Science

STEM-BASED
Student Activity Book DSKP-BASED

LILIA ELLANY BINTI MOHTAR

MAZLINA BINTI MAT DARUS

QR code and quick links provided

with Teaching Tips for parents & teachers

SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

SPARKS EDUCATION PLT in collaboration with
Science
Student Activity Book 3A
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)

LILIA ELLANY BINTI MOHTAR

MAZLINA BINTI MAT DARUS

© SPARKS EDUCATION PLT

Igniting Passion for Learning
 SCIENCE
STUDENT ACTIVITY BOOK 3A
Science and Mathematics in English for SARAWAK

Science (Student Activity Book, 3A)

Published by:

SPARKS EDUCATION PLT,

72, Lorong Arang, 13H4A,
93250 Kuching, Sarawak.
Website: https://www.sparksonline.com.my
Email: [email protected]

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.

It is also acknowledged that some images used are designed by Freepik

(https://www.freepik.com/) and Pixabay (https://pixabay.com/). All YouTube videos quoted
in this book are only as links and the rights remained with their respective owners as per
URLs cited.

Published 2021.

eISBN: 978-967-26016-3-0

© SPARKS EDUCATION PLT

Igniting Passion for Learning
 FOREWORD

The Science Student Activity Book (SAB) is written for children to enhance their
knowledge and understanding of Primary Three Science based on the National
Standard-based Primary curriculum focusing on STEM Education.
The SAB features STEM-related activities that are fun, interesting yet thought-
provoking for creative learning.

It follows closely the Learning Standards and Performance Standards of the

National Primary School Standard-based Curriculum or DSKP Sains. It covers all
Performance Levels in the DSKP and can be useful for Primary School science
teachers too as an assessment guide. In fact, teachers can use the activities as
supportive activities for classroom learning to complement their classroom
teaching.

Hence, the SAB is not only for children to use at home but can also be a good
handy reference for both teachers and also parents. The section on Teaching Tips
offers useful suggestions to teachers and parents on how to guide children in the
teaching and learning of Science with STEM Integration. It offers suggestions on
how to encourage children to think creatively as they practise their science process
skills in doing the STEM-based activities in the book.

It is hoped that this book will be useful to complement efforts in implementing

STEM Education and to instil the love of Science and promote positive scientific
attitudes and scientific thinking among our young children as we prepare them for
the 21st century.

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Anak Garet

Chief Executive Officer,
SPARKS EDUCATION PLT.

i
 TABLE OF CONTENTS

FOREWORD i
TABLE OF CONTENTS ii

1.0 SCIENTIFIC SKILLS 1-43

1.1 SCIENCE PROCESS SKILLS 1

Activity 1: My Lovely Mystery Basket 1

Activity 2: Tower of Future 6

Activity 3: CORONA War: Let’s Fight! 12
Activity 4: Oh, My Habits! 17

Activity 5: Shirts in the Wardrobe 24

1.2 MANIPULATIVE SKILLS 29
Activity 6: Let’s Hunt 29
Activity 7: My Storage Box 37

2.0 SCIENCE ROOM RULES 44-59

Activity 1: Before, During, After 45

Activity 2: Where’s the Safety 51
Activity 3: My Lab Pledge 54
Activity 4: Help Emily! 56

TEACHING TIPS 60-73

ANSWER 74-96

ii
1.0 SCIENTIFIC SKILLS

1.1 SCIENCE PROCESS SKILLS

Activity 1: My Lovely Mystery Basket (AS 1.1)

Activity 2: Tower of Future (AS 1.2, 1.3)
Activity 3: CORONA War: Let’s Fight! (AS 1.4, 1.5)
Activity 4: Oh, My Habits! (AS 1.6, 1.7, 1.8)
Activity 5: Shirts in the Wardrobe (AS 1.9, 1.10)

1.2 MANIPULATIVE SKILLS

Activity 6: Let’s Hunt (AS 1.11, 1.12)

Activity 7: My Storage Box (AS 1.13, 1.14, 1.15)
1.0 Scientific Skills

Activity 1: My Lovely Mystery Basket

CONTENT STANDARD 1.1 Science process skills.
LEARNING STANDARD 1.1.1 Pupils are able to observe.

We are going to Materials

• A basket
create a Mystery
• Stationaries
Basket! • A piece of cloth (for blindfold)
• Foods / Fruits (to fill in the basket).
• Ribbons for decoration
• A Camera

Steps

1 Ask your parent or friend to help fill up the basket

with foods, fruits and stationaries without telling
or showing you the items.

2 Without looking at the basket, ask your parent or

friend to help you to blindfold .

3 After being blindfolded, pick one item from the

basket, hold it with your hand and feel it with your
other senses (since you are blindfolded). Tell your
parent or friend what you feel, smell, hear or even
taste. Say out what you think the item is.

34 After done with one item, continue the same steps

with the other items in the basket, each time feels
with your senses (except sight) and identify what
the item is to your parent or friend.

What can I feel? What can I

smell? What can I hear? How was
the taste like?

Designed by Freepik

Activity 1: My Lovely Mystery Basket | Page 2

1.0 Scientific Skills

Steps (continued)

45 Get your parent or friend to help you record in

Activity Sheet 1.1, say what you feel and guess
what the item is.

6 After done with all the items, take off your

blindfold and see with your eyes. Add more

5
information in the table of Activity Sheet 1.1,
what you see about the items – its colour and
shape. Did you identify all the items correctly?
How many item(s) did you get it right?
What conclusion can you make from this activity?

7 Now, let’s decorate your mystery basket as lovely

as you can by using ribbons. After that, present

6
and show your lovely basket to your parents /
teacher.

8 Snap a picture of your basket and share it with

other family members / friends via any social
media. They must be happy with your lovely
mystery basket.

PERFORMANCE LEVEL
PL 1 State senses involved in making observations about phenomenon or changes that occurred.
PL 2 Describe the use of senses involved in making observations about phenomenon or changes that occurred.
PL 3 Using the senses involved in making observations about phenomenon or changes that occurred.

Activity 1: My Lovely Mystery Basket | Page 3

1.0 Scientific Skills

Science Facts
There are five senses that can help us in making observations; eyes
to see, ears to hear, hand to touch, mouth to taste and nose to
smell. When we do observations, we do not only use our eyes but
our other senses as well.

Word Bank

Observe, see, hear, smell, touch, taste, blindfold

Let’s Think

Our five senses help us to observe an event or phenomenon that

occur. Can you imagine if we lose one of these senses? How would
it be like if this happened? We should be grateful for our senses,
shouldn’t we?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

Scan the QR code or Useful

click here to watch link!
“PROCESS SKILLS –
Observing”.

PERFORMANCE LEVEL
PL 1 State senses involved in making observations about phenomenon or changes that occurred.
PL 2 Describe the use of senses involved in making observations about phenomenon or changes that occurred.
PL 3 Using the senses involved in making observations about phenomenon or changes that occurred.

Activity 1: My Lovely Mystery Basket | Page 4

1.0 Scientific Skills

Activity Sheet 1.1

Get your parent or friend to help you record your observations in the
table below. Say aloud what you feel about the item with your senses.
Later, when you take off your blindfold, add your own observations.
How many item(s) did you get it right?
1.
What item is
ITEM Your Observations this?

It tastes sweet and sour, it is

Item No. 1 round and doesn’t have any Orange
sound. It has a fragrant and
smell fresh.

Item No. 2

Item No. 3

Item No. 4

Item No. 5

*Item No. 1 (orange) has been done for you as an example.

Snap a picture of your basket and share it with other family members /
2.
friends via any social media. They must be happy with your lovely mystery
basket.

PERFORMANCE LEVEL
PL 1 State senses involved in making observations about phenomenon or changes that occurred.
PL 2 Describe the use of senses involved in making observations about phenomenon or changes that occurred.
PL 3 Using the senses involved in making observations about phenomenon or changes that occurred.

Activity 1: My Lovely Mystery Basket | Page 5

1.0 Scientific Skills

Activity 2: Tower of Future

CONTENT STANDARD 1.1 Science process skills.
LEARNING STANDARD 1.1.2 Pupils are able to classify.

We are going to Materials

build a tower by • Scissor
using different • Glue
shape cards. • Pencil

Steps

11
Step 1
Adam received these shape cards from his friend. Each
card contains number on it. Help Adam to sort it out
according to the category and characteristic. Then,
answer Activity 1.2, Practice 1.

1 15 2
6
4

5 7
10 18
14
12 8
11 13

16 3
17

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 6

1.0 Scientific Skills

Steps (continued)

22
Step 2
Next, classify the given shapes with the same
characteristic and category. Write their common
characteristic and category on the box in Activity Sheet
1.2, Practice 2.

33
Step 3
Cut out each of the shape. Design a tall, steady and
futuristic tower by using all the shapes which were cut
earlier. Paste your design on the photo frame in Activity
Sheet 1.3

PERFORMANCE LEVEL Designed by Freepik

PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 7

1.0 Scientific Skills

Science Facts

Classification is an action of separating and grouping the objects

according to their characteristics. Scientists use classification to
group and identify different types of animals and plants.

Word Bank

Classify, tower, shapes, similarities, characteristics.

Let’s Think

We classify in science according to appropriate characteristics and

groups. Can you imagine if we don’t follow these rules? How would
it be like if this happened? We should be grateful for all the rules
as our guide.

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 8

1.0 Scientific Skills

Activity Sheet 1.2

Complete the task below.

1. Complete the table below according to the colours and shapes by writing
the number of the shapes.

CATEGORY CHARACTERISTIC NUMBER

Orange

Blue
Colour
Red

Green

Round

Rectangle

Shape Triangle

Star

Square

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 9

1.0 Scientific Skills

By referring to the shape cards in page 1, which shapes have the same
2.
characteristic and category? Write their common characteristic and
category in the boxes given below.
1.
Example:

No. 1 No. 7

Blue Colour Round

Shape

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 10

1.0 Scientific Skills

Activity Sheet 1.3

Complete the task below.

Based on instruction in Step 3, cut out each of the shape. Design a tall,
1.
steady and futuristic tower by using all the shapes that had been cut.
Paste your design on this photo frame.

Tower of Future

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 11

1.0 Scientific Skills

Activity 3: CORONA WAR - Let’s Fight!

CONTENT STANDARD 1.1 Science process skills.
LEARNING STANDARD 1.1.3 Pupils are able to measure using numbers.

Materials
We are going to • Ruler • Super glue
design and create a • A piece of cloth • 2 pieces of elastic bands
DIY Face Mask • Pencil • Smartphone.
• Scissor

Steps

11
The world has been attacked by Corona virus or
known as COVID-19. It has caused many deaths
and severe illness among people all around the
world. Do you know what is COVID-19? Watch
the following video to get more information
about this virus.

What should I do to fight and

protect my family and me from
Corona virus?

Scan the QR codes or

click Video 1 or Video 2 to watch

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 12

1.0 Scientific Skills

Steps (continued)

2
2
Next, you need to measure the length of the
listed tools in Activity Sheet 1.4 and write your
measurement on the table provided.

3 Now, let’s make a DIY simple face mask to

protect ourselves from COVID-19 virus. Please
refer to the instruction given in Activity Sheet 1.5.

3
4 Lastly, answer the following question.

“As a Malaysian, what can you do to fight COVID-

19 virus?”

You may write your answer on the space given in

4
Activity Sheet 1.5.

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 13

1.0 Scientific Skills

Science Facts
Measure is an action of measuring using appropriate tools and units.
We use measurement to tell us the length and width of objects and
their weight. We use measurement to tell us the amount of material
to use like water, flour, oil and so on. We also use measurement to
tell us distance and length of time.

Word Bank

Measure, Corona virus, cloth, face mask, elastic band

Let’s Think

In Science, we measure using numbers according to appropriate

rules such as using suitable measuring tools. Can you imagine if
there are no measurements? How do we tell each other about the
comparison of objects we see or use everyday? Think of the ways
we measure in our daily life.

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 14

1.0 Scientific Skills

Activity Sheet 1.4

Complete the task below.

1. Khadijah is a new doctor. She wants to learn every piece of tool used by a
doctor. Following are the tools used by doctors and nurses to treat
COVID-19 patients. Please help Dr. Khadijah to determine the length of
each tool.

2. Record your measurements in the table below.

Tools Length Measuring unit

Syringe with Needle

Plaster

Cotton Ball

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 15

1.0 Scientific Skills

Activity Sheet 1.5

Now, let’s make a prototype simple face mask to protect ourselves
from COVID-19 virus by following these steps.

Measure and cut the cloth and elastic band according to the size
1.
shown in Picture 1.

PICTURE 1

10 2 pieces
of elastic 8 cm
cm
band

15 cm

PICTURE 2

2.
Next, glue the elastic band at each side of the cloth as in Picture 2.
2.
Now, your simple DIY Face Mask is ready. Well done!

3. As a Malaysian, what can you do to fight COVID-19 virus?

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 16

1.0 Scientific Skills

Activity 4: Oh, My Habits!

CONTENT STANDARD 1.1 Science Process Skills.
LEARNING STANDARDS 1.1.4 Pupils are able to make inference.
1.1.5 Pupils are able to predict.

We are going Materials

to make inference • Pencil
and prediction on • Manila cardboard • Magazine
our habits. • Laptop / smartphone • Newspaper

Steps

11 Everyone of us has our own habits. Some of our

habits are good and some of them are bad.
Sometimes, our habits will lead us either to
happiness or misery. It is important to keep our
good habit!

22 Based on these pictures, do you think it is a good

habit? What can you infer and predict from this
situation? Show your parents these pictures and tell
them your answers.
Why do you think their hands are
dirty?

3
Before: Dirty Hands
Inference:
I think their hands are dirty
because ……………...

What do you think will happen

to the girl if she ate her food After: Eat without
without washing her hands? washing her hands
Prediction:
I predict that ……………………..

PERFORMANCE LEVEL Designed by Freepik

PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 17

1.0 Scientific Skills

Steps (continued)

3 Refer to Activity Sheet 1.6

What can you conclude with Marissa’s habit?

Is it a good habit or a bad habit?

4 Next, we are going to do an experiment. You may

need your parent’s help to prepare all the
materials needed.

1
Before we start, let’s watch this video to get more
information about the phenomenon of sink or
float.

3
Scan the QR codes or
Click Video 1 or Video 2 to watch

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 18

1.0 Scientific Skills

Steps (continued)

5 Now, refer and answer Activity Sheet 1.7. Make

inference on the characteristics of the listed
objects and predict whether it will sink or float.
What characteristics of the objects can help you
infer? The objects’ weight or size?

You could ask your parents or teacher to guide

you with this activity.

36 Next, test your prediction by doing a simple

experiment. Place one object at a time in a
container filled with water. Observe your result
and tick if your prediction is correct.
(You may need your parents or teacher to help
you to prepare the materials).

7 After that, let’s make a manila cardboard artwork.

Use magazine or newspaper to search 5 objects
that will float and 5 objects that will sink in water.
Cut and paste them on the manila cardboard.

8 Lastly, snap a picture of your artwork. Print and

paste it on the space provided in Activity Sheet
1.8

PERFORMANCE LEVEL
PL 1 State senses involved in making observations about phenomenon or changes that occurred.
PL 3 Using the senses involved in making observations about phenomenon or changes that occurred.

Activity 4: Oh, My Habits! | Page 19

1.0 Scientific Skills

Activity Sheet 1.6

Based on the situation below, state your inference and prediction.

Before: Marissa had a set of After: Marissa is suffering with

healthy teeth pain

What happened to
Marissa? Why is she
crying and touching
her cheek?

Can you state any

INFERENCE about
Marissa’s teeth?

Can you state any

PREDICTION if
Marissa did not visit
the dentist?

Do you think Marissa has a good or bad habit? Write your answer below.

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 20

1.0 Scientific Skills

Activity Sheet 1.7

Make inference on the characteristics of the objects and predict
whether the listed objects will sink or float. Tick (√) your answers. Next,
test your prediction by placing one item at a time in a container filled
with water. Tick (√) if your prediction is correct in the middle column of
the table.

(Inference is based on initial observation. Prediction is an educated guess)

Tick ( ) for your prediction

Tick ( ) for your inference
Are you
Object
Weight Size correct?
Float Sink
Heavy Light Small Big

Glass
bottle

Coins

Plastic
ball
Dry
sponge
Ceramic
cup
Metal
spoon
Plastic
straw

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 21

1.0 Scientific Skills

Activity Sheet 1.8

1 Let’s decorate your 2

manila cardboard Then, present and show
with ‘SINK OR your manila cardboard
FLOAT’ objects. to your parents or
teacher.

3 Paste your printed manila cardboard here.

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 22

1.0 Scientific Skills

Science Facts

Inference is made based on initial observation. An inference is an

educated guess or reasonable conclusion drawn from the
observation. It is a possible explanation for the observation.
Predictions can be made from inferences. A scientific prediction is
an educated guess about a future event.

Word Bank

Observation, inference, experiment, result, habit, predict, sink, float

Let’s Think

Predicting is not the same as inference; they may be true or false.

Are our predictions always right and accurate? When are they
inaccurate?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 23

1.0 Scientific Skills

Activity 5: Shirts in the Wardrobe

CONTENT STANDARD 1.1 Science process skills.
LEARNING STANDARD 1.1.6 Pupils are able to communicate.

We are going to find Materials

out which colour of • Colour pencils
shirt has the highest • Pencils
pick! Let’s go! • Eraser
• Ruler

Steps

1
Have you ever counted the number of shirts that
you have in the wardrobe? How often do you
organize your wardrobe? It is important for us to
keep and arrange our belongings neat and tidy so
that we can easily find them when we need
them. You may like to do this as your daily
routine. It is a good practice in disciplining
ourselves.

2 In this activity, you will interview your family

members about the shirts in their wardrobes.
You need to find out and get some information
from them. It will be fun!

3 There are a few questions need to be asked.

Examples of questions are given in the next
section. You can also ask them using your own
questions.

PERFORMANCE LEVEL Designed by Freepik

PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5: Shirts in the Wardrobe | Page 24

1.0 Scientific Skills

Steps (continued)

4 During the interview session, you may ask your

family members the following questions or you
can also develop your own.
How many shirts do you have?
What is your favorite colour?
What colour of shirt is your favourite?
Where do you get the shirts?
What colour of shirts do you have the most?
How many red coloured shirts do you have?
How many blue coloured shirts do you have?
How many white coloured shirts do you have?
How many black coloured shirts do you have?
How many yellow coloured shirts do you have?
Don’t forget to include yourself! You can also
ask yourself the same questions.

5 Apart from the interview, you can also check

their wardrobes by yourself. Remember! Before
you do so, please ask for their permission.

Record your findings in the table given and

answer the questions in Activity 1.9

6 Next, draw a bar chart to summarise the

information in a more systematic way. Please
refer to the instructions given in Activity Sheet
1.10

PERFORMANCE LEVEL Designed by Freepik

PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5: Shirts in the Wardrobe | Page 25

1.0 Scientific Skills

Activity Sheet 1.9

Fill in the table below. Write the name of your family members. Record
the quantity of shirts for each of them.

1.
Colour of Family members
shirts

Red

Blue

White

Black

Yellow

TOTAL

1. Who has the highest quantity of shirts?

2. Which colour of shirt has the highest quantity?

3. Which colour of shirt has the lowest quantity?

4. What is your mother’s/father’s favorite colour?

PERFORMANCE LEVEL
PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5: Shirts in the Wardrobe | Page 26

1.0 Scientific Skills

Activity Sheet 1.10

Choose the person with the highest quantity of shirts. Draw a bar chart
showing the quantity of shirts according to colours. You can refer to the
video given in the next page by clicking the link or scanning the QR code.

2. Draw the bar chart here:

Describe about the bar chart and present it to your family:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

PERFORMANCE LEVEL
PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5: Shirts in the Wardrobe | Page 27

1.0 Scientific Skills

Science Facts

Communicating is a science process skill.. It means using words or

graphic symbols to describe an action, object or event. Example:
Record and present the changes in the height of a plant over the time
in writing or through a graph.

Word Bank

interview, data, table, bar chart, present

Let’s Think

Imagine, you have made a great scientific discovery and you want
to present it clearly so that other people can understand you. How
would you present your scientific discovery?

Reflection

• Do you like the activity?

• Which part do you like the most? Why?

Useful
Scan the QR code or link!
Click here
to watch “Making a Bar
Chart” to guide you in
drawing a bar chart.

PERFORMANCE LEVEL
PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5: Shirts in the Wardrobe | Page 28

1.0 Scientific Skills

Activity 6: Let’s Hunt!

CONTENT STANDARD 1.2 Manipulative skills.
LEARNING STANDARDS 1.2.1 Use and handle apparatus and science substances correctly.
1.2.2 Handle specimens correctly and carefully.
1.2.3 Sketch specimens, apparatus and science substances correctly.

We are going Materials

to hunt outdoor. • Pencil • Ruler
• Glass bottle * • Laptop/Smartphone
Let’s have fun! • Glue
• Tweezer *
• Plastic container * • Mini Cardboard
• String (20cm length) • Magnifying glass *
• Backpack • Picture Cards *
Steps

11
• Scissor

Hunting is a very exciting and healthy activity. It

provides us with fresh air, natural scenery and
valuable experiences along the hunting journey.
Now, let’s begin and have fun!

22 First, prepare all the starred items from the above

list and pack in your backpack.
(You may need your parents/teachers help to
prepare these items for you).

3 Next, plan for your location: the nearest/suitable

garden from your home.

Now, let’s begin the hunting journey!

PERFORMANCE LEVEL Designed by Freepik

PL 1 Identify apparatus, science substances and specimens required for an activity.

Activity 6: Let’s Hunt! | Page 29

1.0 Scientific Skills

Steps (continued)

4 Next, in a pair with your parent/siblings, start your

hunting by referring to the examples in the picture
cards provided. (You may need to cut these
pictures in order to be easy to bring along).

PERFORMANCE LEVEL Designed by Freepik

PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.

Activity 6: Let’s Hunt! | Page 30

1.0 Scientific Skills

Steps (continued)

5 Cut the flowers and leaves using scissors. Place

the insects that you have found, carefully, in the
glass bottle using a tweezer, put the flowers and
leaves in the plastic container. You may hunt for
more than 10 items as you like.

6 Now, from all the specimens that you have

successfully collected, choose 2 insects, 2 flowers
and 2 different shapes of leaves. Sketch these
selected specimens in the space provided in
Activity Sheet 1.11. Get your family and friends
to rate your sketches according to the rank given.

7 After you have done Activity Sheet 1.11, now let

us proceed with sketches of scientific apparatus.
Watch Video 1 or Video 2 to get to know more
information about the science apparatus and their
functions.

Video 1 Video 2

Scan the above QR codes or click Video 1 or Video 2

to watch.

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.

Activity 6: Let’s Hunt! | Page 31

1.0 Scientific Skills

Steps (continued)

8 Based on the video you have watched, identify

the apparatus and match them to their functions
in Activity Sheet 1.12. Which apparatus did you
use?

9 Next, we are going to make an artwork called

Pull-Tab Card. (You may need your
parents/teachers to guide you along the activity).
Paste your sketches on the card.

10 You may refer to these video for instructions on

how to make this Pull-tap Card.

Video 1 Video 2

Scan the above QR codes or click Video 1

or Video 2 to watch

PERFORMANCE LEVEL Designed by Freepik

PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.

Activity 6: Let’s Hunt! | Page 32

1.0 Scientific Skills

Activity Sheet 1.11

From the collected specimens, choose 2 insects, 2 flowers and 2
different shapes of leaves. Sketch these specimens in the space
provided and get your family and your friend to rate your sketches by
shading the heart shape according its ranking.

Rating

No. Your sketch

1
(Insect)

2
(Insect)

3
(Flower)

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 33

1.0 Scientific Skills

Activity Sheet 1.11 (Continued)

Rating

No. Your sketch

4
(Flower)

5
(Leaf)

6
(Leaf)

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 34

1.0 Scientific Skills

Activity Sheet 1.12

Based on video 1 or Video 2, sketch the apparatus correctly. Then, match the
apparatus with the correct function. Which apparatus did you use? Circle
the apparatus that you have used.

Apparatus Sketch Function

Magnifying Hold, heat or mix

glass chemical

Pouring liquid from one

Tweezer container to another

Keep specimens like

Conical Flask flower and leaves

Keep specimens like

insects inside
Funnel
Cut specimens like plant
parts (flowers, leaves)
Glass bottle
Produce a magnified
image of an object

Test Tube
Hold and transfer
specimen like insects
from one place to
Scissors another.

Plastic Hold, heat, transport &

store liquids
container
PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 2 Describe the use of science apparatus, substances and specimens required for an activity.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 35

1.0 Scientific Skills

Science Facts
There are 5 manipulative skills that needs to be practiced:
i. Use and handle the science apparatus and substances properly.
ii. Handle the specimens properly and with care.
iii. Sketch specimens and science apparatus correctly.
iv. Wash and clean science apparatus properly.
v. Store the science apparatus and substances properly and safely.

Word Bank
Hunting, specimen, apparatus, substances, sketching, artwork, pull-
tab card, magnifier, tweezer

Let’s Think

Manipulative skills facilitate children's development of fine motor

skills and coordination. Manipulative skills also improve a child's
sense of awareness especially during lab work. What will happen if
you have no knowledge and awareness of these skills?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 2 Describe the use of science apparatus, substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 36

1.0 Scientific Skills

Activity 7: My Storage Box

CONTENT STANDARD 1.2 Manipulative Skills
LEARNING STANDARDS 1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus and substances correctly and safely.

We are going Materials

to design a storage • Cardboard* • Bottle*
box by using recycle • Box* • Wooden Stick*
materials. • Glue* • Colour Pencil*
• Scissor* • Ribbon*
• Cellophane Tape* • Mini card
Steps

1 Read the following dialogue carefully.

1 Mum, look at my
stuff. Everything
is in a mess.
You need to
keep your stuff
organized…
2
But, how?

Let’s build a
storage box for
you!

Activity 7: My Storage Box | Page 37

1.0 Scientific Skills

Steps (continued)

2 Based on the previous activity, “Let’s Hunt!”, you

are required to clean up all the apparatus and
specimens that you have used.

3 For the insect specimens, you can set them free at

the garden behind your house. Wash the apparatus
(glass bottle, tweezer, magnifying glass), wipe and
dry them carefully and set aside for the next
activity.

4 For flowers and leaves specimen, you can dry them,

and paste them on a card (refer to Activity Sheet
1.13). You can decorate your card using colour
pencils and pens.

PERFORMANCE LEVEL Designed by Freepik

PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 38

1.0 Scientific Skills

Steps (continued)

5
2
• Next, by using all the given starred materials,
use your creativity to create a storage box to
keep the apparatus that you have cleaned up
previously.

• Please remember to handle all the apparatus

carefully. You may seek help from your
parents/teachers if you need to do so.

3
6 • Once you have done the floral card, use the
template given in Activity Sheet 1.14 and build
a storage box for yourself.

• You may decorate your storage box using the

4
floral card that you have made earlier.

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 39

1.0 Scientific Skills

Activity Sheet 1.13

Paste your flower and leaves in the frame below.

• Tower of Future

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 40

1.0 Scientific Skills

Activity Sheet 1.14

Redraw this template onto a cardboard, using the measurement given,
cut out the outline. Use your creativity on how you should fold and
glue the parts to make a box.

30 cm

30 cm

30 cm 30 cm

30 cm

30 cm

30 cm

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 41

1.0 Scientific Skills

Activity Sheet 1.15

1 Sketch your 2
storage Remember to draw
container/box in the the apparatus that
space below. you have arranged
in the box.

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 42

1.0 Scientific Skills

Science Facts
There are 5 manipulative skills that need to be practiced:
i. Use and handle the science apparatus and substances properly.
ii. Handle the specimens properly and with care.
iii. Sketch specimens and science apparatus correctly.
iv. Wash and clean science apparatus properly.
v. Store the science apparatus and substances properly and safely.

Word Bank

Specimen, apparatus, substances, sketching, handling, cleaning,

storing.

Let’s Think

Manipulative skills facilitate children's development of fine motor

skills and coordination. Manipulative skills also improve a child's
sense of awareness especially during lab work. What will happen
if you have no knowledge and awareness of these skills?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.

Activity 7: My Storage Box | Page 43

2.0 SCIENCE ROOM RULES

2.1 SCIENCE ROOM RULES

Activity 1: Before, During and After (AS 2.1)

Activity 2: Where’s the Safety? (AS 2.2)
Activity 3: My Lab Pledge
Activity 4: Help Emily!
2.0 Science Room Rules

Activity 1: Before, During and After

CONTENT STANDARD 2.1 Science room rules.
LEARNING STANDARD 2.1.1 Adhere to science room rules

Materials
Hi little
• 2 boxes of twin pack toothpaste
scientist! Let’s
• 1 empty tissue roll, scissors, water colour
make a train! • Paint brush, colour papers, cardboard (37cm x
20cm), Tape, UHU glue
• Alphabet stencil ruler, raffia rope (24 cm)
• Colour palette

Steps

1 Take 2 boxes of twin pack toothpaste. Cut each

box into half as shown in the picture on the right.

2 Get an empty tissue roll. Measure and mark 6 cm

and 9 cm on the tissue roll. Cut the roll on the
marked measurements. You will get 2 rolls, one 6
cm and the other at 3 cm length. Cut the 3 cm roll
at the middle as shown in the picture.

3 Draw 16 circles on cardboard (37 cm x 20 cm)

using the empty tissue roll. Cut all the circles.

4 Draw 3 rectangular shapes (8 cm x 3 cm) on

cardboard (20 cm x 10 cm) and cut them.

5 Paint all the 3 rectangular shapes, 16 circles and 2

rolls with white watercolour. Why do we do this?

Activity 1: Before, During and After | Page 45

2.0 Science Room Rules

Step (Continued)

6 Paint 2 rolls red and 16 circles black.

7 Wrap all 4 twin packs toothpaste which were cut

earlier with colour papers.

8 Write the word BEFORE, DURING, and AFTER

on the 3 rectangular cardboards respectively.
You can use an alphabet stencil ruler as optional.

9 Cut 3 rectangular sheets with 10 cm x 6 cm using

colour paper. Guess answers based on the

9
pictures given in Activity Sheet 2.1. Write the
answers on the activity sheet. Then, rewrite the
answers on the colour paper.

10 Glue the painted red rolls on one of the wrapped

boxes as shown in the picture.

11 Glue at the back of the BEFORE, DURING, and

11
AFTER signs and stick them on the top of each
carriage.

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 46

2.0 Science Room Rules

Step (Continued)

12 Glue the correct answer on the correct carriage.

13 Glue 4 circles on each of the wrapped boxes as

in the picture.

14 Cut raffia rope into 3 equal lengths (8 cm for

each length).

15 Put a tape at each terminal end of raffia rope. Then,

tape the raffia rope at the bottom surface of the
train and carriages. Why do we do this?

15
16 The train is ready to play!

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 47

2.0 Science Room Rules

Activity Sheet 2.1

From the picture below, can you guess and write
what should we do?

Before we enter the Science Room?

During the activity?

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 48

2.0 Science Room Rules

Activity Sheet 2.1 (continued)

From the picture below, can you guess and write
what should we do?

After the activity?

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 49

2.0 Science Room Rules

Science Facts

There are 5 science room rules one can adhere:

• Open all doors and windows before starting any activity.
• Wear shoes that cover the feet.
• Take science apparatus in a proper and careful manner.
• Handle equipment and apparatus with care.
• Switch off fans and lights before leaving the science room.

Word Bank

Twin pack, stencil ruler, respectively

Let’s Think

Our five science room rules help us to protect ourselves from

injuries during the experiment. Can you imagine if we disobey one
of these rules? How would it be like if this happened? We should
adhere to the science room rules, shouldn’t we?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 50

2.0 Science Room Rules

Activity 2: Where’s the Safety?

CONTENT STANDARD 2.1 Science room rules.
LEARNING STANDARD 2.1.1 Adhere to science room rules.

Where’s the safety? Materials

Can you circle the mistakes made? • A pencil
Write the mistakes and the correct rules • A laptop
for each situation.

Activity 2.2

How many mistakes did you find?

Mistakes made:

Activity 2: Where’s the Safety? | Page 51

2.0 Science Room Rules

Rules that must be followed:

Hi little scientist! Can you

give two (2) consequences of
not following the science
room rules ?

PERFORMANCE LEVEL
PL 3 Adhere to science room rules.
PL 4 Provide reasoning on the importance of adhering science room rules.

Activity 2: Where’s the Safety? | Page 52

2.0 Science Room Rules

Science Facts
There are 6 personal protective equipment (PPE) to enter the
science room:
• Hair tied back (for long hair students).
• Safety glasses.
• Lab coat.
• Gloves.
• Long pants.
• Closed-toe shoes.

Word Bank
Adhere, science room, consequence, mistake, safety, personal
protective equipment (PPE).

Let’s Think

Appropriate PPE is required when there is a potential for exposure

to hazardous materials such as hazardous chemicals and biohazards.
Proper PPE helps minimize the potential for skin exposure to
hazardous materials and biological agents. Make sure your legs are
covered and that you wear closed shoes. Can you imagine what
would happen if you were not wearing proper PPE?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

Useful
Click here link!
to watch “General Lab
Safety” or go to this link
https://www.youtube.com/
watch?v=MEIXRLcC6RA

PERFORMANCE LEVEL
PL 3 Adhere to science room rules.
PL 4 Provide reasoning on the importance of adhering science room rules.

Activity 2: Where’s the Safety? | Page 53

2.0 Science Room Rules

Activity 3: My Lab Pledge

CONTENT STANDARD 2.1 Science room rules.
LEARNING STANDARD 2.1.1 Adhere to science room rules

We are going to Materials

build a lab pledge • 1 A4 paper
using a pledge • 1 pencil
frame! • 1 scissors
• 1 glue
• Colour pencils or marker pens

Steps

1 Assemble your pledge frame according to

the following instructions:
Firstly, on your A4 paper, draw the lines as
shown in the figure.
Next, cut out all the four shaded squares.
Thirdly, colour and decorate the borders
(marked with double headed arrows) with
colour pencils or marker pens
After that, flip your paper
Lastly, roll all the border with a pencil and
stick them together to make a frame

2 Write your name at the top of the frame.

2
33
Write at least 10 pledges that you will obey
in the science room.

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.
PL 3 Adhere to science room rules.

Activity 3: My lab pledge | Page 54

2.0 Science Room Rules

Science Facts

The safety rules in the science room is important to prevent

accidents.

Word Bank

Science room, rules, pledge, assemble

Let’s Think

• Science room rules will keep you and your friends safe. If there
are no rules imposed, what do you think will happen?

Reflection

• Do you like the activity?

• Which part do you like most? Why?

Scan the QR code or Useful

link!
click http://bitly.ws/gemr
to watch “Science Safety
Rules”

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.
PL 3 Adhere to science room rules.

Activity 3: My lab pledge | Page 55

2.0 Science Room Rules

Activity 4: Help Emily!

CONTENT STANDARD 2.1 Science room rules.
LEARNING STANDARD 2.1.1 Adhere to science room rules.

This is Emily. Help Emily to write the rules of science

room according to the parts of her body as shown.
Explain what will happen if she violates the rule.

Rule:
What will happen if she violates the rule?

Rule: Rule:
What will happen if What will happen if
she violates the rule? she violates the rule?

Rule: Rule:
What will happen if What will happen if
she violates the rule? she violates the rule?

Rule:
What will happen if she violates the rule?

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 56

2.0 Science Room Rules

Next, we are going to Materials

build a simple pull tap
• 2 A4 papers
to reveal these rules!. • 1 scissors
• 1 double-sided tape
• 1 ruler
• 1 paper puncher
• 1 ribbon
Steps

1 Fold the A4 size papers into half to make a crease in the

middle. Then, use a scissors to cut the paper into half. You
may do this on another paper of different colours. For easier
explanation, there will be half of paper A and another half of
paper B.

2 On paper A, trace using a ruler on the wider section (or in

landscape) at 9 cm. Draw a straight line, then cut using a
scissors on the line. You now have a 9cm x 15 cm card. Use
a paper puncher to make a hole in the middle at the very top
of this paper (in portrait view). Tie a ribbon onto this hole.

3 Next, copy all the rules of the science room to Help Emily!
On card A.

4 On paper B, trace 1.5 cm using ruler in landscape view.

Draw a straight line. Then, fold the paper right until the end
reach the line. Place a double-sided tape on the unfolded
section to build an open pocket. On the either end of the
open section of the pocket, trace 1 cm using a ruler and
draw a straight line. Fold on the line. Place a double-sided
tape to close the pocket.

PERFORMANCE LEVEL
PL 1
6
State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 57

2.0 Science Room Rules

Steps (Continued)

5 Slide your card A into pocket B.

6 Pull out your card and the rules are revealed!

PERFORMANCE LEVEL
PL 1
6
State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 58

2.0 Science Room Rules

Science Facts

Rules will keep you and your friends safe in the science room

Word Bank

Science room, violates

Let’s Think

• Science room rules are rules to be obey for safety in the science
room. Can you use these rules outside the science room?

Reflection
• Do you like the activity?
• Which part do you like most? Why?

Scan the QR code or Useful

click http://bitly.ws/geo5 link!
to watch “Common Lab
Accidents and How To
Avoid Them”

PERFORMANCE LEVEL
PL 1
6
State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 59

TEACHING TIPS
1.0 Scientific Skills TEACHING TIPS

Activity 1 My Lovely Mystery Basket

LEARNING STANDARDS:
1.1 Science process skills. 1.1.1 Pupils are able to observe.

1. Provide the materials needed for the child.

2. Prepare a mystery basket secretly without showing the child the items that you put inside the
basket.
3. Suggested items inside basket: An apple, an orange, a banana, a marble, a small pack of biscuit,
an eraser, a ruler and a bottle of lotion.
4. Before showing the basket, make sure the child is blindfolded.
5. Ask the child to pick one item at a time from the basket.
6. Guide the child to observe the item by using his five senses (except sight) and ask him what he
feels of the item. Record his observations using Activity Sheet 1.1.
7. Remove the child’s blindfold and ask him to observe all the items with his eyes.
8. Ask the child to add on his observations in Activity Sheet 1.1. Did he get the items right? How
many item(s) did he get it right?
9. Guide the child to decorate the basket filled with all the items. Then, snap a picture of his work
and guide him to share it with family and friends via social media.
10. Guide the child to conclude the process of observing using the five senses. For example, we
can observe not only with our eyes but also with our other senses as well.

STEM INTEGRATION
HOTS
Science
• The observation of items in the basket. • Compare and explain observations.
Technology • Making conclusion.
• The use of camera to snap photo of mystery basket.
• Sharing via social media.
Engineering
• The design of decorated basket.
Mathematics
• The calculation of total items in the basket.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State senses involved in making observations about
phenomenon or changes that occurred.
PL2: Describe the use of senses involved in making observations
about phenomenon or changes that occurred.
PL3: Using the senses involved in making observations about
phenomenon or changes that occurred.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 1: My Lovely Mystery Basket | Page 61

1.0 Scientific Skills TEACHING TIPS

Activity 2 Tower of Future

LEARNING STANDARDS:
1.1 Science process skills. 1.1.2 Pupils are able to classify.

1. Provide the materials needed for the child.

2. Encourage the child to look at the shapes given.
3. Guide the child to classify each of the shape according to the characteristic and category in
Activity Sheet 1.2.
4. Guide the child to cut out each of the shape.
5. Encourage the child to think and design a tall tower by using all the shapes.
6. Guide the child to glue the shapes according to his own design.

STEM INTEGRATION HOTS

• Identify and classify shapes

Science according to their similarities.
• The classification of different characteristics of given • Making conclusion.
shapes.

Engineering
• The design of the tower.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State the characteristics of objects or phenomenon.
PL2: Describe the characteristics of objects or phenomenon by stating
the similarities and differences.
PL3: Separate and group objects or phenomenon based on common
and different characteristics.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 2: Tower of Future | Page 62

1.0 Scientific Skills TEACHING TIPS

Activity 3 CORONA War: Let’s Fight!

LEARNING STANDARDS:
1.1 Science process skills. 1.1.3 Pupils are able to measure using numbers.

1. Provide the materials needed for the child.

2. Watch the video via the given links or QR Code.
3. Guide the child to read the measurement of the given tools and complete Activity Sheet 1.4.
4. Give encouragement to DIY a simple cloth face mask.
5. Guide the child to follow the steps given.
6. Discuss what he can do to help fight Corona Virus.

STEM INTEGRATION HOTS

• Identify self responsibility to

Science fight the Corona Virus.
• The measurement of the size of cloth and the length of • Making conclusion.
tools.
Engineering
• The design of the DIY Face Mask.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: Choose appropriate tools to measure a quantity.
PL2: Describe the use of tools and appropriate ways to measure a
quantity.
PL3: Measure by using appropriate tools and standard unit with
correct techniques.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 3: CORONA War: Let’s Fight! | Page 63

1.0 Scientific Skills TEACHING TIPS

Activity 4 Oh, My Habits!

LEARNING STANDARDS:
1.1 Science process skills. 1.1.4 Pupils are able to make inference.
1.1.5 Pupils are able to predict.

1. Provide the materials needed for the child.

2. Guide the child to make inference and prediction.
3. Watch the video via the given links or QR Code.
4. Guide the child to run the experiment on sink or float by following the steps given.
5. Get the child to write the results on the given table (Activity Sheet 1.7).
6. Encourage the child to decorate the manila cardboard with “SINK OR FLOAT’ objects (Activity
Sheet 1.8).
7. Guide the child to conclude that making an inference is a skill to reasonably explain an initial
conclusion of an observation and predicting is a skill to state an expectation of an event that
will happen.

HOTS
STEM INTEGRATION
• Analysing
Science
• Inferring
• Observing, make inference, predict, experimenting
• Predicting
• Identify good habit or bad habit.
Tech/Engineering
• Making conclusion
• Applying knowledge and skill to create a manila
cardboard

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State the observation for a given situation.
PL3: Make more than one expectation of a situation based on
observation

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 4: Oh, My Habits! | Page 64

1.0 Scientific Skills TEACHING TIPS

Activity 5 Shirts in the Wardrobe

LEARNING STANDARDS:
1.1 Science process skills. 1.1.6 Pupils are able to communicate.

1. Provide the stated materials for the child.

2. Entertain the child’s request to conduct an interview session among the family members.
3. Remind the other family members to actively participate in this activity.
4. During the session, guide the child to ask suitable questions regarding on the quantity and the
colours of shirts in the wardrobes.
5. The child can also refer to the suggested questions listed in the activity. However, it is
preferable for the child to develop his/her own questions. This is to train the child to
communicate confidently.
6. Ask the child to record the results in the table given. Complete the table using the information
obtained during the interview session.
7. Help the child to transform the data from the table to a bar chart. Choose the person with the
highest quantity of shirts and draw a bar chart accordingly.
8. Guide the child to label the title, x-axis and y-axis of the bar chart. Guide the child to determine
the suitable scale of the axes. Use specific colour to represent the colour of shirts.
9. Get the child to describe and explain the bar chart systematically. Determine the total number
of shirts, the most favorite colour, the least favorite colour and other related information. Ask
him/her to present the findings to the family members.
10. Discuss with the child the differences between a table and a bar chart.
11. Ask the child opinion on which form of data representation he/she prefers to use.
12. Praise the child and the other family members on their efforts and contributions during the
activity.

Teaching Tips: Activity 5 : Shirts in the Wardrobe | Page 65

1.0 Scientific Skills TEACHING TIPS

Activity 5 Shirts in the Wardrobe

LEARNING STANDARDS:
1.1 Science process skills. 1.1.6 Pupils are able to communicate.

Suggested answers:

According to the bar chart: (an example only )

1. Mother has the highest quantity of shirts. She has 25 shirts in her wardrobe.
2. Mother’s favouite colour is black. She has 8 black shirts in her wardrobe.
3. Mother also favour white shirts and red shirts too!
4. Blue is Mother’s least favourite colour.
5. According to Mother, she prefers buying shirts from online sellers.

STEM INTEGRATION HOTS

• Breaking down information
Science by classification and
• Communicating using bar chart. transform into meaningful
presentation.

Mathematics • Communicate confidently.

• Analyzing and interpreting data systematically.

Engineering
• Drawing a bar chart accurately.
• Develop understanding based on a bar chart.

Technology
• Drawing the bar chart, adjusting the scales of each axes.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State the information obtained
PL2: Record information in suitable form and present it
systematically
PL3: Record information in more than one suitable form and present
it systematically.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 5 : Shirts in the Wardrobe | Page 66

 1.0 Scientific Skills TEACHING TIPS

Activity 6 Let’s Hunt!

LEARNING STANDARDS:
1.2 Manipulative skills. 1.2.1 Use and handle apparatus and science substances correctly.
1.2.2 Handle specimens correctly and carefully.
1.2.3 Sketch specimens, apparatus and science substances correctly.

1. Provide the materials needed for the child.

2. Monitor the child when the child is using a laptop or a smartphone to watch the video.
3. Accompany the child to look for the listed objects or specimens.
4. Encourage the child to go into the garden or outside the house to collect the suggested
specimens.
5. Get the child to pick 6 specimens (2 insects, 2 flowers, 2 leaves) and sketch them on the space
provided in Activity Sheet 1.11.
6. Discuss with the child the functions of apparatus with the help of a video and guide them to
complete the task in Activity Sheet 1.12.
7. Facilitate the child to conclude that manipulative skills refer to psychomotor skills used in a
scientific investigation.

STEM INTEGRATION HOTS

Science • Designing a Pull-Tap artwork.
• Manipulative skills of handling specimens and apparatus • Making conclusion
correctly
• Observing

Mathematics
• Measuring the size of paper for the pull-tab card

Technology & Engineering

• Using apparatus correctly
• Making sketches of apparatus arrangement
• Designing a pull-tab card

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: Identify apparatus, science substances and specimens required
for an activity.
PL2: Describe the use of science apparatus, substances and
specimens required for an activity.
Use and handle science apparatus, substances and
PL3:
specimens required for an activity with the correct method
PL4: Use, handle, sketch, clean and store science apparatus,
substances and specimens used in an activity with the correct
method and carefully.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 6: Let’s Hunt! | Page 67

 1.0 Scientific Skills TEACHING TIPS

Activity 7 My storage box

LEARNING STANDARDS:
1.2 Manipulative skills. 1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus and substances correctly and safely.

1. Provide the materials needed for the child.

2. Observe and facilitate the child when the child handles and uses the apparatus and specimens.
3. Accompany the child when the child sets free the insect specimens.
4. Encourage the child to design and create a flower and leaves card by using the flowers and
leaves specimens. Guide the child to paste it on the space provided in Activity Sheet 1.13
5. The floral card can be used to decorate the box that the child is going to build.
6. Guide the child when the child builds a storage box using the template given in Activity Sheet
1.14
7. Guide the child to redraw the template onto a piece of cardboard using the specifications
shown in AS 1.14
8. Facilitate the child and help the child to cut and build the storage box. Help the child to
arrange and keep all the apparatus in the storage box that the child has built.
9. Get the child to sketch the box in Activity Sheet 1.15
10. Guide and help the child to conclude that manipulative skills refer to psychomotor skills used
in a scientific investigation.

STEM INTEGRATION
Science HOTS
• Handling specimens and apparatus correctly. • Creating a floral card and a box
container.
Mathematics • Making conclusion
• Measure the suitable size for floral card and box

Technology & Engineering

• Using apparatus correctly
• Making sketches of apparatus arrangement
• Applying knowledge and skills in designing a floral
card and building a storage box.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL5: Use, handle, sketch, clean and store science apparatus,
substances and specimens used in an activity with the
correct method, systematically and courteously.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 7: My Storage Box | Page 68

 2.0 Science Room Rules TEACHING TIPS

Activity 1 Before, During and After

LEARNING STANDARDS:
2.1 Science room rules. 2.1.1 Adhere to Science Room Rules.

1. Provide the stated materials for the child, can be recycled materials.
2. Discuss with the child the design of the train using the materials provided.
3. Let the child do the measurement as in Activity Sheet 2.1 and draw sixteen circles for the
wheels of the train on the cardboard and cut them out.
4. Ask the child to paint all 3 rectangular shapes, 16 circles, and 2 rolls with white watercolour.
Ask his opinion why he has to do that – the reason is white colour allows a nice clean coat
and later does not need to use as much paint to make the cardboards superb and pretty.
5. Guide the child to wrap properly the 4 twin packs toothpaste with colour papers.
6. Ask the child to write the word BEFORE, DURING, and AFTER by himself on the rectangular
cardboards.
7. Guide the child to do the measurement on 3 rectangular sheets of 10 cm x 6 cm on colour
paper.
8. Ask the child to guess the answers from the pictures given in Activity Sheet 2.1 and rewrite
the answers on the colour paper.
9. Let the child glue or tape the red tissue roll onto the top of one of the wrapped boxes.
10. Guide the child to glue or tape the BEFORE, DURING, and AFTER sign on top of other
wrapped boxes.
11. Guide the child to match and glue the correct answer on the correct carriage.
12. Observe the child to glue 4 circles on each of the wrapped boxes as shown in picture
Activity 2.1.
13. Guide the child to cut the rope into 3 equivalent lengths (8 cm for each length).
14. Observe the child to put a tape at each terminal end of the rope. Then, tape the rope at the
bottom surface of the train and carriages. Ask him why he thinks he has to do that – the
reason rope is a connector between the train and the carriage.
15. Lastly, ask the child to conclude by stating and describing all the science room rules used in
making the train.

Teaching Tips: Activity 1: Before, During and After | Page 69

 2.0 Science Room Rules TEACHING TIPS

Activity 1 Before, During and After

LEARNING STANDARDS:
2.1 Science room rules. 2.1.1 Adhere to Science Room Rules.

STEM INTEGRATION HOTS

Mathematics
• Determine the correct measurement for rectangular, • Analysing the correct science
circle shapes and all other measurements in activity room rules that must be followed.
2.1..1 • Making conclusion.
• Determine the number of circles needed as wheels.
Engineering
• The design of a train is based on geometric design.
Technology
• The use of recycled materials like cardboard, empty
tissue roll, boxes, and rope to make a train.
• The use of tools to assemble the car parts like scissors,
watercolour, glue, or tape.
• Making adjustments to make the train stand strong and
attach well with all the carriages.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State science room rules.
PL2: Explain science room rules.
COMMENTS: ASSESSED BY:
DATE:

Teaching Tips: Activity 1: Before, During and After | Page 70

 2.0 Science Room Rules TEACHING TIPS

Activity 2 Where’s the Safety?

LEARNING STANDARDS:
2.1 Science room rules 2.1.1 Adhere to Science Room Rules

1. Provide the materials needed for the child.

2. Encourage the child to observe the picture given.
3. Draw the child’s attention to circle the misconduct in the science room.
4. Ask the child to think and write the misconduct made from the circled picture and write the
suitable rules that must be followed.
5. Encourage the child to think about the consequences of not following the science room rules.
6. Guide the child to conclude 5 science room rules.

STEM INTEGRATION HOTS

• Observing and identify the
Mathematics mistakes made in the picture.
• Counting how many misconduct in the science room. • Analysing the correct science room
rules that must be followed.
• Think of the consequences of not
following the science room rules.
• Making conclusion.

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL3: Adhere to science room rules.
PL4: Provide reasoning on the importance of adhering science room
rules.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 2: Where’s the Safety? | Page 71

2.0 Science Room Rules TEACHING TIPS

Activity 3 My lab pledge

LEARNING STANDARDS:
2.1 Science room rules. 2.1.1 Adhere to Science Room Rules.

1. Provide the materials needed for the child.

2. Guide the child to execute the construction of frame according to instruction
3. Discuss with the child the rules for the science room
4. Get the child to write 10 science room rules as his/her pledge

STEM INTEGRATION HOTS

Mathematics • Produce innovative product

• Measuring distances while making the pledge frame • Generate ideas
Engineering/Technology
• Designing the pledge frame
• Building the pledge frame

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State science room rules.
PL2: Explain science room rules.
PL3: Adhere to science room rules.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 3: My Lab Pledge | Page 72

 2.0 Science Room Rules TEACHING TIPS

Activity 4 Help Emily!

LEARNING STANDARDS:
2.1 Science room rules. 2.1.1 Adhere to Science Room Rules.

1. Draw his/her attention to the picture in the worksheet

2. Encourage him/her to think about all the rules related to the pointed section.
3. Discuss with him/her the consequences of violating the rules.
4. Get him to complete all the diagrams with suitable answers.

STEM INTEGRATION HOTS

Mathematics • Generating ideas

• Measuring length (making the pull tab card • Making conclusion

Engineering/technology
• Designing the pull tab card
• Building the pull tab

PERFORMANCE STANDARDS AND PERFORMANCE LEVEL (PL) Achieved Not achieved

PL1: State science room rules.
PL5: Generate ideas of action that need to be taken if there is any
situation violating the science room rules.

COMMENTS: ASSESSED BY:

DATE:

Teaching Tips: Activity 4: Help Emily! | Page 73

ANSWERS
1.0 Scientific skills

Activity Sheet 1.1

Get your parent or friend to help you record your observations in the
table below. Say aloud what you feel about the item with your senses.
Later, when you take off your blindfold, add your own observations. How
many item(s) did you get it right?

1. ITEM Your Observations What item is

this?

It tastes sweet and sour, it is

Item No. 1 round and doesn’t have any Orange
sound, It has a fragrant and
smell fresh.

Accept any suitable answers

Item No. 2 by using multiple human Accept any
senses to observe. suitable answer

Accept any suitable answers

Accept any
Item No. 3 by using multiple human
suitable answer
senses to observe.

Accept any suitable answers

Accept any
Item No. 4 by using multiple human
suitable answer
senses to observe.
Accept any suitable answers
Accept any
Item No. 5 by using multiple human
suitable answer
senses to observe.

2. Snap a picture of your basket and share it with other family members /
friends via any social media. They must be happy with your lovely mystery
basket.

Example of social media: Whatsapp, Telegram, Facebook, Instagram,

TikTok

PERFORMANCE LEVEL
PL 1 State senses involved in making observations about phenomenon or changes that occurred.
PL 2 Describe the use of senses involved in making observations about phenomenon or changes that occurred.
PL 3 Using the senses involved in making observations about phenomenon or changes that occurred.

Activity 1: My Lovely Mystery Basket | Page 75

1.0 Science Process Skills

Activity Sheet 1.2

Complete the task below.

1. Complete the table below according to the colours and shapes by writing
the number of the shapes.

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 76

1.0 Science Process Skills

Activity Sheet 1.2

Complete the task below.

2. By referring to the shape cards in page 1, which shapes have the same
characteristic and category? Write their common characteristic and
category in the boxes given below.

No. 1 No. 7

Blue Colour Round

Shape

No. 10 No. 13

Yellow Colour Triangle

Shape

No. 2 No. 14

Orange Colour Square

Shape

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 77

1.0 Science Process Skills

Activity Sheet 1.3

Complete the task below.

1. Based on instruction in Step 3, cut out each of the shape. Design a tall,
steady and futuristic tower by using all the shapes that had been cut.
Paste your design on this photo frame.

Tower of Future

Accept Any
Suitable Design
of Tower

PERFORMANCE LEVEL
PL 1 State the characteristics of objects or phenomenon.
PL 2 Describe the characteristics of objects or phenomenon by stating the similarities and differences.
PL 3 Separate and group objects or phenomenon based on common and different characteristics.

Activity 2: Tower of Future | Page 78

1.0 Science Process Skills

Activity Sheet 1.4

Complete the task below.

1. Khadijah is a new doctor. She wants to learn every piece of tool used by a
doctor. Following are the tools used by doctors and nurses to treat
COVID-19 patients. Please help Dr. Khadijah to determine the length of
each tool.
The measurement can be read by placing a pencil vertically on
the picture to get the reading of the tools according to the ruler
measurement.

2. Record your measurements in the table below.

Tools Length Measuring unit

Syringe with Needle 10 Centimeter (cm)

Plaster 6 Centimeter (cm)

Cotton ball 1 Centimeter (cm)

Activity Sheet 1.5

Complete the task below.

3. As a Malaysian, what can you do to fight COVID-19 virus?

Accept any suitable answers

PERFORMANCE LEVEL
PL 1 Choose appropriate tools to measure quantity.
PL 2 Describe the use of tools and appropriate ways to measure a quantity.
PL 3 Measure by using appropriate tools and standard unit with correct techniques.

Activity 3: CORONA War: Let’s Fight! | Page 79

1.0 Scientific Skills

Steps

11 Everyone of us has our own habits. Some of our

habits are good and some of them are bad.
Sometimes, our habits will lead us either to
happiness or misery. It is important to keep our
good habit!

22 Based on these pictures, do you think it is a good

habit? What can you infer and predict from this
situation? Show your parents these pictures and tell
them your answers.
Why do you think their hands are
dirty?

3
Before: Dirty Hands
Inference:
I think their hands are dirty
because_______________________
they are playing outdoor.

What do you think will happen

to the girl if she ate her food
without washing her hands? After: Eat without
washing her hands
Prediction:
I predict that
_______________________
she will have stomach pain.

Activity 4: Oh, My Habits! | Page 80

1.0 Scientific Skills

Activity Sheet 1.6

Based on the situation, state your inference and predict.

Before: Marissa had a set of After: Marissa is suffering with

healthy teeth pain

What happened to
Marissa? Why is she
crying and touching Toothache
her cheek?

Can you state any

INFERENCE about
Marissa ate a lot of
Marissa’s teeth chocolate.
(Any possible answers)

Can you state any

PREDICTION if
Marissa did not visit Tooth
decay
the dentist?

Do you think Marissa has a good or bad habit? Write your answer below.

Bad habit

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 81

1.0 Scientific Skills

Activity Sheet 1.7

Make inference on the characteristics of the objects and predict
whether the listed objects will sink or float. Tick (√) your answer.
Next, test your prediction by placing one item at a time in a
container filled with water. Tick (√) if your prediction is correct in the
middle column of the table.

Tick ( ) for your

inference

Sink items: glass bottle, coins, ceramic cup and metal spoon

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 82

1.0 Scientific Skills

Activity Sheet 1.8

1 Let’s decorate your 2 Then, present and show

manila cardboard
with ‘SINK OR your manila cardboard
FLOAT’ object. to your parents or
teacher.

3 Place your printed manila cardboard here.

Accept Any
Suitable Answer

PERFORMANCE LEVEL
PL 1 State the observation for a given situation.
PL 3 Make more than one expectation of an situation based on observation.

Activity 4: Oh, My Habits! | Page 83

1.0 Scientific Skills

Activity Sheet 1.9

Fill in the table below. Write the name of your family members. Record
the quantity of shirts for each of them.
(Example of answers. The determination of value will vary for each pupil.)

Colour of Name of Family members

Shirts
Father Mother Sister Myself
Red 1 5 3 0

Blue 5 2 1 7

White 6 7 5 6

Black 3 8 6 4

Yellow 0 3 8 1

TOTAL 15 25 23 18

1. Who has the highest quantity of shirts?

Mother has the highest quantity of shirt.

2. Which colour of shirt has the highest quantity?

White shirt has the highest quantity.

3. Which colour of shirt has the lowest quantity?

Red shirt has the lowest quantity.

4. What is your mother’s and father’s favourite colour?

My mother’s favourite colour is black.
My father’s favourite colour is white.

PERFORMANCE LEVEL
PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5 : Shirts in the Wardrobe | Page 84

1.0 Scientific Skills

Activity Sheet 1.10

Choose the person who has the highest quantity of shirts.
Draw a bar chart showing the quantity of shirts according to
colours. You can refer to the video given in the next page by
clicking the link or scanning the QR code.

Draw the bar chart here: (this is only an example)

Mother’s wardrobe
Quantity
10

0
Red Blue White Black Yellow

Colour of shirts

Describe about the bar chart and present it to your family:

According to the bar chart:

1. Mother has the highest quantity of shirts. She has 25 shirts in her wardrobe.
2. Mother’s favourite colour is black. She has 8 black shirts in her wardrobe.
3. Mother also favour white shirts and red shirts too!
4. Blue is Mother’s least favorite colour.
6. According to Mother, she prefers buying shirts from online sellers.

PERFORMANCE LEVEL
PL 1 State the information obtained.
PL 4 Record information in suitable form and present it systematically.
PL 5 Record information in more than one suitable form and present it systematically.

Activity 5 : Shirts in the Wardrobe | Page 85

1.0 Scientific Skills

Activity Sheet 1.11

From the collected specimen, choose 2 insects, 2 flowers and 2
different shapes of leaves. Sketch these specimens in the space
provided and ask your family members or your friends to rate your
sketches by shading the heart shape according to its rank.

Rating

No. Your Sketch

1 Any Suitable
(Insect) Sketch

Any Suitable
2 Sketch
(Insect)

3 Any Suitable
(Flower) Sketch

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 86

1.0 Scientific Skills

Activity Sheet 1.11 (Continued)

Rating

No. Your Sketch

4 Any Suitable
(Flower) Sketch

5 Any Suitable
(Leaf) Sketch

6
Any Suitable
(Leaf)
Sketch

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 3 Use and handle science apparatus, substances and specimens required for an activity with the correct method.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 87

1.0 Scientific Skills

Activity Sheet 1.12

Based on Video 1 or Video 2, draw the apparatus correctly. Then, match the
apparatus with their correct functions.

Apparatus Sketch Function

Magnifying Hold, heat or mix

chemical
glass
Pouring liquid from one
Tweezer container to another

Keep specimens like

Conical Flask flower and leaves

Keep specimens like

Funnel insects

Cut specimens like plant

parts (flowers, leaves)
Glass bottle
Produce a magnified
image of an object
Test Tube

Hold and transfer

specimen like insects
Scissors from one place to
another.

Plastic Hold, heat, transport &

store liquids
container

PERFORMANCE LEVEL
PL 1 Identify apparatus, science substances and specimens required for an activity.
PL 2 Describe the use of science apparatus, substances and specimens required for an activity.
PL 4 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with
the correct method and carefully.

Activity 6: Let’s Hunt! | Page 88

1.0 Scientific skills

Activity Sheet 1.13

Paste your DIY bookmark in the frame below.

Any Suitable Design

of Bookmark

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 89

1.0 Scientific skills

Activity Sheet 1.14

Sketch your
storage box/ Remember to draw
container in the the apparatus that
space below. you have arranged
in the
box/container.

Any Suitable
Sketch of
box/Container

PERFORMANCE LEVEL
PL 5 Use, handle, sketch, clean and store science apparatus, substances and specimens used in an activity with the
correct method, systematically and courteously.
.

Activity 7: My Storage Box | Page 90

2.0 Science Room Rules

Activity Sheet 2.1

From the picture below, can you guess and write
what should we do?

Before we enter the Science Room?

1. Open all doors and windows before starting any activity.

2. Wear shoes that cover the feet.

During the activity?

3. Take science apparatus in a proper and careful manner.

4. Handle equipment and apparatus with care.

After the activity?

5. Switch off all fans and lights before leaving the Science Room.

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.

Activity 1: Before, During and After | Page 91

2.0 Science Room Rules

Activity 2.2
Circle the mistakes made. Then, write the mistakes and the correct rules for
each situation.

How many mistakes did you find? 7

Mistakes made:

1. All doors and windows are closed before starting any activity.

2. Wear slippers that do not cover the feet.

3. Break the science apparatus.

4. Did not handle equipment and apparatus with care.

5. Eating in the Science Room.

6. Dustbin is full of rubbish.

7. Taste or sniff chemicals .

PERFORMANCE LEVEL
PL 3 Adhere to science room rules.
PL 4 Provide reasoning on the importance of adhering science room rules.

Activity 2: Where’s The Safety? | Page 92

2.0 Science Room Rules

Rules that must be followed:

1. Open all doors and windows before starting any activity.

2. Wear shoes that cover the feet.

3. Take science apparatus in a proper and careful manner.

4. Handle equipment and apparatus with care.

5. Eating and drinking in the Science Room are prohibited.

6. Clean and tidy up the Science Room before leaving.
7. Taste or sniff chemicals in the Science Room are prohibited.

Hi little scientist! Can you give two (2) consequences of not following the
science room rules?

1. You endanger yourself and others in the lab.

2. You could easily ruin your experiment.

(Any possible answers).

PERFORMANCE LEVEL
PL 3 Adhere to science room rules.
PL 4 Provide reasoning on the importance of adhering science room rules.

Activity 2: Where’s The Safety? | Page 93

2.0 Science room rules

Activity 3
My lab pledge

Accept any suitable answers ( examples)

1. I will not run or play in the science room.

2. I will not drink or eat in the science room.
3. I will clean all the apparatus after I use them.
4. I will queue up before entering the science room.
5. I will leave my bag outside the science room.
6. I will switch off all the fans and lights before leaving the science room.
7. I will wear shoes that cover my feet in the science room.
8. I will immediately inform the teacher about any injury or broken science apparatus.
9. I will open all the doors and windows in the science room.
10. I will handle all the equipments and apparatus carefully.

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 2 Explain science room rules.
PL 3 Adhere to science room rules.

Activity 3: My lab pledge | Page 94

2.0 Science room rules

Activity 4
Help Emily!

Suggested answers

Hair
Rule: Tie long hair
What will happen if she violates the rule?
There is possibility that the long hair may get burn or expose to chemicals

Mouth
Rule: Do not eat or drink in the science room
What will happen if she violates the rule?
The foods may be contaminated with poisonous substances
Or
Rule: Do not swallow any materials in the science room
What will happen if she violates the rule?
It can lead to poisoning

Nose
Rule: Do not smell any dangerous substances in the science room
What will happen if she violates the rule?
It can lead to poisoning

Hand
Rule: Handle equipment and apparatus with care
What will happen if she violates the rule?
There is possibility that she will break the apparatus
Or
Rule: Do not touch dangerous substances in the science room
What will happen if she violates the rule?
She might get injured

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 95

2.0 Science room rules

Activity 4
Help Emily!

Suggested answers

Bag
Rule: Leave the bag outside the science room
What will happen if she violates the rule?
Bringing bag inside the science room may cause injury (tripping)

Feet
Rule: Do not run in the science room
What will happen if she violates the rule?
She will trip and fall
Or
Rule: Wear shoes that cover the feet
What will happen if she violates the rule?
Expose the feet to possible injury or spill of chemical substances in the science
room

PERFORMANCE LEVEL
PL 1 State science room rules.
PL 5 Generate ideas of action that need to be taken if there is any situation violating the science room rules.

Activity 4: Help Emily! | Page 96

WRITERS’ PROFILE
MADAM MAZLINA MAT DARUS is a full time and dedicated lecturer
in Sultan Idris Education University (UPSI), she has devoted her life in
teaching. Her passion in teaching is encouraged by the aim in
providing meaningful learning opportunity among students.
Throughout her career she has contributed significantly in writing
modules and articles related to science and education. She had
recently collaborated with National Science Centre in writing a STEM
module for secondary school students. She also finds that writing
STEM activity book for younger children is another excitement for
her towards promoting real life learning. She believes in transferring
skills and knowledge is an essential way for the world to evolve. Apart
from teaching, she also enjoys baking and carrying out experiments of
new recipes and techniques simply because baking is an expression of
science principles.

DR. LILIA ELLANY MOHTAR is a senior lecturer in Physics Education

at Sultan Idris Education University (UPSI). Throughout her career,
she has contributed significantly in writing articles and modules
related to science and physics education. She specializes in the field
of teacher education and actively conducts the research related to
STEM education. She has collaborated with the National STEM
Center to develop a STEM module and also with the secondary
school teachers to build an online STEM Integration Teaching Plan
Module. She finds that STEM education needs to begin in primary
schools with a focus on hands-on learning and real-world applications
to develops life-long skills. She also believes that writing books
related to STEM activity is one way to prepare young people for
active participation in their future.
 Editorial Team

Editorial Team
Science Year Three Series (TGB and SAB)
Team Leader
MOHD IKHWAN HADI BIN
YAACOB
USM (PhD in Electrical & Electronics Engineering)
UTM (Master of Science in Instrumentation)
UTM (Bachelor of Science in Industrial Physics)

Writers
LILIA ELLANY MOHTAR NURULSAIDAH ABDUL RAHIM YUHANIS MHD. BAKRI

UKM (PhD in Science Education) Dublin City University, Ireland (PhD in Chemistry) University of Newcastle, Australia (PhD in Chemistry)
UTM (Master in Physics Education) UKM (Master of Science) UTM (Bachelor of Science in Chemistry)
UTM (BSc in Education: Physics) UTM (BSc in Chemical Sciences)

AISYAH MOHAMAD SHARIF SYAZWAN SAIDIN MAZLINA MAT DRUS

University of Limerick, Ireland (PhD in Chemistry) USM (PhD in Molecular Medicine) UTM (MSc in Physics)
UKM (Master in Chemistry) Universiti Pertanian Malaysia (Master Science in UTM (BSc Physics)
UTM (Bachelor of Science) Genetic Engineering and Molecular Biology)
UKM (Bachelor of Science in Biology (Genetics))

NURUL SYAFIIQAH YAP

NURHAIDA KAMARUDDIN ADIBAH ABU BAKAR
ABDULLAH
UKM (PhD in Microbiology) USM (PhD in Molecular Biology) USM (PhD in Physics Education)
UKM (Master Science in Microbiology) UPM (Master Science in Biotechnology) UTM (MSc in Physics)
UKM (BSc (Hons) in Biotechnology and Management UKM (Bachelor Science in Biology(Genetics)) UTM (BSc in Industrial Physics)
.
SITI NURSAILA ALIAS

USM (PhD in Physics Education

USM (MA in Education)
UPSI (BEd in Science)

Editor
MOHD IKHWAN HADI BIN
YAACOB
USM (PhD in Electrical & Electronics Engineering)
UTM (Master of Science in Instrumentation)
UTM (Bachelor of Science in Industrial Physics)

Proof Readers
NUR FARAH SHAHIBA NURUL LIYANA ABDULLAH ANNIE JONG SU YAIN

University of International Islam Malaysia OUM (Bachelor of Education TESL (Hons)) UNIMAS (Bachelor of Social Sciences Industrial
Bachelor of Biotechnology(Honours) Relations and Labour Studies)
IPGM (Diploma in Education - English Language)

Graphic Designer
MUHAMMAD FAREEZ HANEEF

Sultan Idris Education University (Diploma in Game

Design and Development)
Science
Student Activity Book

STUDENT ACTIVITY BOOK, SCIENCE (Year 3) is designed to meet the requirements

of the national curriculum, Kurikulum Standard Sekolah Rendah (KSSR) Sains, enabling
students to learn Science in a way that is fun, interesting and meaningful. It presents
hands-on activities that are STEM-based, promoting higher order thinking skills
(HOTS) through investigations and problem solving.

This Student Activity Book can also be a handy reference for both parents and
teachers. The section on Teaching Tips offers useful suggestions on how to guide
children in the teaching and learning of Science with STEM integration.

Special Features:
Follows closely the Content and Learning Standards of Dokumen Standard
Kurikulum dan Pentaksiran (DSKP) Sains;
Covers all Performance Levels in the DSKP;
Offers STEM-based activities;
Offers QR codes to useful links, websites and videos;
Offers Teaching Tips for parents and teachers, and
Incorporates HOTS, i-THINK and PAK -21 (21st century learning) strategies.

Also available:

Mathematics Student Activity Books

Sparks STEM Education

https://www.sparksonline.com.my SPARKS EDUCATION PLT
[email protected] Igniting Passion for Learning