sun?
ii. State the name of the planets?
iii. State the position of the planets
from the Sun and time taken for the
planet to make a complete
revolution around the Sun.

Activity 2:

1. Pupils discuss in group and list down the Teaching Aids: PL 1:

members of Solar System based on video ICT materials, States the center
shown in activity 1(refer worksheet 1). Solar System of Solar System
2. Based on the information obtained, pupils have video.
to orally identify the center of the Solar System. (downloaded) PL 2:
Name the
member of Solar
Worksheet 1 System

Activity 3:

1. Each group is given few box of modelling Teaching Aids: PL 3:

clay with various colours. Modelling clay Arrange in
2. Pupils shape the modelling clay into (various colour) sequence the
different sizes and label the planets and cardboard planets in Solar
the Sun. System.
3. On the cardboard, pupils organize the
shape of planets into correct order based
on their position in Solar System.
4. Questioning and answering session:
i. In your opinion, how would you
feel if you live in a planet that
nearest to the Sun?
ii. How would you feel if you live in a
planet furthest from the Sun?

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Activity 4: Outdoor activity

1. 9 pupils are chosen. Teaching Aids: PL 4:

2. Each pupil represents a planet and the Sun. Stop Watch Make generalisation
Other pupils play role as observers and Worksheet 2. that planets revolve
Worksheet 3 around the Sun on
teacher as instructor.
their orbits.
3. Pupils do a planetary simulation of the planets
around the Sun. PL 5:
4. Observers record the time taken for planet to Summarise the
revolve around the Sun. relationship between
5. Question answer activities: the positions of the
planets from the Sun
a) Which planet takes the longest time to revolve with the time taken
around the Sun? for the planets to
b) Which planet takes the fastest time to revolve revolve around the
around the Sun? Sun.
c) Why the planets do not collide with each other
while revolving around the Sun?
d) What is the relationship between the planet's
position from the Sun and the time taken to
revolve around the Sun?
e) What would happen if the planet is out of its
orbit?
6. Pupils answer worksheet 2 and worksheet 3

Activity 5: Group Activity

1. Pupils build a model of the Solar System PL 6:

creatively and innovatively using waste Build and present a
materials. model of the Solar
2. Pupils present their findings. System creatively
and innovatively.

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Worksheet 1

Answer all the questions below.

S P6
Q
P8
P3
P1

P2
P4 P5

P7

1. Name the members of the Solar System:

a) P: ……………………………………...

b) Q: ……………………………………...

c) R: ………………………………………

d) S: ………………………………………

2. List the name of the planets in correct sequence according to their position nearest
to the Sun.

P1 P5

P2 P6

P3 P7

P4 P8

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Workheet 2
Fill in the blanks with the correct answer.

distance Earth orbit time Neptune

1. Planet that revolve around the Sun for 1 year is .

2. takes 165 years to revolve around the Sun.

3. All planets revolve around the sun on their own .

4. The further the of the planets from the Sun, the longer the
taken to revolve around the Sun.

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Workheet 3
The table below shows the position of planets from the Sun with the time taken for the
planets to revolve around the Sun.

Planet J K L M

Time taken for the

planets to revolve 1 12 84 165
around the Sun (year)

Based on the table above, draw a cross bar chart.

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Technology and Sustainability of Life SCIENCE
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SUBJECT : Science
THEME : Technology and Sustainability of Life
TOPIC : Machine (Pulley)
DURATION : 60 minutes + 60 minutes + 60 minutes

NUMBER OF PUPILS : 25 pupils

LEARNING STANDARD : 10.1.1, 10.1.2, 10.1.3, 10.1.4, 10.1.5

LEARNING OBJECTIVES : At the end of the lesson, pupils are able to:

1. State the meaning and the uses of pulleys.

2. Describe how a fixed pulley works by using a model.

3. Give examples of the application of pulleys in life.

4. Create a functional model of a pulley.

SCIENTIFIC SKILLS : Observing, communicating, measuring and using numbers.

CCE : ICT, Creativity and Innovation

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PERFORMANCE
SUGGESTED ACTIVITY NOTE
LEVEL

Activity 1

1. Teacher gathers pupils at the assembly area Teaching Aids: PL1:

near the flag pole and asks a few pupils to raise PowerPoint State that pulley
and lower the flag.
Slideshow is an example of
i. How to raise the flag easily?
Flag pole a machine.
(Accept any suitable answers from the
pupils) Pulley model
Picture of:
ii. Teacher shows a model of pulley and - Crane
relates it to the activity of raising and - Flag pole
lowering the flag. - Sewing
machine
2. Question and answer session between pupils
and teacher on the uses of pulley in daily life.
i. What is the purpose of the pulley in our
daily life besides using it on the flag
pole?
ii. Where else have you seen the use of a
pulley?
(Accept any suitable answers from the pupils)
3. Teacher shows examples of tools or activities
on the use of pulley using Power Point
presentation.

Activity 2

1. Pupils watch a video on a crane lifting Teaching Aids: PL2:

construction materials. Video of a crane Give examples of
2. Question and answer session between pupils ICT the uses of
and teacher based on the video shown. pulleys in life.
i. How the construction materials are lifted?
ii. Which part of the crane is used to lift up
the construction materials?
3. Teacher explains about the components in the
pulley.

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Activity 3

1. Pupils are divided into 4 or 5 groups. Teaching Aids: PL1:

2. Each group will be given an incomplete set of Pulley, rope, load State that pulley
pulley. is an example of
3. Each group will try to assemble the pulley and a machine.
observe how it works with guidance.
4. Teacher explains a pulley is an example of a PL3:
simple machine which enables load to be lifted Describe how a
easily by using less force. fixed pulley
5. Teacher explains that a fixed pulley consists of a works.
grooved wheel where a rope passes around it.

Activity 4

1. Pupils discuss in groups to find out the Teaching Aids: PL3:

application of pulley in daily life based on the PowerPoint slide Describe how a
slide show in activity 1 using worksheet 1. fixed pulley
Worksheet 1
works.
i. What is the machine that helps people to
move to a higher level of a building?
ii. Which tool is used to lift water from a
well?
iii. How does the construction materials
being lifted to a higher building?
Representative of each group present result of
their discussion.

Activity 5

1. Teacher gives instruction for the pupils to create Teaching Aids: PL4:
a functional model of pulley. Experiment Build a model of a
2. Pupils work in group to create a functional materials pulley and explain
model of pulley with guidance. how it works.
(Refer to
3. Pupils present their functional model of pulley. Attachment 1 and
4. The invention is displayed and will be discussed PL6:
2)
Communicate and
with the teacher. present
the type of pulley
creatively and
innovatively.

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Activity 6

1. Pupils build a bubble map on the usage of Teaching Aids: PL5:

pulley in daily activities. Bubble map Give reasons on
the importance of
2. Pupils present their works of bubble map and pulleys in daily life.
answer the worksheet given.
3. Question and answer session between pupils PL6:
and teacher Communicate and
i. How does the wheel on a gate functioned present
as a pulley? the type of pulley
creatively and
( The wheel on the gate move (open/close) innovatively.
easily when it acts as a pulley that move on a
steel rod under the gate)

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Worksheet 1

Match the pictures with the correct statement.

Machine that helps people

to move to a higher level of
a building.

The tool that being used to

lift a pail of water from a
well.

A flag is being raised up

when singing the national
anthem.

The construction materials

being lifted to a high
building.

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Worksheet 2

Complete the bubble map below.

Usage of
Pulley

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Attachment 1

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Attachment 2

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 Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E
62604 Putrajaya
Tel: 03-8884 2000 Faks: 03-8884 9917
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